Differentiation Case Study Mountain Meadows is a public high school in a lower-middle class neighborhood. The school population is 50% African American, 20% Hispanic, 25% Caucasian, 2% Asian, and 3% Native American. About half of the parents graduated from high school. Chen is a first generation Chinese American male in your high school STEM class. He is likable and socially accepted by his peers. He likes being a part of the brainstorming for group projects, but generally avoids most of the work on the actual project. His group members do not seem to mind because he gives them a great deal of insightful, helpful feedback and keeps the general mood of the group lighthearted with excellent comedic relief and good natured positivity. When he has to do his own work, he avoids the challenging work when there is a final letter grade or final score associated with it. His formative assessments show above grade-level mastery of the concepts. You are perplexed by his choices when he clearly knows the material. Not completing assignments has resulted in Chen receiving Cs and Ds. His parents are concerned that he is not living up to his potential. Frankly you are too. You investigate intrinsic and extrinsic motivations and implement some motivational strategies to get Chen to produce. They do not work. You meet with him and, together, you make an independent learning contract, but he is not able to uphold his end. You talk with him about having low self-esteem, and you administer an affective assessment. He does not have low self-esteem. During your research, you come across a term you have never heard before - underachieving perfectionist, also referred to as gifted underachiever. Underachieving perfectionists may not be identified as gifted and talented. After learning more about this unusual topic, you meet with Chen and his parents to discuss the characteristics of underachieving perfectionists. From this meeting, you learned that he loves learning, but hates being judged; he does not see the point in doing the final project or the test after getting high scores on the formative assessments; he’s comfortable being a part of the group, but fears being labeled “The Boss.” He is uncomfortable trying to live up to the standards of his parents and the stereotype of high-achieving Asian students, and he does not want others to see him struggle when working on something. He likes helping others with their projects and making friends by being nice instead of being mean during projects. He feels that by helping with projects, he is learning in the process. 1. What can you do to help Chen overcome his underachieving perfectionism in your class? 2. What strategies can you implement to engage Chen in your class? 3. Which type of formative assessments would you use to monitor Chen’s progress and adjust your instruction to meet his learning goals, particularly for his enrichment? 4. How will you engage Chen to monitor his progress and take ownership of his ow ...

1. Differentiation Case Study
Mountain Meadows is a public high school in a lower-middle
class neighborhood. The school population is 50% African
American, 20% Hispanic, 25% Caucasian, 2% Asian, and 3%
Native American. About half of the parents graduated from high
school.
Chen is a first generation Chinese American male in your high
school STEM class. He is likable and socially accepted by his
peers. He likes being a part of the brainstorming for group
projects, but generally avoids most of the work on the actual
project. His group members do not seem to mind because he
gives them a great deal of insightful, helpful feedback and
keeps the general mood of the group lighthearted with excellent
comedic relief and good natured positivity. When he has to do
his own work, he avoids the challenging work when there is a
final letter grade or final score associated with it. His formative
assessments show above grade-level mastery of the concepts.
You are perplexed by his choices when he clearly knows the
material. Not completing assignments has resulted in Chen
receiving Cs and Ds. His parents are concerned that he is not
living up to his potential. Frankly you are too.
You investigate intrinsic and extrinsic motivations and
implement some motivational strategies to get Chen to produce.
They do not work. You meet with him and, together, you make
an independent learning contract, but he is not able to uphold
his end. You talk with him about having low self-esteem, and
you administer an affective assessment. He does not have low
self-esteem. During your research, you come across a term you
have never heard before - underachieving perfectionist, also
referred to as gifted underachiever. Underachieving
perfectionists may not be identified as gifted and talented.
After learning more about this unusual topic, you meet with

