Differentiation Table

Lesson Type of Learning Experience Objective during this Learning

Number Experience

1 - Binary Introduction and (AB) Binary Form Students will be able to identify AB
(Binary) Form with 90% accuracy.
Problem-Solving
Whole Group Students will be able to perform AB
Sectional (Binary) Form with 85% accuracy.

Include verbal and visual examples using Students will be able to create and
words, shapes, and colors to relate to form. perform a B section with 85%
accuracy.

2 - Ternary Ternary Form Students will be able to identify ABA

Hands-On Activities
Whole Group
Include verbal and visual examples using
words, shapes, and colors to relate to form.
(Ternary) Form with 90% accuracy.
Students will be able to perform
ABA (Ternary) Form with 85%
accuracy.

3 - Rondo Rondo Form Students will be able to identify

ABACA (Rondo) Form with 90%
Problem-Solving accuracy.
Simulations
Hands-On Activities Students will be able to perform
ABACA (Rondo) Form with 85%
Include verbal and visual examples using accuracy.
words, shapes, and colors to relate to form.

4 - Complex Culmination and Complex Rondo Form Students will be able to identify
ABACA (Rondo) Form with 95%
Problem-Solving accuracy.
Hands-On Activities
Whole Group Students will be able to perform
ABACA (Rondo) Form with 95%
Include verbal and visual examples using accuracy.
words, shapes, and colors to relate to form.
ELL Student Modifications

● Directions were repeated multiple times throughout each lesson. If a question was asked,

we reviewed as a class.

● I allowed for wait time after asking a question and allowed students to ‘phone a friend’ if

they needed help.

● I included verbal and written vocabulary words when discussing new topics.

● One of our students uses an IPad to translate teacher instruction. I made sure to speak

clearly so that the machine could translate for him. When he had a question, I or another

student would help.

Differentiating Instruction to Meet the Needs of All Students

In this unit, I used a variety of different tools and methods to meet the needs of the
individual students. Prior to teaching these students, I received all IEPs and 504s. After
reviewing them I learned that I had one student who needed additional wait time and the ability
to move during class. I made sure to include segments throughout the lesson that allowed the
students to stand and move around the classroom. I was also able to discuss the needs of my ELL
students with their core teacher before the unit. She told me that they understood conversational
English very well, but that their reading skills were still developing. I made sure to include
written vocabulary words, visual aids, and verbal instruction for these students in the lesson. The
last thing I did in preparation for the unit was take an interest inventory survey. I used this survey
to learn what the students enjoyed about music, what they didn’t enjoy, and a personal anecdote
to help me learn their names quickly. This survey allowed me to plan lessons that kept these
students engaged in the process.