D171Task1 D171 Task 1 – Differentiating Instruction WGU – D171
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D171Task1 D171 Task 1 – Differentiating Instruction WGU – D171 Curriculum, Instruction, and Assessment A. The video that I chose is formative assessment video #3, Case #191-Using Images to Build Speaking, Listening, and Descriptive Language Skills. This classroom included both 2nd and 3rd graders. A1. The teacher made modifications to her curriculum, instruction, and assessments based on formative assessment data. Originally, the students lacked common background knowledge and they were confused and unclear about the way they should describe the animals by their features. Due to this, the teacher made sure to build vocabulary and background knowledge with her entire group. In the video, we saw the students complete think-pair-share activities. During these activities, the students were able to work with their partner to discuss and describe the whale characteristics. The teacher also used orca whale images because she knew that her students were more familiar with them and would be able to be more successful with their speaking and viewing during the activity. A2. There are at least two students that I believe felt differently from before and after the teacher modified the lessons/instructions. The first student is Cesar, who seemed to be confused as to how his teacher wanted hi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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