2. Chen and his parents to discuss the characteristics of
underachieving perfectionists. From this meeting, you learned
that he loves learning, but hates being judged; he does not see
the point in doing the final project or the test after getting high
scores on the formative assessments; he’s comfortable being a
part of the group, but fears being labeled “The Boss.” He is
uncomfortable trying to live up to the standards of his parents
and the stereotype of high-achieving Asian students, and he
does not want others to see him struggle when working on
something. He likes helping others with their projects and
making friends by being nice instead of being mean during
projects. He feels that by helping with projects, he is learning in
the process.
1. What can you do to help Chen overcome his underachieving
perfectionism in your class?
2. What strategies can you implement to engage Chen in your
class?
3. Which type of formative assessments would you use to
monitor Chen’s progress and adjust your instruction to meet his
learning goals, particularly for his enrichment?
4. How will you engage Chen to monitor his progress and take
ownership of his own learning?
5. How would you develop student-centered assessments
specific to Chen’s learning goals and individual differences to
ensure you are receiving accurate data on Chen’s level of
comprehension?
6. Given that Chen is mastering all of the grade level objectives
with ease, how can you differentiate instruction to achieve
individual learning goals, selecting appropriate strategies,
resources, and materials?
7. How can integrating an understanding and compassion for his
family’s culture and cultural values help support him in the
process of producing quality work? How can you communicate
your concerns about Chen’s progress to his family?

3. © 2018. Grand Canyon University. All Rights Reserved.
2
Youth & Families Services: School Drop-Out Prevention;
Increasing Parental Involvement; Violence Prevention;
Substance Abuse Prevention
Student’s Name
Professor’s Name
Course Title
Date
Youth & Families Services: School Drop-Out Prevention;
Increasing Parental Involvement; Violence Prevention;
Substance Abuse Prevention
Georgia Community Foundation Inc. is one of the organizations
which operate in Georgia State. The organization can be found
through its website, http://www.georgiacf.org or the URL,
https://www.guidestar.org/profile/58-1960821. The company's
mission is to promote and support different activities in
Georgia, including education and charitable activities, to
improve the lives of the people of Georgia (Candie, 2021). The
organization offers philanthropic advice to donors and the
people who are targeted by charitable activities. Georgia

4. Community Foundation Inc. ensures that charitable activities in
Georgia are well-coordinated, and by linking with the donors
and the recipients of charity, the coordination is well assured.
Positive impacts are felt on the lives of the people. The
operation of this organization is thus interesting and directly
impacts the lives of the people, especially those in the low
social class.
Proposal
Georgia Community Foundation Inc. can improve its services to
the Georgian community by focusing more on the youths and
their families. The rate of school dropout is still high in Georgia
among the youths. The school dropout in Georgian is still above
15%, which is a high number and needs some intervention
(Governor’s Office, 2019). Georgia Community Foundation Inc.
can give some concentration to tvghe young generation to
ensure a 100% transition in education in Georgia and that the
graduation rate is at 100%. To achieve this, Georgia Community
Foundation Inc. needs to involve all stakeholders concerned
with education matters in Georgia. One of the most important
stakeholders to involve are the parents. The parents will need to
be trained on how they can handle the education challenges of
their children and advise them on the best way to get the best
education. Parents have also to be educated on how to invest in
the education of their children. Georgia Community Foundation
Inc. should also come up with a program of helping families
that cannot cater to the education of their children fully in
Georgia and offer them partial scholarships or full scholarships
and sponsorships to partake their education to graduation level.
This will reduce dropout rates among those in the low economic
class. The other challenge which needs to address to reduce the
rate of school dropout is violence. Family violence reduces the
chances of graduation among children. Families who are
involved in constant violence cases have little concentration on
the education of their children. Georgia Community Foundation
Inc. can come up with a program to educate families with
constant violence on how to handle differences and live in

