{"id":88,"date":"2018-10-01T17:02:59","date_gmt":"2018-10-01T17:02:59","guid":{"rendered":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/chapter\/chapter-six-proactive-considerations\/"},"modified":"2026-04-15T21:53:47","modified_gmt":"2026-04-15T21:53:47","slug":"chapter-six-proactive-considerations","status":"publish","type":"chapter","link":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/chapter\/chapter-six-proactive-considerations\/","title":{"raw":"Chapter Six: Proactive Considerations and Differentiation","rendered":"Chapter Six: Proactive Considerations and Differentiation"},"content":{"raw":"Effective teachers think proactively when planning lessons.\u00a0 Consider the particular students<\/strong> you will be working with, your time frame, the activities you've planned, the materials you are using and possible scenarios that may impact your plans; be prepared to adjust your instruction accordingly.\u00a0 Describe the possible points in the lesson in which adjustments may need to occur and points in which instruction might be flexible in approach in response to specific student needs.\u00a0 Prepare a plan to give more direct instruction or adapted instruction to specific students who may not be understanding the topic as well as a plan for increasing the rigor or difficulty of tasks when necessary.\u00a0 Anticipate any behavioral challenges and create a proactive plan for managing classroom climate.\u00a0 Consider the technology planned during the lesson and describe a backup plan should the technology fail.\u00a0 Also consider pacing, teacher roles, grouping, assistive technology, and individualized student accommodations.\r\n
Contingency Points and Responses and...<\/strong><\/span><\/em><\/span>Differentiation<\/strong><\/em><\/span><\/header>\r\n
\r\n\r\nIdentify points in the lesson where you might need be flexible in your approach in response to student needs.\u00a0 How will you adjust your content?\u00a0 What plan of response to student actions\/behaviors are you prepared for?\r\n\r\n<\/div>\r\n<\/div>\r\n
\r\n

Examples of Proactive Considerations:<\/strong><\/span><\/p>\r\n\r\n<\/header>\r\n

\r\n
    \r\n \t
  • Being aware of my two students with poor attendance records, I will place them in different pre-planned groups.<\/li>\r\n \t
  • To address any misunderstandings as to the activity steps, I will post the steps and provide a model to each group.<\/li>\r\n \t
  • For my students who often complete the assigned activity earlier than peers, access to laptops will be available, as well as a the link to an online 'Jeopardy' style game, reviewing the lesson content.<\/li>\r\n \t
  • In case of a technology malfunction, a graphic organizer will be available on which students will complete a concept map.<\/li>\r\n \t
  • I plan to offer J.D. a movement break 10 minutes into the group activity following his 504 plan.<\/li>\r\n<\/ul>\r\nExample of Proactive Considerations from a CEP Student's Lesson Plan:<\/strong><\/em>\r\n
    \r\n\r\n\r\n\r\n
    \u25cf \u00a0 \u00a0 \u00a0 If extra time exists at the end of the lesson and students are not showing signs of\r\n\r\nneeding a movement break, students will be given a noun and a verb and asked to\r\n\r\ncreate their own sentence to be labeled by a peer.\r\n\r\n\u25cf \u00a0 \u00a0 \u00a0 Students will have an opportunity to complete the activity during make-up time with the\r\n\r\nassociate teacher in case of absence.\r\n\r\nIf K.D.'s behavior interferes with peers' focus he will be given a choice as to moving to\r\n\r\na separate work station or to a desk in the hall to complete his work.\r\n\r\n\u25cf\u00a0 \u00a0 \u00a0 \u00a0J.Y. and T.C. have demonstrated persistent difficulty with labeling the elements of a simple\r\n\r\nsentence.\u00a0 A classroom assistant will intervenethe if this is observed and will pair these students\r\n\r\nup, prompting completion with discussion and her corrective feedback as beneficial.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n
    \r\n

