1. Differentiating a Lesson Plan
2. Presentation of Theorem
   1. On Slides + Verbal Explanation
      1. Give time to think, then ask for questions
      2. Encourage students to fill in answer themselves
3. Proof of Theorem
   1. Derive proof by guided discussion
      1. Explore different solutions
      2. Integrate with previous content or other classes
   2. Cue responses as necessay
      1. Differentiate naturally by encouraging students to go beyond their comfort zone
      2. Guide students to understand the nuances involved
4. Second Assessment Extensions & Applications
   1. Divide Class into 4 or 5 Groups
      1. Spread ELLs amongst groups
      2. For hearing impaired, give them an option to view video with lesson captioned (e.g. Kahn Academy)
   2. Differentiate
      1. Groups have to present results, can choose roles, encourage low performers to participate fully
      2. Depending on class, can also differentiate on content difficulty for each group
      3. If resources allow, can use a graphing software to experiment with properties of right triangles. Good strategy for less motivated students, maybe in conjunction with representative students
5. Homework
   1. For ELL, make sure any word problems are accompanied by diagrams
   2. Edit assigned videos in EDPuzzle so as to insert problems and track what parts are reviewed most
   3. Feedback on extended project (for talented/motivated/gifted) and suggestions for further research
6. by Gabriel Riedel
7. Homework lends itself easily to differentiation. As in differentiating any lesson plan, the key is to first know the class. After which, the teacher can taylor homework to the needs of the students. Especially for the gifted and talented, this might be the best way way to engage them in something sufficiently challenging.
8. I find this possibly the most difficult decision in differentiating the lesson plan. It there are some very talented students, there are two factors to consider. It is good for them to learn to work with others; however, they can learn so much more by also working with like minds. I think that in general I would favor them working within a mixed group when dealing with core topics, and together in more esoteric content.
9. Hs Geometry: The Pythagorean Theorem
10. The goal is to differentiate a lesson for a class that counts amongst its students some English Language Learners, some motivated and/or high performers, and some students are lagging due to one reason or another.
11. For the class: Projected on the screen for the durations
12. For ELL: If applicable, ask if one of them wishes to read it to the whole class
    1. If sufficiently advanced, maybe re-read with proper pronunciation
    2. Ask if all the terms are clear
13. Assure students it's a formative assessement - no need to get nervous