5. harmony considering their children's lives. Georgia Community
Foundation Inc. also needs to address the issue of substance and
drug abuse. This is one of the main causes of school dropout in
Georgia. Young people need to be educated on how they can
refrain from drugs and concentrate on their education. All this
will be achieved by Georgia Community Foundation Inc., giving
more concentration to the youths and families and investing
more in ensuring that the number of school dropouts is
decreased overall in Georgia by increasing the graduation rate.
Reference
Candie. (2021). Georgia Community Foundation, Inc.
GuideStar. Retrieved From:
https://www.guidestar.org/profile/58-1960821
Governor’s Office. (2019). Downloadable Data Explained -
Graduation & Dropout Rate. The Governor’s Office of Student
Achievement. Retrieved From:
https://gosa.georgia.gov/dropout-rate-explained
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:

6. Grade Level:
11th & 12th
Date:
01/29/21
Unit/Subject:
Anatomy & Physiology
Instructional Plan Title:
Circulatory System
Lesson Summary and Focus:
Students will investigate what happens to heart rate as activity
is increased. Based upon data collected, students will then
conclude how exercise affects heart rate.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and
environment) and student factors (IEPs, 504s, ELLs, students
with behavior concerns, gifted learners), and the effect of those
factors on planning, teaching, and assessing students to
facilitate learning for all students. This should be limited to 2-3
sentences and the information should inform the differentiation
components of the lesson.
The Classroom make-up consists of Tier 1 students, ELL, 504’s,
Gifted as well as Special Ed. Therefore, differentiation
instruction will consists of Tier-Learning, Whole Group
Instruction and Small Group Instruction.
National/State Learning Standards:
·SC.912.L.14.36 Describe the factors affecting blood flow

7. through the cardiovascular system.
·SC.912.L.14.38 Describe normal heart sounds and what they
mean. ·
SC.912.L.14.39 Describe hypertension and some of the factors
that produce it.
(HS-LS1-3) Science & Engineering Practices: Plan and
investigate individually and collaboratively to produce data to
serve as the basis for evidence.
Disciplinary Core Ideas: Feedback mechanisms maintain a
living systems internal conditions within certain limits and
mediate behaviors, allowing it to remain alive and function even
as external conditions change within some range. Feedback
mechanisms can encourage or discourage what is going on
inside the living body.
Disciplinary Core Ideas: Feedback mechanisms maintain a
living systems internal conditions within certain limits and
mediate behaviors, allowing it to remain alive and function even
as external conditions change within some range. Feedback
mechanisms can encourage or discourage what is going on
inside the living body.
Specific Learning Target(s)/Objectives:
Students will conclude how exercise affects heart rate.
Academic Language
Vocabulary:
Blood pressure
Systolic
Diastolic
heart rate
Discuss blood pressure and relate it to heart rate.

8. Demonstrate the correct way to measure blood pressure using a
sphygmomanometer.
Examine student data group discussion.
Have students evaluate any data discrepancies.
Resources, Materials, Equipment, and Technology:
Heart Rate Lab Activity-Worksheet
Heart Haiku Worksheet
Stopwatch
Group Members
Writing Materials
Computer for Internet Usage
Section 2: Instructional Planning
Anticipatory Set
ENGAGE: Opening Activity – Access Prior Learning /
Stimulate Interest / Generate Questions:
· Begin class by giving facts about the most important muscle in
the body.
· Facts include information such as the size, location, and how
many times it beats per day.
· Have students try to guess which muscle in the body the

9. teacher is referring to.
· Ask students to measure their heart rates for 10 seconds while
at rest. Assist students having difficulty.
· Ask students to jog in place for a few seconds and measure
heart rate again.
· Ask Do you think exercise changes your heart rate?
· Ask students to explain their answers.
Time Needed
45
Multiple Means of Representation
Learners perceive and comprehend information differently.
Your goal in this section is to explain how you would present
content in various ways to meet the needs of different learners .
For example, you may present the material using guided notes,
graphic organizers, video or other visual media, annotation
tools, anchor charts, hands-on manipulatives, adaptive
technologies, etc.
In a bulleted list, describe the materials you will use to
differentiate instruction and how you will use these materials
throughout the lesson to support learning. Bold any materials
you will need to prepare for the lesson.
For example:
· I will use a Venn diagram graphic organizer to teach students
how to compare and contrast the two main characters in the
read-aloud story.
· I will model one example on the white board before allowing
students to work on the Venn diagram graphic organizer with
their elbow partner.
· I will use a Haiku to have the students recall key words about
the heart.
· I will model an example of a Haiku using Nearpod and have
the students come up with their own Haiku to share with the

