Differentiated Instruction & Universal Design
Module 1 Case Study
MEL3E/4E
Below is a class list, complete with pertinent information regarding each student. Below this is a list of our desired outcomes from creating a lesson or unit for this class using DI or UDI.
Information Areas of Strength Areas of Need Additional Information
Current Level of Achievement
Ahmed- 3E
(No IEP)
ESL student- currently in ESL B classes.
Speaks very limited English
Attendance is a problem
Mark: 45 Grade: 5
Anne- 3E ADHD
OCD
Repeats rituals to perfection
Average
cognitive skills
Strong reading ability
Becomes frustrated when
unable to finish work to completion
Unable to follow auditory instructions
Will not ask for help
In a long-term
relationship with Charlie, which can be verbally abusive and is disruptive to the rest of the class.
Mark: 74 Grade: 10
Ben- 4E Diagnosed with Kabuki Syndrome
MID
Poor Vision
Excellent self-advocacy skills
Has difficulty with cognitive, memory and processing skills.
Struggles with peers
Ethel is a supportive friend for Ben
Needs larger font
Mark: 60 Grade: 7
Britney-
4E
LD in reading,
writing, memory and processing speed
Excellent self-
advocacy skills
Excellent speaking abilities
Requires a lot of
organization coaching
Often falls asleep in
class
Mark: 62
Grade: 9
Cassie-
3E
Language
Impairment
Struggles to retrieve words, and has
difficulty with language organization
Strong
intellectual curiosity
Struggles with self-
confidence and self-advocacy
Visual and hands-on
learner, but does not like to work with others.
Mark: 72
Grade: 8
Charlie- 3E
(No IEP)
Strong cognitive abilities; taking the
class to have the same timetable as Anne, and can be very disruptive.
Mark: 68 Grade: 11
Dan- 3E
(No IEP)
At-risk student; poor
attendance/ difficulties at home
Mark: 35 Grade: 11
Ethel- 3E MID Personable
Advocates for self and others
Number and mathematical skills
Organizational skills
Volunteers for classroom activities and displays a high level of confidence.
Mark: 67 Grade: 8
Fatima-
Grade 11 (No IEP)
University-bound
academic student who participates with enthusiasm, but also burns through tasks in a quarter the time of other students in
the course. She is not interested in helping others in the course.
Mark: 84
Grade: 11
Greg- 3E
(No IEP)
This student tells you it is his goal to do the
absolute bare minimum this year.
Mark: 51 Grade: 11
Harriett- 3E
ASD Oral communication
Organization skills
Reading fluency
Attention/concentration
Mathematical reasoning
Anxiety management
Harriett does not like math and gets very
anxious about it. She passed Grade 10 L math with one-on-one support.
Mark: 71 Grade: 10
Ingrid- 3E ADHD
Behavioural
Has difficulty with aggression and self-
regulation
Tactile learner
Leadership skills
Anger management and
attention
Challenges all
requests
Aggressive towards all classmates, except for Britney.
Mark: 70 Grade: 9
Joe- 3E
(No IEP)
ESL Student in ESL A
Speaks limited English
Mark: 40 Grade: 10
Desired outcomes for MEL 3E/4E
1. Through the development of a tiered MEL3E/4E measurement lesson which incorporates best
practices in DI and UDI, students will be develop the skills to apply measurement in their daily
lives and attain the curriculum expectations.
2. Through the use of technology and differentiated instruction, students will be engaged by a
various activities that are relevant and hands-on.
3. Through the use of information in the IEP and corresponding accommodations, we will create a
lesson that allows all students to learn to the best of their ability.
4. Through professional development and research, we will develop best practices in DI and UDI
that will meet the learning needs of a diverse group of students.
Lesson
Designing a House Subject Area: Mathematics
Grade: MEL 3E 4E
Strand: Measurement
Standards:
2.1 construct accurate right angles in practical contexts (e.g., by using the 3-4-5 triplet to construct a region with right-angled corners on a floor), and explain connections to the Pythagorean theorem
2.4 solve problems involving the areas of rectangles, triangles, and circles, and of related composite shapes, in situations arising from real-world applications
2.6 construct a two-dimensional scale drawing of a familiar setting on grid paper or using design or drawing software
2.7 construct, with reasonable accuracy, a three dimensional scale model of an object or environment of personal interest (e.g., appliance, room, building, garden, bridge)
2.8 investigate, plan, design, and prepare a budget for a household improvement (e.g., landscaping a property; renovating a room), using appropriate technologies (e.g., design or decorating websites, design or drawing software)
3.8 compare the unit prices of related items to help determine the best buy
Basic Intermediate Advanced
Pre-assessment Be sure students have the background necessary to be successful in the lesson.
