Pre-Assessment for Differentiation (Group 3: students who appear to have…
Pre-Assessment for Differentiation
Group 3: students who appear to have limited knowledge about the topic
Reading running record
Reading running record is something my school does with students. It is a method of assessing a child's reading level that is specific to the Reading Recovery approach to remedial reading instruction. It allows the teacher to observe all behaviors to help determine the "thinking process" children are using as they read the text.
Ask Yes/No questions
For ELLs in my class, I would break down complex question into yes/no question to see if students are understanding what I'm saying and for me to know how much they know on the topic.
I find that some ELLs do not enjoy speaking in front of the class and try to avoid raising their hands to speak up. In many situations, I tend to have group discussions with my students. So they feel more comfortable speaking to peer without much attention on them.
Simplify and break down instruction
It can be frustrating for ELLs to not understand what the instructions are for the assigned task. For my grade 1 students, some of them lose focus very easily because they do not know what they need to do. Simply and break down instruction is a great way for ELLs to feel motivated to complete the assigned task.
Understand students' backgrounds and get to know them
Knowing students' backgrounds can definitely help when planning the lesson in a way that is interesting and engaging for the ELLs.
Special Needs Students
I use Plickers in my classroom as a pre-assessment and formative assessment tool throughout the semester. I think this is a great activity to get students excited and involved. Usually, after each question, I would show the answer but not the names of students who answered it correctly or incorrectly. It is a simple assessment tool that can be used on a wide range of students.
Drawing related to the topic or content
Depending on the status of the special needs students, they can feel isolated or not connected to the lesson. One way to make sure they stay focus with something to do, I would ask them to draw pictures related to today's lesson. This keeps the students busy but also encourages them to think and reflect.
Reading and writing with a partner
Peer-coaching is a great way to get special needs students involved and motivated. Sometimes reading and writing with a partner is a great way for them to bond and make connections in the classroom.
Use of visual aids
Students with special needs often need reinforcement and additional support in the classroom. I use visual aids to help them understand the lesson and with guided routine work.
Group 1: students who answered most, including the most difficult, of the pre-assessment questions correctly
Set time for reflection and goal setting
To make sure students understand the assigned tasks and objectives. It is important for students to have time for reflection and goal setting. For advanced students, I believe giving students time to write and think about what they've learned is a great way to process information.
Provide independent learning activity
Have students seek what they're interested to learn. Once students are interested, they are automatically motivated to learn by themselves. It also trains students to increase self-efficacy.
Each station should use a unique method of teaching a skill or concept related to your lesson. For example, each learning station can have different tasks such as: watching a video and answer questions, reading an article, or complete an assigned task. To help students process the content after they've been through the stations, you can hold a class discussion or assign questions to answer.
Open-ended questions are often used at the beginning of the class to see how much students know. It is also a great introduction to the topic we will be discussing in the class.
Listing of questions
Some students are quiet and shy in the class, although they are performing above average. I sometimes get the students to write down some questions they might have for a specific topic or lesson. This is a great pre-assessment to know what student's interests are.
Writing a short journal
Writing a short journal with pictures is something I regularly have my students do. It is a great way to express their ideas and interests. It's also a time where they can reflect on their lesson and day. As a pre-assessment, I know where students are at in terms of their writing and thinking.
Group 2: students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills
Organizing students into literature circles not only encourages students to shape and inform each other’s understanding of readings, but helps auditory and participatory learners retain more information. This also gives you an opportunity to listen to each circle’s discussion, asking questions and filling in gaps in understanding.
As a bonus, some students may develop leadership skills by running the discussion. This activity makes written content — which, at times, may only be accessible to individual learners with strong reading retention — easier to process for more students.
Using think-pair-share as a differentiation in a way is to have students give one another ideas and discuss what they think on a topic or idea. Students who haven't mastered the higher order thinking skills can get help or inspiration from other students.
KWL charts are graphic organizers that help students organize information before, during, and after a unit or a lesson. They can be used to engage students in a new topic, activate prior knowledge, share unit objectives, and monitor students’ learning.
Although I have never used Kahoot with my class I have tried it and heard positive feedback from my colleagues. I think by using Kahoot, students will be more engaged and motivated. As an informative assessment, it is very handy since all the data is calculated for you and the teacher can know which type of questions or area students are struggling on.
Entrance/ Exit ticket
This method gets students working as soon as they enter the classroom, increasing instruction time. Students are given Entry Tickets as they arrive at the door, follow the instructions, and complete the task immediately. Entry Tickets are an effective strategy for monitoring student learning and introducing or reviewing instruction.