10. class.
Explain how you will differentiate materials for each of the
following groups:
· English language learners (ELL):
ELL students will be able to use the text-to-speech feature to
read the directions and background information of the
assignment.
· Students with special needs:
Students will be grouped in a Tier-Level of Instruction.
· Students with gifted abilities:
Students will be grouped in a Tier-Level of Instruction.
· Early finishers (those students who finish early and may need
additional resources/support):
Students who finish early, will be allowed to complete an
EdPuzzle: Circulatory System for extra practice..

11. Time Needed
15
minutes
Multiple Means of Engagement
Your goal for this section is to outline how you will engage
students in interacting with the content and academic language.
How will students explore, practice, and apply the content? For
example, you may engage students through collaborative group
work, Kagan cooperative learning structures, hands-on
activities, structured discussions, reading and writing activities,
experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage
students in to allow them to explore, practice, and apply the
content and academic language. Bold any activities you will use
in the lesson. Also, include formative questioning strategies and
higher order thinking questions you might pose.
For example:
· I will use a matching card activity where students will need to
find a partner with a card that has an answer that matches their
number sentence.
· I will model one example of solving a number sentence on the
white board before having students search for the matching
card.
· I will then have the partner who has the number sentence
explain to their partner how they got the answer.
I will have students complete a Quizlet Activity (matching,
pairing, spelling, fill in the blanks).
The students will engage in a Quizlet Live Activity, engaging

12. all with knowledge building.
Explain how you will differentiate activities for each of the
following groups:
· English language learners (ELL):
Students will be able to utilize the text-to-speech feature,
graphic organizer, charts
· Students with special needs:
· Students will be able to work in groups.
· Students with gifted abilities:
Students will be able to choose their level of difficulty within
the interactive lesson.
· Early finishers (those students who finish early and may need
additional resources/support):
Students will be able to complete a coloring activity about the
heart.
Time Needed

13. 15
minutes
Multiple Means of Expression
Learners differ in the ways they navigate a learning
environment and express what they know. Your goal in this
section is to explain the various ways in which your students
will demonstrate what they have learned. Explain how you will
provide alternative means for response, selection, and
composition to accommodate all learners. Will you tier any of
these products? Will you offer students choices to demonstrate
mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your
students to express their knowledge about the topic. For
example, students may demonstrate their knowledge in more
summative ways through a short answer or multiple-choice test,
multimedia presentation, video, speech to text, website, written
sentence, paragraph, essay, poster, portfolio, hands-on project,
experiment, reflection, blog post, or skit. Bold the names of any
summative assessments.
Students may also demonstrate their knowledge in ways that are
more formative. For example, students may take part in thumbs
up-thumbs middle-thumbs down, a short essay or drawing, an
entrance slip or exit ticket, mini-whiteboard answers, fist to
five, electronic quiz games, running records, four corners, or
hand raising.Underline the names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-
class simulation they experienced. They will be expected to
write the reflection using complete sentences, proper
capitalization and punctuation, and utilize an example from the
simulation to demonstrate their understanding. Students will
also take part in formative assessments throughout the lesson,
such as thumbs up-thumbs middle-thumbs down and pair-share
discussions, where you will determine if you need to re-teach or

14. re-direct learning.
Students will complete an Exit Slip-consisting of one discussion
question:
Evaluate why the body requires more oxygen during exercise
than at rest.
Explain how you will differentiate assessments for each of the
following groups:
· English language learners (ELL):
Graphic Organizers, Charts
· Students with special needs:
Students will be able to give verbal feedback.
· Students with gifted abilities:
Students with gifted abilities will be able to write two
paragraphs explaining their findings.
· Early finishers (those students who finish early and may need
additional resources/support): Review Quizlet.

