Differentiation following pre-assessment (Group A: Achievers—the five who…
Differentiation following pre-assessment
Group A: Achievers—the five who aced the pre-assessment
Break large tasks down, delegating pieces to each student, who then researches, studies, then teaches that component to the rest of the group.
Require matching the content to real-world application—e.g., how formal writing skills boosts one's potential for success in the workplace)
Require integrating new tech into the assignment, such as creating an infographic, vlog post, etc.
Increase the complexity of instructions, making assignments more multi-step, and integrating several different learning techniques and strategies—e.g., individual research with group discussion and debate
For research tasks, allow students to come with their own challenging research prompts and questions.
Require assignments and strategies employed match/support students' personal learning goals and objectives
Allow students to come up with their own rubric and type/style of assessment. Have them list and vote or debate the pros and cons before deciding on which will be used.
When necessary, due to the complexity of this groups' tasks, have them create different rubrics for separate tasks, steps, etc.
Group C: Could Use Help—the five who did poorly on the assessment and struggle with comprehension
Allow more time for translating terminology between native and target language.
For those truly struggling with English, allow native language for oral discussion.
Provide simpler materials, better matched to individual reading levels; allow for translated or bilingual materials.
More direct instruction, possibly one-on-one time with teacher
Encourage partnered or group collaboration and more time for discussion to ensure greater understanding.
Allow for more time for completing and turning in work.
Ensure instructions are short, simple, broken down and presented in small chunks.
Allow for much flexibility in how students execute and submit work—e.g., matching images to text vs. written responses.
When reading is challenging, present material and instructions orally, and add time for Q&A before each activity/step.
When viable, make assignments more game-based.
Use more visual aids to help make material more understandable and relatable.
Make language—vocabulary, practice expressing oneself in English—skills a large part of the assessment.
Tailor assessment techniques, strategies and materials to individual student comprehension levels.
Allow students to choose from a few assessment types/materials.
Group B: Baseline—the 12 who did moderately well to well on the pre-assessment
Group students in groups varied according to what they already know well and have them teach their strengths to group-mates.
Have their work centered on concepts they don't understand or need more depth into. If possible, group or partner them accordingly.
Due to the size of this group, encourage partnered and/or small-group (3–4 students per) work.
To help develop higher-order thinking skills, require researching concepts to gain deeper understanding of material, and discussing with group what they have learned.
Focus on ability to demonstrate or express understanding and application of items missed on pre-assessment.