Diversity

In planning for a general education lesson or a special education lesson, an instructor may consider different factors in the planning process. While preparing this PBL unit, the instructor collaborated closely with a general education instructor.
 * Diversity **

In considering special needs students’ accommodations (extended time, shorten assignments, and/or study guides), the instructor extended the time for each frame in the introduction video and audio podcasts were done for Lesson B and C. In planning the activities, the instructor included contemporary book from 6.8 to college reading levels.
 * Student with disabilities? **

In most school district, second-language learners are of Spanish decedent. By allowing the students to determine their members, second-language learners will have an opportunity to group with their friends. The instructor will provide a website that convert sentences from one language to another. If the second-language learner continues to display difficulty, the instructor plans to collaborate with the Spanish instructor or have the Spanish instructor convert the lesson into Spanish for the learner. If the students are not Spanish speaking, the instructor will to collaborate with an educator who speaks the learner’s language.
 * Second-language learner? **

Throughout this PBL unit, the instructor has addressed each learning styles by providing audio podcasts, videos, mini lessons, discussions, cooperative and collaborative learning. The final product allows each group to implement kinesthetic learning.
 * Different learning styles (visual, auditory, kinesthetic)? **

Each group of students will have the opportunity to analyze data, create surveys and a multifaceted presentation, compare and contrast with the SWOT analysis, relate the overall experience to advertisement or a real world situation and allows the students on various levels to implement critical thinking. The intrapersonal and linguistic learners will benefit from the blog, graphic organizers, and final multifaceted presentation. The interpersonal, special and logical learner will benefit from the collaborative group work, multimedia information, and the worksheets or visual aids.
 * Different intelligences (Gardner’s multiple intelligences)? **

Each group will have an opportunity to use the computers in the instructors’ classroom, the school’s library or parent center, and/or the computers in the computer lab before or after school. The students can go to the public library and use their computers. The instructor will encourage collaboration outside of the classroom and meeting at a student’s home who has computer access. The gifted students will utilize their skills through the PBL unit by participating in the group discussions and writing their responses to the blog. The gifted students will benefit the groups by requiring the other students to increase their level of learning and become a leader. Gifted students may not work independently due to the fact that this is a violation to the collaboration element of the PBL unit. In the selecting of contemporary books, the instructor created a contemporary book list that addressed the cultural differences. The books were selected from various genres and plots. In creating their surveys for the student body, the students will have an opportunity to address the cultural differences and/or make it a focus point in their group multifaceted presentation.
 * Students without access to technology in the home? **
 * Gifted student? **
 * Cultural differences? **