Students will be given pre-drawn furnitures shapes that are to scale. They will be asked to decide which pieces to use and arrange them on piece of graph paper with a pre-determined room size.
A house has a living room that is 16 ft by 10 ft. Cut out and label simple geometric shapes, drawn to scale, to represent every piece of furniture in the living room. Place all of your cut-outs on a scale drawing of the new living room to find out if the furniture will fit appropriately (e.g., with adequate space to move around).
Determine the best layout for the cabinets and furniture in an L-shaped kitchen. Provide measurements.
Instruction Rubric Scaffolding
Rubric Scaffolding
Rubric
Resources Manipulatives calculators graph paper rulers flyers and catalogues home improvement websites
Manipulatuves calculators graph paper rulers flyers and catalogues home improvement websites
Manipulatuves calculators graph paper rulers flyers and catalogues home improvement websites building and decorating materials.
Homework Measure the size of actual rooms in a house. Interview adults to find information about materials (flooring, etc.)
Look on internet for house specs and blue prints. (Many contractors post these)
Visit a hardware store. Research materials. Talk to an employee about quality of materials and unit prices.
Outcome "Design" group; they could make decisions about the dimensions of each room, and decide on the type of flooring to use in each room, and create a floor plan model with manipulatives. Then, they could put their information
use group one's data to figure out the square footage for each room in the house, and they could research the cost of the materials.
Decide on cost of extra features such as outdoor pool,deck, circular patio, etc. Construct a three dimensional scale model of house.
into an organizer
Assessment
Appendix A
Group One
Width Height Material (Ceramic tile, hardwood flooring, vinyl
flooring, carpet)
Kitchen
Dining Room
Family Room
Bedroom 1
Bedroom 2
Bedroom 3
Basement
Group Two
Area of Each Room Material (Ceramic tile,
hardwood flooring, vinyl flooring, carpet)
Cost of each Material per square foot
(Research for this group)
Kitchen
Dining Room
Family Room
Bedroom 1
Bedroom 2
Bedroom 3
Basement
Group Three
Area Material Cost
Kitchen
Dining Room
Family Room
Bedroom 1
Bedroom 2
Bedroom 3
Basement
Circular Deck Dimensions:
Area:
Swimming Pool Deck Calculation: Area of Deck: Decking Cost
Tier 1 Handout
Measurement Lesson
Group 1
A rectangle has four sides, with opposite sides being equal. When measuring the
dimensions of a rectangle you will need to find the length and width. The diagram
below shows you an example of a rectangle with dimensions given to you.
PART A: To measure length and width, you will need a ruler. Find the length
and width (in cm) of the following rectangles using a ruler. Record your
measurements in the table below. Remember to include units.
A
B C
Length
10 cm
Width
5 cm
PART B: The diagram on the following page is an example of a floor plan for a
house. Your task is to create your own floor plan and record the dimension of
each room in the table below. You should also indicate which type of material
you will use for the floor of each room. You may use the floor plan given to you
as guide. Follow the steps below to complete this task.
Decide on the dimensions of each room (use cm for the units)
Record these numbers in the table below
Decide on the flooring of each room from the choice given in the “Material”
column
Record the material in the table below
Using construction paper, measure the length and width for each room
using a ruler
Cut out each room you have measured separately
Put your floor plan together by gluing together all the rooms on bristol
board
Record the dimensions of each room on your final product
Rectangle Length Width
A
B
C
Length Width Material (ceramic tile, hardwood flooring, vinyl
flooring, carpet)
Kitchen
Dining Room
Living Room
Bedroom 1
Bedroom 2
Bathroom
Basement
Sample Floor Plan
MEL3E/4E
Group 2:
Kitchen
Living
Room
Dining
Room
Master
Bedroom
Master
Bathroom
Bedroom Bathroom
Tier 2 Handout
Part 1: Square Footage of the Home, and Flooring Materials ORGANIZER:
Area of Each Room Material to research: Best "Guesstimate" of the price
Kitchen
Dining Room
Family Room
Bedroom 1
Bedroom 2
Bedroom 3
Basement
Formulas: Area = L X W
Part 2: SUPPLIES:
Select the highest quality of materials at the lowest price, staying within the $5000. budget for the entire home.
