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Differentiated Instructional Task

Differentiated Instructional Task: You will construct a differentiated instructional task or lesson in an academic or social subject/level area of your interest. Please chose a student from one of the case studies that we did this session or one of the students for whom you read the present levels as the student for whom you are designing this task. This task may relate to a small group activity or single student activity and will be used to emphasize areas such as social skills, anger management, collaboration, life skills, or core academics. Total credit for the task requires typed submission of the objectives of the task/lesson in meeting students’ differentiated needs. Each student will also present the task/lesson to classmates (via video, power point presentation, or another format- your choice as a professional as to how you would like us to view it). Students will post and receive feedback from class members, all of which will be anonymous.

Resources for this activity might include:

1) Your case study book

2) Your textbook

3) Your knowledge of goals and diagnostic testing

4) Your local district’s curriculum for the age/level of the student that you chose

5) Your previous skills from other counseling classes for which you have information about counseling programs/curriculum (more for the anger management, life skills, social skills etc.)

6) Research

Suggested Reading Related to Differentiation- Resourced from Scholastic Website

Here are some seminal books on differentiation. Set aside time to reflect on the ideas in these texts, and then discuss what you’ve learned with colleagues. Continually ask, How can this information support change in my teaching/counseling practices? This question will start your differentiation journey.

 Developing Students’ Multiple Intelligences (Links to an external site.) by Kristen Nicholson-Nelson

 The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson

 Differentiation in Action (Links to an external site.) by Judith Dodge  How the Brain Learns by David A. Sousa  How to Differentiate Instruction in Mixed Ability Classrooms by Carol Ann

Tomlinson  Multiple Intelligences: The Theory in Practice by Howard Gardner—%3Edifferentiation-in-action%3C-span%3E-9780439650915


Included in this assignment you will have: Objectives, student assignments, assessments, materials, and you will include how you would modify/accommodate your chosen student. Please include all of the above as part of the task. If you are a counseling student, please feel free to focus on social skills, anger management, collaboration, or life skills.

I spoke to a previous professor of the class and she said that she does not have a model because they were all returned. Therefore, this project is more open- ended. Take it in a direction that is meaningful for YOU and your profession. There is not a singular set format. As noted above you can present via video, power point presentation, or another format- your choice as a professional as to how you would like us to view it, as is the student on whom you are focusing, and the objective or task that you are presenting.



 Required Texts: Boyle, J.R., & Danforth, S. (2001). Cases in special education. (2nd ed.). Boston,

MA: McGraw-Hill.


 Friend, M., & Bursuck, W.D. (2012). Including students with special needs: A practical guide for

classroom teachers. (7th ed.). Boston, MA: Pearson/ABLongman.




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