    Differentiation:\u00a0<\/strong><\/span><\/h4>\r\n
    \r\n
    \r\n\r\nIt is in this section of your lesson plan that you share how you plan to differentiate your instruction as you strive to meet the varying needs of all of your learners.\u00a0 Differentiation supports the provision of equity to your students.\u00a0 No two students are alike, however, the variety of needs presented among your students do not always qualify them for 504 Plans or IEPs.\u00a0 Teachers can meet students' needs without the requirements of formal accommodations<\/strong> <\/em>or modifications<\/strong><\/em> noted in one of these documents.\u00a0 In fact, high-quality instructors do this on a consistent basis to offer equitable learning opportunities to their diverse learners.\u00a0 The biggest<\/strong><\/em> difference between differentiating instruction and these last two practices\u00a0is <\/strong><\/em>that\u00a0<\/strong>accommodations<\/em><\/strong> and\u00a0<\/em>modifications <\/strong>are\u00a0noted in legal documents and required<\/strong><\/em> to be implemented by teachers.\r\n\r\nDifferentiation is a practice that high-quality teachers choose to implement as they strive to meet the varying needs among the students in their classrooms. This practice is not required through a student's IEP or 504 Plan.\u00a0 It is a practice a high-quality instructor uses to make a change to the content of a lesson, the process students are using to make sense of that content, or<\/strong><\/em> the product students are completing to demonstrate their learning.\u00a0 By analyzing pre-assessment data, a strong teacher determines the students for which the lesson objective may need to differ in order to be appropriately challenging.\u00a0 Due to various readiness levels identified through pre-assessment, some students will need to meet higher expectations in order to progress in their understanding while some students may need greater support through a difference in the content (not the topic) or the process to show increased understanding.\r\n\r\nFollowing analysis, describe how you\u2019ll differentiate your instruction to meet these diverse individual needs. \u00a0Remember that differentiated instruction <\/strong>isn\u2019t a strategy, but a framework that can be used to implement a variety of strategies such as grouping students for instruction. \u00a0As you begin to differentiate instruction, there are three main instructional elements that can be adjusted to meet the variety of learners\u2019 needs:\r\n
      \r\n \t
    • Content - <\/strong>the knowledge and skills students need to master<\/li>\r\n \t
    • Process - <\/strong>the activities students use to make sense of and master the content<\/li>\r\n \t
    • Product \u2013<\/strong> the method students use to demonstrate learning<\/li>\r\n \t
    • Learning Environment<\/strong>- the climate of the classroom<\/li>\r\n<\/ul>\r\nReadiness levels are not the only consideration in differentiating instruction.\u00a0 Each of these instructional elements can also be differentiated by considering either students\u2019 interests or learning profiles.\u00a0\u00a0<\/strong>Consideration of these elements prompts increased student investment and engagement in lessons and thus learning.\r\n\r\nIt is wise to begin implementing differentiation gradually. taking 'baby steps'.\u00a0 This can be an overwhelming task.\u00a0 With time and experience, however, it becomes automatic for teachers.\u00a0 There is no reason to strive to differentiate more than one element of a lesson at a time (content; process; product; environment).\u00a0 At the Center for Educator Preparation our focus will be on the Teacher Candidate's implementation of differentiation of content, process, or product.\u00a0 Differentiating the learning environment requires much less planning and effort and doesn't require analysis of student's academic performance.\r\n\r\n<\/div>\r\n<\/div>\r\n
      \r\n

      Examples:<\/strong><\/p>\r\n\r\n<\/header>\r\n

      \r\n\r\nContent differentiated by: <\/strong>\r\n
        \r\n \t
      • readiness - <\/strong>materials at varied readability levels<\/li>\r\n \t
      • interest - <\/strong>range of materials that apply key skills\/concepts to a variety of real-world situations; sub-topic choice<\/li>\r\n \t
      • learning profile - <\/strong>video or audio notes for students who learn better through repetition<\/li>\r\n<\/ul>\r\nProcess differentiated by:<\/strong>\r\n
          \r\n \t
        • readiness \u2013 <\/strong>mini-workshops<\/li>\r\n \t
        • interest \u2013 <\/strong>expert groups<\/li>\r\n \t
        • learning profile \u2013 <\/strong>choice of working conditions (alone or with a partner)<\/li>\r\n<\/ul>\r\nProduct differentiated by:<\/strong>\r\n
            \r\n \t
          • readiness \u2013 <\/strong>varied resource options<\/li>\r\n \t
          • interest \u2013 <\/strong>use of student interests in designing products<\/li>\r\n \t
          • learning profile \u2013 <\/strong>varied modes of expressing learning (PowerPoint; oral presentation; role-playing; game creation)<\/li>\r\n<\/ul>\r\nEnvironment differentiated by:<\/strong>\r\n
              \r\n \t
            • readiness-<\/strong> provide materials that reflect a variety of learning levels<\/li>\r\n \t
            • interest-<\/strong> vary the places where learning occurs (lab, outside, flexible seating), provide materials that appeal to a variety of interests<\/li>\r\n \t
            • learning profile- <\/strong>places to work quietly and without distraction as well as places that invite student collaboration<\/li>\r\n<\/ul>\r\nCitations: Tomlinson and Allan, 2000\r\n\r\nExample from CEP Student's Lesson Plan:<\/strong><\/em>\r\n
                \r\n \t
              • One student often displays negative behaviors associated with writing tasks. This lesson's product will be differentiated considering the student's learning profile\/preferences.\u00a0 \u00a0The lesson will be previewed with him and he will be given the choice of sharing his responses with the teacher or class orally.<\/li>\r\n \t
              • The process of this lesson will be differentiated for K.D. due to her speech-language impairments.\u00a0 Along with consultation with her speech-language pathologist questioning strategies I can use for appropriately providing corrective feedback, K.D. will draw from response cards prepared to support her verbalizations.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<\/header><\/div>\r\n \r\n\r\n \r\n\r\n \r\n\r\n \r\n
                \r\n

