Differentiation in the Curriculum Design Process: Absolute Value Lesson Reflection
Designing a differentiated lesson plan for my 6th-grade math class required careful planning of teaching methods, assessments, and technology use to meet the needs of all students. In this reflection, I explain how I structured the lesson to ensure accessibility and engagement for all learners while maintaining high academic standards. Differentiation is key to effective teaching because it addresses different learning styles, skill levels, and interests (CAST, 2020). By using multiple teaching methods, assessment types, and technology tools, I aimed to create an inclusive classroom.
Instructional Strategies and Differentiation
To effectively differentiate instruction, I considered my students' skill levels, learning styles, and interests. Absolute value can be abstract, so I used different teaching strategies to help all students understand it.
Skill Levels: I started by checking what students already knew with a discussion about temperature and distance from zero. This helped me adjust instruction based on their understanding (Murwaski & Scott, 2020).
Learning Styles: I used number lines and graphs for visual learners, verbal explanations for auditory learners, and interactive activities using IXL for hands-on learners (Perez & Grand, 2018). Universal Design for Learning (UDL) supports presenting material in different ways to reach all students.
Interests: I connected absolute value to real-life situations like temperature changes and finances, making the lesson more meaningful (O’Donnell, 2018). Research shows that students learn better when they see how math applies to their daily lives.
For students who needed extra help, I provided guided practice with color-coded number lines, step-by-step instruction, and peer support. Advanced students created their own real-world problems using absolute value. Early finishers worked on more challenging problems to keep them engaged.
Differentiation in Assessment
To make sure students could show their learning in different ways, I used a variety of assessments:
Formative Assessments:
Exit tickets where students wrote their own absolute value problems.
Thumbs-up/thumbs-down check to gauge understanding.
Peer discussions to explain concepts in their own words.
Summative Assessments:
A short quiz testing students' ability to find and compare absolute values.
A project where students created and presented real-world problems using absolute value.
I adjusted assessments for different students:
ELLs received word banks, sentence starters, and visual aids to support understanding (Santori & Smith, 2018).
Students with special needs received modified assessments with simpler wording and additional scaffolding. Alternative assessment formats, such as oral explanations or visual models, ensured fairness.
Gifted students tackled multi-step problems that applied absolute value in deeper ways.
Early finishers created digital posters explaining absolute value in a way that could teach their classmates.
Technology Integration
Technology played a big role in making the lesson interactive and engaging. I used IXL, an online math tool, so students could practice absolute value problems at their own pace.
To make sure this tool worked for everyone:
I checked that IXL was user-friendly and had accessibility features.
I gave clear instructions and guided students who needed extra help using the tool.
I encouraged students to use IXL to track their progress and reinforce skills independently.
Students who finished early created interactive presentations on Google Slides, which helped them reinforce their learning while teaching others. Research supports using technology in differentiated instruction because it allows students to learn at their own pace (Perez & Grand, 2018).
This lesson demonstrated how differentiation improves student learning using different teaching strategies, assessments, and technology. Recognizing individual differences and adjusting instruction accordingly ensured all students could grasp absolute value meaningfully. I will continue refining my differentiation strategies to build a more inclusive classroom where all students can succeed. Our job as educators is to provide the tools and opportunities each student needs to thrive, no matter their starting point.
References
Murwaski, W. W., & Scott, K. L. (2020). What Really Works with Universal Design for Learning. SAGE
O’Donnell, A. (2018). Teaching Tools and Strategies for Diverse Learners. International Literacy Association. https://www.literacyworldwide.org/blog/literacy-now/2017/10/26/teaching-tools-and-strategies-for-diverse-learners
Perez, L., & Grand, K. (2018). 30+ Tools for Diverse Learners. ISTE. https://iste.org/blog/30-tools-for-diverse-learners
Santori, D., & Smith, C. A. (2018). Teaching and Learning with iPads to Support Dialogic Construction of Multiliteracies. https://doi-org.lopes.idm.oclc.org/10.1080/00940771.2018.1398944
