Rationale

 These lessons were designed for the stereotypical “bell curve” classroom where the majority is in the mid-ability (average) level, with a minority shown in the low and high ability levels. With this set up, I believe the lessons I constructed would be very successful. I have seen such a diverse population in every classroom I’ve been in that I’m sure this will be a scenario I will see again soon. Hopefully I can implement these lessons with my 4th grade students this year.
 * Rationale for Differentiated Lesson Plans**:

Regarding differentiation. I designed all these lessons to have some element of group instruction and collaboration- especially those where the activities consisted of more higher order thinking than normally assigned. I like grouping students of varying ability levels together. I think that when you have grouping where each different level does a different activity all the time, all of the students miss something. Why should I assign a task for one group and not for another? I think if one assignment is good enough for one group; it should be good enough for all groups, et VOILA! Differentiation is born.

The techniques I used for differentiation came from the ideas of multiple intelligences and learning styles. I tried to include lessons that would appeal to logical/mathematical thinkers, naturalistic thinkers, interpersonal thinkers, and a mix of others. Also, I tried to be aware of students who may learn visually, auditorily or kinesthetically. I wanted to make sure that the students didn’t do one activity for too long, and were able to get up and move around at some point. I group students so that those with lower ability levels can work in a group with students of a higher ability to receive help. Also, those with a lower-ability when it comes to academics may be talented in another way, maybe just creatively/artistically or perhaps they are good organizers/leaders. All students work together to produce a successful final product.