                CPS's Aligned LOFT Evaluation Criteria and Annotations - Pro-active Considerations; Differentiation<\/strong><\/span><\/h4>\r\n<\/header><\/div>\r\n

                <\/h4>\r\n\r\n\r\n\r\n
                Pro-active Considerations:<\/span><\/span><\/strong>\r\n
                  \r\n \t
                • Prepare for groups to change <\/strong><\/span><\/li>\r\n \t
                • Prepare to give more direct instruction if a student(s) are not understanding the topic.\u00a0 <\/strong><\/span><\/li>\r\n \t
                • Note what you expect to happen related to a specific student(s) based on your analyzed pre-assessment results and your planned adjustment if necessary.\u00a0 How will you increase rigor or difficulty for that student\/those students when necessary?\u00a0 <\/strong><\/span><\/li>\r\n \t
                • What preparations have you made to address any anticipated disruptions to a positive, supportive, classroom environment?\u00a0 <\/strong><\/span><\/li>\r\n \t
                • What adjustment will you make if your technology fails?<\/strong><\/span><\/li>\r\n<\/ul>\r\n \r\n
                  \r\n\r\n\r\n\r\n
                  Differentiation:<\/span><\/span><\/strong>\r\n
                    \r\n \t
                  • It is evident that you have executed a lesson that addresses your varied learners\u2019 needs.\u00a0 Not all students are doing the exact same thing in the exact same way.\u00a0 <\/strong><\/span><\/li>\r\n \t
                  • There is a difference within the classroom\u00a0 in either the content being taught,\u00a0 the process by which students are interacting with and making sense of the content, OR the product being completed to show students\u2019 mastery of the lesson objective.\u00a0 <\/strong><\/span><\/li>\r\n \t
                  • This difference may be a result of your consideration of students\u2019 readiness levels, interests, or learning profiles\/preferences.\u00a0<\/strong><\/span><\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n ","rendered":"

                    Effective teachers think proactively when planning lessons.\u00a0 Consider the particular students<\/strong> you will be working with, your time frame, the activities you’ve planned, the materials you are using and possible scenarios that may impact your plans; be prepared to adjust your instruction accordingly.\u00a0 Describe the possible points in the lesson in which adjustments may need to occur and points in which instruction might be flexible in approach in response to specific student needs.\u00a0 Prepare a plan to give more direct instruction or adapted instruction to specific students who may not be understanding the topic as well as a plan for increasing the rigor or difficulty of tasks when necessary.\u00a0 Anticipate any behavioral challenges and create a proactive plan for managing classroom climate.\u00a0 Consider the technology planned during the lesson and describe a backup plan should the technology fail.\u00a0 Also consider pacing, teacher roles, grouping, assistive technology, and individualized student accommodations.<\/p>\n

                    \n
                    Contingency Points and Responses and…<\/strong><\/span><\/em><\/span>Differentiation<\/strong><\/em><\/span><\/header>\n
                    \n

                    Identify points in the lesson where you might need be flexible in your approach in response to student needs.\u00a0 How will you adjust your content?\u00a0 What plan of response to student actions\/behaviors are you prepared for?<\/p>\n<\/div>\n<\/div>\n

                    \n
                    \n

                    Examples of Proactive Considerations:<\/strong><\/span><\/p>\n<\/header>\n

                    \n
                      \n
                    • Being aware of my two students with poor attendance records, I will place them in different pre-planned groups.<\/li>\n
                    • To address any misunderstandings as to the activity steps, I will post the steps and provide a model to each group.<\/li>\n
                    • For my students who often complete the assigned activity earlier than peers, access to laptops will be available, as well as a the link to an online ‘Jeopardy’ style game, reviewing the lesson content.<\/li>\n
                    • In case of a technology malfunction, a graphic organizer will be available on which students will complete a concept map.<\/li>\n
                    • I plan to offer J.D. a movement break 10 minutes into the group activity following his 504 plan.<\/li>\n<\/ul>\n

