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Summary of Teacher Modifications
Focus on Vocabulary
Changes include explicit vocabulary instruction. Introducing vocabulary explicitly supports students who are learning English as a second language and students with learning disabilities that impact their ability to process receptive language. A few additional slides were added to explain other examples of algorithms, to reinforce the concept and provide relevance for students who are unfamiliar with baking a cake.
Other slides have been modified to allow for more socialization and movement than a traditional classroom and to suit students' current knowledge/personalize the information so they can relate their personal lives to the concepts in the lesson. It also includes the suggestion to have groups switch algorithms and try to follow them step by step, as a computer would (maybe after modeling first, so students can see how a computer would follow the instructions less intuitively than a human) to help make the learning more visual.
The CFU slide gives students a chance to process the word before thinking about stakeholders in their own recipe.
A potential extension is that students can think about writing the algorithm for their favorite recipe to share with a family member (grandparent or younger sibling perhaps) and keep in mind how to adjust the recipe for that person (perhaps mobility issues with the grandparent or simplifying it for a young person).