Differentiated Learning Plan

Students Name: Trudy Michalak

Practicum Classroom: 3s Tammy and Jess

Name of Activity (please describe in some detail): What color did I make? Teacher
will put shaving cream in a zip-lock bag and assist the children adding food coloring
to the bag.
Use of this differentiated learning plan is designed to help you develop skills and attitudes
about thoughtful, inclusive learning plan design. A great deal of critical thinking and detail
will provide evidence of your thinking and understanding of inclusive design practices. This
learning plan template utilizes principles of universal design and differentiated planning to
include ALL children in classroom activities.

Section 1: Content Areas (Standards, Goals and Concepts)

1. Describe the general play goal for this activity; consider the overall
domain(s) of development that the activity addresses (e.g., improve motor
skills, increase memory, match shapes, etc.):
The general play goal for this activity is to improve fine motor skills, form
hypothesizes and make predictions and increase listening skills.
2. Identify the Wisconsin Model Early Learning Standard(s) that will be
addressed in play with this toy (identify the 2-3 most critical WMELS):
-Exhibits eye-hand coordination, strength, control, and object manipulation
-Follows directions of increasing complexity
-Forming hypothesizes and makes prediction

Section 2: Pre-Requisite Skills (Cognitive, Motor, Sensory,

Social)
1. What basic skills do children need to have in order to participate in this
activity? Describe the cognitive (including language), motor, sensory and
social skills necessary to participate. Do the skills needed match the general
skills of the children in the classroom (if the answer is no, pick a different
activity)?
The basic skills that the children need to have in order to do that activity are
fine motor skills and listening skills.
2. Identify any gaps between the skills needed and the skills individual children
may have (some children may have special needs or circumstances that may
require additional support; try to identify those gaps here):
Some of the children may have a hard time adding the food coloring in the
bag and will require more assistance.

Differentiated Learning Plan

Section 3: Differentiated Curriculum & Instruction
Objectives: Performance Levels for ALL children in a classroom.
Describe three levels of performance that could be obtained through play with
this toy: Essential Skills describe the most basic level of performance that you
would like to see occur, Expected Skills describe the level of performance that you
anticipate most children in a classroom will achieve, and Enrichment Skills
describe higher levels of performance that might be achieved by more advanced
learners. Focus on observable and measurable behavior and performance
standards.
Essential Objective:
The child uses two hands to squeeze food coloring in bag and uses one or two
fingers to manipulate shaving cream.
Expected Objective:
The child uses two hands to squeeze food coloring in bag and uses two hands to
manipulate shaving cream.
Enrichment Objective:
The child uses one hand to squeeze food coloring in bag and uses hands to
manipulate shaving cream

Set Up & Advance Preparation Reminders:

Describe materials needed, environmental set ups, and adaptive equipment or
materials you will need.
1. Environmental Conditions: (room arrangements, set-ups, grouping of
children, special seating or equipment that might be needed etc.)
The materials needed for this activity are zip-lock bags, shaving cream and
food coloring. This activity should be done on tables with four children.
2. Advance Preparation Reminders: What do you need to take care of
before the lesson (e.g. make play dough)?
Buy the materials

Procedure:
What is the sequence of your activity: (describe your introduction, procedure and
closure for this activity)

Differentiated Learning Plan

a. Introduction: Engage and Explain (use a visual or other creative
attention getter):
Show the children the food coloring and ask them to name the colors
they see and then show the shaving cream. Ask them what will happen
if you add color and shaving cream together.

b. Procedure: Explore, Model & Teach:

Have the adult squeeze the shaving cream inside the bag and let the
children explore it. Ask them what it feels like. Then ask the children
what will happen if you add color to the bag.
c. Closure: Check for Understanding and Transition:
Ask the children what happened to the shaving cream when they
added food coloring.

Instructional Strategies & Individualization:

1. Instructional Strategies: (Describe what specific teacher cues, prompts,
and strategies or techniques will be used to facilitate the development of the
skills you identified as areas of emphasis in your objectives; how will you
scaffold and support the childrens learning of those skills)?
The teacher will listen to see if the children say that their shaving cream
changed color.
2. Behavioral Considerations: (what behavioral strategies will you use to
keep children engaged)?
Allow the children to explore the shaving cream for a while and be aware of
any children who might try to open the bag. Also allow the children to add
different colors to their bag and let them explore what happens.
3. Individualized Support for Target Children ( describe specific support
and adaptations you will make for individual children:
Have GG participate in the activity when RK is doing something else
Keep an eye out for children who tend to put objects in their mouth. (Remind
them before the activity begins)
Keep a very close eye on GG and Rk. They tend to be aggressive when next
to each other and not make safe chioices.

Differentiated Learning Plan

Note: Describe specific children to keep in mind during this lesson. This could
include children who represent the academic, behavioral and/or social range of
learners in your class (e.g., struggling, average, high performing) and should include
children who may have a disability, who are English language learners, or those who
may require special attention during the lesson. Use initials when referring to these
children to ensure confidentiality.

Section 4: Reflection
Evaluation of the Teaching Experience:
1. What went well with this activity? Where did you and the children experience
success?

2. Where did the children/you have difficulty? Why?

3. What would you do differently?

4. How have you applied what you learned in your ECE classes to this teaching
experience?

Section 5: Evaluation
Cooperating Teacher Evaluation:
1. Was plan handed in and discussed one week in
advance?

Yes

No

2. Were requested changes to plan made?

Yes

No

3. Was student prepared on the day of the activity?

Yes

No

General Comments on Activity Implementation:

Differentiated Learning Plan

WCTC Instructor Evaluation:

Section 1: Content Areas (Standards & Goals)

0
4

Section 2: Pre-Requisite Skills

0
0
0
0

Total Possible Score=

pts.

5
0

4
Section 4: Reflection

4
Section 3: Instructional Techniques & Individualization

4
Section 3: Set Up & Procedures

4
Section 3: Performance Objectives

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Differentiated Learning Plan