                      Example of Proactive Considerations from a CEP Student’s Lesson Plan:<\/strong><\/em><\/p>\n

                      \n\n\n\n
                      \u25cf \u00a0 \u00a0 \u00a0 If extra time exists at the end of the lesson and students are not showing signs of<\/p>\n

                      needing a movement break, students will be given a noun and a verb and asked to<\/p>\n

                      create their own sentence to be labeled by a peer.<\/p>\n

                      \u25cf \u00a0 \u00a0 \u00a0 Students will have an opportunity to complete the activity during make-up time with the<\/p>\n

                      associate teacher in case of absence.<\/p>\n

                      If K.D.’s behavior interferes with peers’ focus he will be given a choice as to moving to<\/p>\n

                      a separate work station or to a desk in the hall to complete his work.<\/p>\n

                      \u25cf\u00a0 \u00a0 \u00a0 \u00a0J.Y. and T.C. have demonstrated persistent difficulty with labeling the elements of a simple<\/p>\n

                      sentence.\u00a0 A classroom assistant will intervenethe if this is observed and will pair these students<\/p>\n

                      up, prompting completion with discussion and her corrective feedback as beneficial.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                       <\/p>\n<\/div>\n<\/div>\n<\/div>\n

                      \n
                      \n

                      Differentiation:\u00a0<\/strong><\/span><\/h4>\n
                      \n
                      \n

                      It is in this section of your lesson plan that you share how you plan to differentiate your instruction as you strive to meet the varying needs of all of your learners.\u00a0 Differentiation supports the provision of equity to your students.\u00a0 No two students are alike, however, the variety of needs presented among your students do not always qualify them for 504 Plans or IEPs.\u00a0 Teachers can meet students’ needs without the requirements of formal accommodations<\/strong> <\/em>or modifications<\/strong><\/em> noted in one of these documents.\u00a0 In fact, high-quality instructors do this on a consistent basis to offer equitable learning opportunities to their diverse learners.\u00a0 The biggest<\/strong><\/em> difference between differentiating instruction and these last two practices\u00a0is <\/strong><\/em>that\u00a0<\/strong>accommodations<\/em><\/strong> and\u00a0<\/em>modifications <\/strong>are\u00a0noted in legal documents and required<\/strong><\/em> to be implemented by teachers.<\/p>\n

                      Differentiation is a practice that high-quality teachers choose to implement as they strive to meet the varying needs among the students in their classrooms. This practice is not required through a student’s IEP or 504 Plan.\u00a0 It is a practice a high-quality instructor uses to make a change to the content of a lesson, the process students are using to make sense of that content, or<\/strong><\/em> the product students are completing to demonstrate their learning.\u00a0 By analyzing pre-assessment data, a strong teacher determines the students for which the lesson objective may need to differ in order to be appropriately challenging.\u00a0 Due to various readiness levels identified through pre-assessment, some students will need to meet higher expectations in order to progress in their understanding while some students may need greater support through a difference in the content (not the topic) or the process to show increased understanding.<\/p>\n

                      Following analysis, describe how you\u2019ll differentiate your instruction to meet these diverse individual needs. \u00a0Remember that differentiated instruction <\/strong>isn\u2019t a strategy, but a framework that can be used to implement a variety of strategies such as grouping students for instruction. \u00a0As you begin to differentiate instruction, there are three main instructional elements that can be adjusted to meet the variety of learners\u2019 needs:<\/p>\n

                        \n
                      • Content – <\/strong>the knowledge and skills students need to master<\/li>\n
                      • Process – <\/strong>the activities students use to make sense of and master the content<\/li>\n
                      • Product \u2013<\/strong> the method students use to demonstrate learning<\/li>\n
                      • Learning Environment<\/strong>– the climate of the classroom<\/li>\n<\/ul>\n

                        Readiness levels are not the only consideration in differentiating instruction.\u00a0 Each of these instructional elements can also be differentiated by considering either students\u2019 interests or learning profiles.\u00a0\u00a0<\/strong>Consideration of these elements prompts increased student investment and engagement in lessons and thus learning.<\/p>\n

                        It is wise to begin implementing differentiation gradually. taking ‘baby steps’.\u00a0 This can be an overwhelming task.\u00a0 With time and experience, however, it becomes automatic for teachers.\u00a0 There is no reason to strive to differentiate more than one element of a lesson at a time (content; process; product; environment).\u00a0 At the Center for Educator Preparation our focus will be on the Teacher Candidate’s implementation of differentiation of content, process, or product.\u00a0 Differentiating the learning environment requires much less planning and effort and doesn’t require analysis of student’s academic performance.<\/p>\n<\/div>\n<\/div>\n

