Short Summary of an Expedition in Middle School

1. Diversity Expedition
Sondra Bryan
American College of Education

2. Diversity Expedition
Task Analysis
Differentiated Evidence
Constant Time Delay

3. Diversity Learning Objectives
 Math:
 “I can solve systems of equations by substitution, elimination, or
graphing.”
 English:
 “I can write an essay describing my strengths and weaknesses and how
I can use them so serve others.”
 “I can present my essay through a power point and persuade others to
agree with my conclusion.”

4. Task Analysis
A task is broken down into easily
manageable steps. This gives the
teacher time “to teach (and take
data on) each step in a
systematic way.” (Saunders,
Bethune, Spooner, & Browder,
2013, p. 29)
In the math class the teacher will be
explaining each step to solving a
system of equations with each
different method. Method one will be
by plotting both equations on a
coordinate plane. Method two is
substituting part of one equation into
the other and solving for the variables.
The last method is eliminating a
variable in order to solve for the other.
The teacher will take her time as she
increases in difficulty and adds more
steps to the problems.

5. Task Analysis
Bloom’s Revised Taxonomy Level:
Level 1, Remember
Resources and Instructional Tools:
 Students Guided Notes
 Mimio Board with pen
 When solving by graphing, the
students will each need a ruler or
protractor for a straight edge

6. Differentiated Evidence:
This task allows students to create
a plan or organize their thoughts in
a way that makes the most sense to
them. This gives them the
opportunity to all arrive at the
same learning outcome with
different means of achieving it.
(Watts-Taffe, Laster, Broach,
Marinak, Connor, & Walker-
Dalhouse, 2012).
When students are presenting their
personal qualities for the MSESLO, they
will convince a panel that they have these
qualities through a set of evidences.
These evidences can range from physical
works of art and papers to videos
demonstrating a skill. They could also
include questionnaires with data for the
mathematically minded or reflection of a
time they showed a leadership skill for the
ones who prefer to express themselves in
word.

7. Differentiated Evidence:
Bloom’s Revised Taxonomy Level:
Level 5, Create
Resources and Instructional Tools:
 Examples from past students work on
different ways to present. Possibly
video clips of some presentations.
 Computers for students to create
presentations.
 Templates for students to use to
manage their time to create all
evidences in a timely manner.

8. Constant Time Delay:
Teacher will delay a prompt in
order for the student to learn a
skill. As time moves on the
teacher will delay longer and
longer. (Saunders, Bethune,
Spooner, & Browder, 2013, p. 29)
Student will be asked the Guiding
Question, “Why is Diversity
Important?” throughout the
semester. At the beginning the
teachers start to lead them in to
ideas that were just discussed, but
slowly start to let the students think
on the question, deeper and deeper
as the semester continues and the
students grow in their
understanding of diversity in
different settings.

9. Constant Time Delay:
Bloom’s Revised Taxonomy Level:
Level 4, Analyze
Resources and Instructional Tools:
This is more of a day to day, week to
week strategy that does not have its
own resources or tools needed to be
accomplished. The teacher may do
this through a conversation or as a
written starter one day.

10. References:
 Saunders, A. F., Bethune, K. S., Spooner, F., & Browder,
D.(2013). Solving the Common Core Equations: Teaching
Mathematics CCSS to Students With Moderate and Severe
Disabilities. TEACHING Exceptional Children, 45(3), 24-33.
 Watts-Taffe, S., Laster, B. P., Broach, L., Marinak, B., McDonald,
C. C., & Walker-Dalhouse, D. (2012). Differentiated instruction:
Making informed teacher decisions. Reading Teacher, 66(4),
303-314.