Sweat decides to have the students create a foldable to show the differences between mean, median, mode, and range. Mr. Sweat has to run next door to grab some paper, which seems to suggest that the foldable was a last-minute decision because it fit into the lesson nicely. Throughout the lesson, Mr. Sweat asks for the students to give him “thumbs up or down” after each example. Mr. Sweat uses this information to see if any student needs additional help (2). If several students need help, goes over the example again. If only one or two students need help, he stays with them after class to give them individual help. During second period, Mr. Sweat has to differentiate his lesson for his inclusion class. He and his co-teacher work together to demonstrate how to complete the foldable. While Mr. Sweat goes over definitions and examples, the co-teacher writes down what he says and creates an anchor chart that will be displayed on the wall (3). It is clear that Mr. Sweat goes slightly slower with this class and he does more guided practice than individual practice. The teacher also makes sure to spend more time walking around the room and helping students
Sweat decides to have the students create a foldable to show the differences between mean, median, mode, and range. Mr. Sweat has to run next door to grab some paper, which seems to suggest that the foldable was a last-minute decision because it fit into the lesson nicely. Throughout the lesson, Mr. Sweat asks for the students to give him “thumbs up or down” after each example. Mr. Sweat uses this information to see if any student needs additional help (2). If several students need help, goes over the example again. If only one or two students need help, he stays with them after class to give them individual help. During second period, Mr. Sweat has to differentiate his lesson for his inclusion class. He and his co-teacher work together to demonstrate how to complete the foldable. While Mr. Sweat goes over definitions and examples, the co-teacher writes down what he says and creates an anchor chart that will be displayed on the wall (3). It is clear that Mr. Sweat goes slightly slower with this class and he does more guided practice than individual practice. The teacher also makes sure to spend more time walking around the room and helping students