Pre-Assessment for Differentiation (Before a teacher introduces a certain…
Pre-Assessment for Differentiation
Before a teacher introduces a certain topic, they use a pre-assessment to gauge how much their students already know about that topic
After the pre-assessment the teacher collects the following data:
12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills
This group consist of the majority of the class. These students have varying levels of strengths and needs. To meet the needs of the students you would find a way to differentiate the lesson so that a variety of needs can be met and a variety of skills can be nurtured to grow. A good way to do this is through station rotations where each station touches on a skill or concept that a portion of the students in the core group struggle with.
Periodic table example:
For the stations you could use strategic groping where a higher level student from your core group is paired with a lower level student from the core group. This will support the lower level student in accessing the information as well as push the higher level student to understand the content so they can properly support their group.
The students will rotate through a series of stations that focuses on the Periodic table and requires the students to push their thinking. These stations can cover topics such as: trends seen in the arrangement of the elements on the periodic table, chemical and physical similarities between elements in the same group or family on the periodic table, and how likely elements on periodic table are to react.
The students can experience this material in a variety of ways: reading articles on the information, conducting a lab investigation, or participating in an online interactive. Each station will contain a different activity to make sure to cover every student's learning modality.
Tracking student learning
Outside of the assignments that match up with each station, the students will complete a series of formative assessments/exit tickets that will monitor their progress throughout the stations.
Some example formative assessments that can be used for stations are:
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5 students who appear to have limited knowledge about the topic, of which 3 are struggling with language and are at different reading levels and 2 students who have little to no comprehension of the the topic and need to be tested further for special needs
These students show the lowest level of student readiness. Students will need extra direct teacher attention. I will need to differentiate my instruction to support both the language needs and the special education needs of the students. Some of the differentiation strategies could cross over and support both groups of students.
To differentiate for the ELL learners the teacher needs to find ways to support the students with content specific vocabulary
For the struggling reading and special education students, the teacher needs to find ways for the students to access the information that does not involve direct reading. These could be videos, games, hands on activities, etc.
The teacher needs to plan in ways to support the students with reading skills and strategies. This could include previewing a text, marking a text to show what the student did know and what they were confused about.
Periodic table example:
Student will work in a teacher led group to master the content. Some techniques the teacher will use to support the students are:
Help the students make a glossary of scientific terms. In this glossary the students write all the content specific vocabulary that is necessary but they write the definition in such a way that they can remember it. This could even involve them drawing a picture to help them remember.
For reading assignments the teacher can read the passage out loud to them or find reading passages that are on the reading level of the student but contain the necessary content.
The teacher could use the gradual release model (I do, We do, You do) when teaching the group.
The teacher will provide the students with different graphic organizers that will help the students organize their thoughts and the information they are learning.
The teacher could make use of online supports like videos and games to support the students with the content. To help the students improve their reading skills while they are watching a video, the teacher can provide a transcript for the students to follow along with.
Tracking Student Learning
During the lesson the teacher could use thumbs up/thumbs down to gauge student understanding.
Choral Response/oral questioning - the teacher will pose a question to the group and the students share their answer verbally.
Because the teacher is working directly with this group they can use formative assessments throughout the lesson that give immediate feedback on student learning.
5 students who answered most, including the most difficult, of the pre-assessment questions correctly
These students are the ones that display the highest level of readiness. They require differentiation that allows them to extend their knowledge and understanding of the content that is currently being taught. They can do this by exploring the content from this lesson through the lens of another subject.
Periodic Table example:
Students could choose an element off the periodic table and research how the element was discovered, how its location on the periodic tablet was determined, and how the uses of this element have impacted history.
The students would present their findings in a vlog, infographic, or other method that best fits their learning style.
Tracking students learning:
Students will complete two graphic organizers one for the discovery of the element, the other for how the use of the element impacted history. Each graphic organizer will deal with the who, what, when, where, and why of the event. These graphic organizers will be turned in daily so the teacher can monitor progress.
At the end of every class, the students will complete a 3-2-1 formative assessment. This will ask them to share 3 things they found out, 2 things they found interesting, and 1 thing they still have a question about.