Assignment 2B

Since I want to be a future physical education teacher below I have written some of the ways I can differentiate instruction for the different populations of students I will encounter. It is all about finding ways for the student to be involved and still learn the content of the lesson.

English Language Learners 

• Partner with a friend/translator
• New students generally always make one close friend when meeting an entire classroom of students so I would try and recognize this as soon as possible and when working in groups or pairs I would make sure that the ELL is always with the student they feel most comfortable around.
• Visuals with pictures 
• Pictures are universal so by having a visual that the student can look as provides extra clarity as to what is being asked of them in the activity.
• Instruction translated in their native language 
• Translated instruction in the students native language tells them specifically what the content of the lesson is and what I am expecting from them. Producing written instruction in their language gives the student much needed clarity when I am giving most of the instruction verbally in English.
• Give objectives/vocabulary/lesson content beforehand 
• By doing this it gives the student the opportunity to prepare for the upcoming content/lesson. By providing the vocabulary it also prepares the student for words I will be using in my instruction, it will help the student slowly become familiar with the vocabulary and improve their English speaking skills.
• In daily journal that the students are asked to do allow this student to draw or narrate their experience, feelings, understanding and concerns 
• Giving the student the choice as to how they want to express what they learned gives them more of an opportunity to be creative and I want them to feel free in their expression where I am assessing what they learned and how I can better my future instruction.

Special Needs Students

• Modify equipment, a lighter/bigger ball for the student to kick 
• This will help the student feel more comfortable if they have a disability that does not allow them to perform the skill with a soccer ball 
• If the student does not do well in a big group put them in a smaller group or with a partner(advanced learner) 
• A smaller group should help with their social interaction and not having too many people to communicate with. Putting them with an advanced learner, the advanced learner can help "coach" them on what and how to do the activity/skill
• I will give them a specific task like being the equipment manager, where they clean up the equipment when the day is over - or line leader - something of importance for them to want to be engaged in activity 
• Giving the student a specific task will hold an important value to them and with it being important it will hold the students attention or allow them to be involved in an activity that their body may not allow. 
• Find a common interest like music and let the student pick a few songs to be played while activity is going on, keeping them engaged 
• Finding a common interest in general will build a relationship between the student and myself and with that relationship the student will feel more comfortable being out at PE. Here, by letting the student pick the music it keeps the student close to me since once I am done giving instruction and send out the students the music will be played. With having the student close they will hear all of my instruction closely and still gain some understanding of what I am asking of the students. 
• If they do not like loud noise have them wear headphones and give non verbal cues, so when I raise my hand with one finger that will mean go, rather than hearing me loudly say go or hearing the whistle
• Reducing the loud noise that the student is sensitive to reduces the stress level of being out at PE. I want the student to be comfortable and minimizing the sound for some students does this. I bring up this example because as a para we use headphones for our moderate-severe special education students and by reducing the sound with headphones they are more willing to participate. 
• In the daily journal that the students are asked to do, allow this student to draw or narrate their experience, feelings, understanding and concerns
• Giving the student the choice as to how they want to express what they learned gives them more of an opportunity to be creative and I want them to feel free in their expression where I am assessing what they learned and how I can better my future instruction. 

Advanced/Gifted Learners

• Become the coach/pairing with other students
• Since this student knows the majority of the content and excels at the skill(s) being taught this student can act as a coach or second teacher in the class. There will be boundaries set for this student on their delivery and interactions with the students but they are to help students who are struggling. In soccer in a kicking lesson, they can show the proper technique and add in some extra tricks for those who are ready for more of a challenge. This keeps the student engaged and challenges their thinking process because they have to know enough about the content to help others and be confident in their knowledge.
• Live demonstration
• Live demonstrations by students are always better than an adult like myself doing it because the students have someone the same age and body type doing the movements required for a skill and the students can mimic them. This keeps the student engaged and not just sitting listening to my instruction zoning off. 
• More advanced content/skill
• The student is clearly much better at the content and skills being asked of them to engage in so engaging in instruction that is made for the general population of students can be boring for them. Giving the student more advanced content/skill within the lesson challenges them and extends the time they are engaged in that activity. 
• Create a skill within the lesson
• Here I can give the student the opportunity to create a different skill within the activity the class is participating in. For example, if I am doing soccer, a kicking lesson, the student can come up with an activity/skill that can be used when kicking a soccer ball and share it with the rest of the class.
• In the daily journal that the students are asked to do, allow this student to draw or narrate their experience, feelings, understanding and concerns
• Giving the student an extra choice as to how they want to express themselves provides more of an opportunity to be creative and I want my students to feel free in their expression where I am assessing what they learned and how I can better my future instruction. 

Most of these differentiation strategies I have explained here will be used in my future physical education class, but they can all be used in each of my lessons as well. From soccer to basketball and softball everything listed above is generally the same across the board. 

"Success is no accident. It is hard work, perseverance, learning, studying, sacrifice and most of all, love of what you are doing or learning to do." -Pele