15. Time Needed
15 minutes
Extension Activity and/or Homework
Identify and describe any extension activities or homework
tasks as appropriate. Explain how the extension activity or
homework assignment supports the learning targets/objectives.
As required by your instructor, attach any copies of homework
at the end of this template.
Students will complete a two-paragraph research of the benefits
of exercise and how it relates to heart health.
Time Needed
25 minutes
Graphic Organizer
Quizlet
Nearpod: How Blood Pressure Works
© 2019. Grand Canyon University. All Rights Reserved.
Week 4 Directions
This is a two-part assignment please read the directions
carefully for each assignment. This is due within 28 hours!
Part 1 ( The class I observed was a Secondary 9th Grade High
School Science Class) Attached you will find the lesson plan

16. used.
Clinical Field Experience B: STEM Instructional and
Engagement Strategies
Instructional and engagement strategies need to be implemented
with purpose to create meaningful learning experiences for
students. When strategies are well planned, they help promote
higher-order thinking skills that engage and motivate students
in the learning process.
During this field experience, you will assist your mentor teacher
with a lesson of his or her choice. Specifically you will interact
with students as you increase student engagement in the lesson.
Allocate 4 hours in the field to support the field experience.
Use any remaining field experience hours to assist the mentor
teacher in providing instruction and support to the class.
After you have assisted with the lesson, discuss your experience
with your mentor teacher.
In 250-500 words, summarize and reflect on your experience.
The reflection should include, but not be limited to:
Methods and Strategies:
· What methods and strategies were employed, either by you or
your mentor teacher, to increase student engagement?
· Which instructional methods were used by you and the mentor
teacher?
Role with Students:
· What was your role with students?
· How did students engage with the lesson?
Equitable Student Interaction:
· If the lesson involved collaborative work, how did you or your
mentor teacher foster equitable student interaction? If it did not,
could the lesson be modified to include collaborative work?
******* PLEASE SEE ATTACHMENT CIRCULATORY
SYSTEM FOR LESSON PLAN*************
APA format is not required, but solid academic writing is
expected.
This assignment uses a rubric. Review the rubric prior to

17. beginning the assignment to become familiar with the
expectations for successful completion.
You are required to submit this assignment to LopesWrite. A
link to the LopesWrite technical support articles is located in
Course Materials if you need assistance.
Document the locations and hours you spend in the field on
your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to the
LMS in the last topic. Directions for submitting can be found on
the College of Education site in the Student Success Center.
Part 2 ( you must read the attached document entitled “
Differentiation Case Study”)
Differentiation is an important component of a lesson plan
because it guides the teacher in meeting the diverse needs of all
students during instruction. In the planning process teachers
must observe the students or review academic data in order to
determine when and how to differentiate. Sometimes, there may
be discrepancies between formative and summative data for
individual students. Students may demonstrate mastery of
concepts on formative assessments, but do not demonstrate
mastery in a summative assessment.
Differentiation includes a full spectrum of accommodations and
modifications, in order to enrich or remediate to meet the needs
of diverse students. Gifted and high-achieving students are
often overlooked when it comes to differentiation, but are no
less important than the student who needs intervention. As part
of the planning process, it is important to consider enriching the
learning experiences for gifted and high-achieving students.
Enrichment does not mean more work; it means creating
opportunities for students to develop deeper levels of
understanding.
After reading the "Differentiation Case Study," in a 500-750
word essay, respond to the questions based on your
understanding of Chen's perceptions and how you can assist him
in the classroom.

18. Provide at least two scholarly resources to support your essay.
Prepare this assignment according to the guidelines found in the
APA Style Guide, located in the Student Success Center. An
abstract is not required.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.