                        <\/div>\n<\/header>\n
                        \n

                        Examples:<\/strong><\/p>\n<\/header>\n

                        \n

                        Content differentiated by: <\/strong><\/p>\n

                          \n
                        • readiness – <\/strong>materials at varied readability levels<\/li>\n
                        • interest – <\/strong>range of materials that apply key skills\/concepts to a variety of real-world situations; sub-topic choice<\/li>\n
                        • learning profile – <\/strong>video or audio notes for students who learn better through repetition<\/li>\n<\/ul>\n

                          Process differentiated by:<\/strong><\/p>\n

                            \n
                          • readiness \u2013 <\/strong>mini-workshops<\/li>\n
                          • interest \u2013 <\/strong>expert groups<\/li>\n
                          • learning profile \u2013 <\/strong>choice of working conditions (alone or with a partner)<\/li>\n<\/ul>\n

                            Product differentiated by:<\/strong><\/p>\n

                              \n
                            • readiness \u2013 <\/strong>varied resource options<\/li>\n
                            • interest \u2013 <\/strong>use of student interests in designing products<\/li>\n
                            • learning profile \u2013 <\/strong>varied modes of expressing learning (PowerPoint; oral presentation; role-playing; game creation)<\/li>\n<\/ul>\n

                              Environment differentiated by:<\/strong><\/p>\n

                                \n
                              • readiness-<\/strong> provide materials that reflect a variety of learning levels<\/li>\n
                              • interest-<\/strong> vary the places where learning occurs (lab, outside, flexible seating), provide materials that appeal to a variety of interests<\/li>\n
                              • learning profile- <\/strong>places to work quietly and without distraction as well as places that invite student collaboration<\/li>\n<\/ul>\n

                                Citations: Tomlinson and Allan, 2000<\/p>\n

                                Example from CEP Student’s Lesson Plan:<\/strong><\/em><\/p>\n

                                  \n
                                • One student often displays negative behaviors associated with writing tasks. This lesson’s product will be differentiated considering the student’s learning profile\/preferences.\u00a0 \u00a0The lesson will be previewed with him and he will be given the choice of sharing his responses with the teacher or class orally.<\/li>\n
                                • The process of this lesson will be differentiated for K.D. due to her speech-language impairments.\u00a0 Along with consultation with her speech-language pathologist questioning strategies I can use for appropriately providing corrective feedback, K.D. will draw from response cards prepared to support her verbalizations.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n

                                   <\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                   <\/p>\n

                                  \n
                                  \n

                                  CPS’s Aligned LOFT Evaluation Criteria and Annotations – Pro-active Considerations; Differentiation<\/strong><\/span><\/h4>\n<\/header>\n<\/div>\n

                                  <\/h4>\n\n\n\n
                                  Pro-active Considerations:<\/span><\/span><\/strong><\/p>\n
                                    \n
                                  • Prepare for groups to change <\/strong><\/span><\/li>\n
                                  • Prepare to give more direct instruction if a student(s) are not understanding the topic.\u00a0 <\/strong><\/span><\/li>\n
                                  • Note what you expect to happen related to a specific student(s) based on your analyzed pre-assessment results and your planned adjustment if necessary.\u00a0 How will you increase rigor or difficulty for that student\/those students when necessary?\u00a0 <\/strong><\/span><\/li>\n
                                  • What preparations have you made to address any anticipated disruptions to a positive, supportive, classroom environment?\u00a0 <\/strong><\/span><\/li>\n
                                  • What adjustment will you make if your technology fails?<\/strong><\/span><\/li>\n<\/ul>\n

                                     <\/p>\n

                                    \n\n\n\n
                                    Differentiation:<\/span><\/span><\/strong><\/p>\n
                                      \n
                                    • It is evident that you have executed a lesson that addresses your varied learners\u2019 needs.\u00a0 Not all students are doing the exact same thing in the exact same way.\u00a0 <\/strong><\/span><\/li>\n
                                    • There is a difference within the classroom\u00a0 in either the content being taught,\u00a0 the process by which students are interacting with and making sense of the content, OR the product being completed to show students\u2019 mastery of the lesson objective.\u00a0 <\/strong><\/span><\/li>\n
                                    • This difference may be a result of your consideration of students\u2019 readiness levels, interests, or learning profiles\/preferences.\u00a0<\/strong><\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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