Differentiation Post Pre-assessment: Grade 2 (Group A: 'I know what…
Differentiation Post Pre-assessment: Grade 2
Group A: 'I know what I'm doing'
(The 5 students who answered most, including the most difficult, of the pre-assessment questions correctly)
Graphic organizers- Higher Order Thinking Activity
(Priority Diagram) Ask the students to use the information they have shown a good understanding of, by prioritizing (Thinking skills: Applying, Analyzing, Evaluating). E.g. a topic on animals: place in order of priority the most dangerous animals to the least dangerous. Discuss and defend your opinion/ reasoning.
New technology- Ask the students to use new technology to present what they know about a topic/ research new information about the topic.
Create- Create a poster/ draw a picture to represent the information/ Create a new ending
Independent study or Collaborative
Bloom's levels: Creating, Evaluating, Analyzing, Applying
Instruction needs to challenge the students appropriately which will be at a higher level/ 'next level'. In order to do this instruction will be aimed at targeting higher order thinking skills.
Student's create their own rubric from a student checklist to go with their creation (with teacher support/ feedback)
Self evaluation- Exit tickets- what have they learned?/ Traffic light smiley faces
Group B: 'I'm nearly there'
(The 12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills)
Draw comparisons- E.g. How is the story similar to your own life? (Analyzing)
Independent or collaborative study
Design own task- Relate content to a new task that tests the students' understanding. E.g. designing a new experiment in science or a new game using the content in ELA.
Bloom's levels: Understanding, Applying, Analyzing, Evaluating
Name 10 things- Name 10 things NOT associated with the topic (Understanding)
The Question- The question is
. What are 5 possible answers? (Understanding)
Instruction will be aimed at improving the students' knowledge on the topic, through higher-order thinking skills.
Teacher assessment- Review answers
Peer assessment- Review answers
Self evaluation/ student checklists
Group C: 'I need some help'
(The 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)
Teach back- Get the students to teach the content/ concepts back to their peers to help demonstrate and cement understanding of the topic/ content.
Feedback- Students provide feedback/ ask questions/ quiz one another on the topic/ content they have learned.
Flashcards- Create flashcards of work they may have missed or concepts they may have misunderstood
Collaborative, guided support
Bloom's levels: Remembering, Understanding, Applying
Instruction will be aimed at targeting lower-order thinking skills such as remembering, understanding and applying. This is to ensure they grasp the concept without making it too challenging.
Student self assessment/ student checklists