Compare and contrast hardwood floor, laminate, carpet and/or tile, and make a group decision. (Look for
upcoming sales & promotions to achieve your goals). Consider the use of each room, and who will be living in each
space to make your choices. Explain why you have chosen a particular material for each space.
COMPARE & CONTRAST THE FOLLOWING:
HOME DEPOT:
http://www.homedepot.ca/catalog/floors/172569
HOME HARDWARE:
http://www.homehardware.ca/en/cat/index.htm/Building-Supplies/Flooring/_/N-ntia3
Versus:
LOCAL FLOORING STORE:
(such as "Centura Flooring" http://www.centuralondon.ca/
or "End Of The Roll" http://www.endoftheroll.com/ )
Area of Each Room Chosen Material : (Ceramic tile, hardwood flooring, vinyl flooring, carpet)
Cost of Material per square foot : Total Area Needed:
Kitchen
Dining Room
Family Room
Bedroom 1
Bedroom 2
Bedroom 3
Basement
TOTAL FOR TILE:
TOTAL FOR CARPET:
TOTAL FOR HARDWOOD OR LAMINATE FLOOR:
TOTAL FUNDS NEEDED:
TOTAL TAX (GST & PST):
Tier 3 Handout MEL3E/4E
Group 3:
Part 1: Pool Area and Volume
Formulas: Area = L X W Volume = L X W X H
Pool Area (Calculations):
Pool Volume (Calculations):
Part 2: Deck Area
Using the dimensions from the pool on the previous page design and draw a deck around the
pool in the space provided. Be sure to use the same dimensions for the pool in your design and
label them.
Calculate the Decks total Area:
RUBRIC
MEL 3E 4E Name:___________________
Measurement: Designing a House
Category Level 4 Level 3 Level 2 Level 1 R
Knowledge Is able to solve problems involving the areas of rectangles, triangles, and circles, and of related composite shapes with a high degree of accuracy.
Is able to solve problems involving the areas of rectangles, triangles, and circles, and of related composite shapes with considerable accuracy.
Is able to solve problems involving the areas of rectangles, triangles, and circles, and of related composite shapes with some accuracy.
Is able to solve problems involving the areas of rectangles, triangles, and circles, and of related composite shapes with limited accuracy.
Is not able to solve problems involving the areas of rectangles, triangles, and circles, and of related composite shapes with limited accuracy.
Thinking Planning, design, and budgeting skills are implemented with a high degree of effectiveness Is able to compare unit prices of related items to determine which one is the best buy with a high degree of accuracy.
Planning, design, and budgeting skills are implemented with considerable effectiveness Is able to compare unit prices of related items to determine which one is the best buy with a considerable level of accuracy.
Planning, design, and budgeting skills are implemented with some effectiveness Is able to compare unit prices of related items to determine which one is the best buy with some of accuracy.
Planning, design, and budgeting skills are implemented with limited effectiveness. Is able to compare unit prices of related items to determine which one is the best buy with limited accuracy.
Planning, design, and budgeting skills are not implemented Is not able to compare unit prices of related items to determine which one is the best buy.
Application Is able to use the 3-4-5 triplet to construct a region with right-angled corners on a floor and explain connections to the Pythagorean theorem with a high degree of accuracy and effectiveness.
Is able to use the 3-4-5 triplet to construct a region with right-angled corners on a floor and explain connections to the Pythagorean theorem with considerable accuracy and effectiveness.
Is able to use the 3-4-5 triplet to construct a region with right-angled corners on a floor and explain connections to the Pythagorean theorem with some accuracy and effectiveness.
Is able to use the 3-4-5 triplet to construct a region with right-angled corners on a floor and explain connections to the Pythagorean theorem with limited accuracy and effectiveness.
Is not able to use the 3-4-5 triplet to construct a region with right-angled corners on a floor and explain connections to the Pythagorean theorem
Communication Is able to construct two and or three dimensional model with a high degree of effectiveness.
Is able to construct two and or three dimensional model with consider of effectiveness.
Is able to construct two and or three dimensional model with some effectiveness.
Is able to construct two and or three dimensional model with limited effectiveness.
Is not able to construct two and or three dimensional model.