This lesson will be geared towards 10th-12th graders who have already passed a prerequisite course. Hopefully this will mean that students enter the class with all the previous knowledge needed to complete the activity. In reality, I must realize that students forget previous content, that learning occurs at different paces, or that administration may make scheduling mistakes. I should also make sure that learners who have a physical, emotional, or cognitive disability are not disqualified from this lesson.
With all this in mind, it is important that I use frequent formative assessments in order to track individual student progress. When students are working on a computer, it makes it harder to keep their focus and connect with their thought processes. Therefore using checkpoints, smaller tasks, or individual instruction may be beneficial to make sure that all students are comprehending. It will also help me to recognize which students are progressing quickly and which students need extra instruction. Resources including videos, instructions, and tips on how to use their technology would also be included for individual reference.
For those with disabilities, differentiation will depend on their specific needs or IEP. If they struggle with using a computer mouse, maybe a digital pen or touchscreen would help. If they cannot type easily, they could record audio for their blogs or use a program that translates their words into text. A larger screen could be offered for those who cannot see easily as well. Students who have speech disabilities may have an altered form of final presentation: such as bringing a peer up front with them, pre-recording their voice, or any other method which would aid their communication. For cognitive disabilities, I would probably alter the requirement of the assignment based on their IEP. I want them to be challenged, but I would also make sure to accommodate my expectations and grading rubric to their individual abilities.
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