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Pre-Assessment +Differentiated Instruction (What are differentiated…

- - - - most effective type of assessment for ELL's are performance based assessments such as observations, journals, portfolios, & self assessment
      - the book offers all kinds of suggestions on how to offer alternatives
        
        involve students in performance assessment tasks
        
        offer students ways to show & practice knowledge in non-language-dependent ways like Venn diagrams, charts, drawing, etc
        
        assess language in nonthreatening ways like participation
        
        teachers can help develop reading strategies that they themselves can become the assessment
        
        have students write & read their language stories that are unique to them & assess their language skills during that as a form of assessment
  - - - What are good examples to help a struggling student:
        
        Changing teaching methods to match learning styles.
        
        Having extra time
        
        Some times not having to complete as much homework as others, but paying attention to not make the person feel less capable than others
        
        Feeling safe, knowing that the teacher knows about the issue and will show understanding if I ask many questions
        
        Being able to watch videos instead of reading
        
        Being able to hear what I was reading (like in English)
        
        Using flash cards is what works best for me to memorise (for example science)
        
        Using templates to follow processes (for example to structure ideas or make paragraphs)
        
        Mindmaps with images
        
        For some tasks, listening to music
        
        Using an iPad first and a laptop later. Big time! Soooo much better than writing by hand.
        
        Breaking tasks into small steps, so that we can focus better
        
        Big and colourful fonts
      - What type of assessments do struggling students prefer
        
        easier to explain what they see in the order that comes to their mind rather than trying to find specific answers to specific questions.
        
        If writing is hard: multiple choice tests and oral presentations.
    - - Mnemonics(Students use special phrases to help them remember information)
      - Graphic Organization(Using this method, a teacher draws a picture to map out thoughts and ideas. Graphic organization can help younger students with activities like identifying the characters in a story they’ve read. This can also help them plan and organize a story they’ll write. )
      - Differentiated structure ( When a student struggles in one area, the teacher creates a plan that includes extra practice, step-by-step directions, and special homework. )
      - Scaffolding (This is a method that breaks learning into chunks. The chunks follow a logical order and move toward a clear goal. Teachers form a bridge between what students already know and what they cannot do on their own. These bridges are referred to as “scaffolds.” They can include charts, pictures and cue cards.)
      - Multisensory Instruction(This method links what students see, what they hear, how they move, and what they feel. When students learn using all of their senses, they remember the material better. Math teachers might use base ten blocks and two-sided counters so that students learn through touch. Drawing might help students learn new vocabulary by capturing the meaning of a word and sketching it.)
- - - - Differentiation Strategy
        
        3 groups of 4 (2 from 9X and 2 from 9Y)
        
        Students, who have shown confident understanding and good to basic knowledge of the energy sources will be divided in expert groups and focus as a team on an energy source of their choice and a reflection on an inquiring statement to mind map the impact of science in their field.d.
        
        Collaborative Work in Groups
        
        PROVIDE; EXPLAIN; USE TECHNOLOGY; LEARNING LADDERS
      - 12 students
        
        they compare and contrast, synthesise*
  - - - 5 students
        
        they state, outline, describe
      - Differentiation Strategy
        
        Revision and mini lessons
        
        They will collect sticky notes on everything they understood better than before the pre-assessment.
        
        Students stay as a mini group and collect examples and questions where they think they need more explanation and further info material. They will focus on only one renewable energy source , have to watch two videos , take notes and share their understanding with each other and the teacher. The teacher guides their progress with mini lessons and scaffold ed whiteboard notes and worksheets.
        
        They will work with presentation slides the teacher prepared for their needs.
        
        They collect pictures of eco houses and eco cars to see the difference between "normal" houses and cars compared to "eco" ones.
        
        They will have to answer three clear guiding questions on their energy source where they can revise keywords and main concepts.
        
        INVOLVE, PRAISE, ASK, INDIVIDUAL
  - - - 5 students
        
        they apply laws, theories and details, evaluate and justify
      - Differentiation Strategy
        
        Students get familiar with energy and efficiency calculations and evaluate different sources regarding efficiency. They also find 3D models of icehouses and eco cars and analyse their materials and electrical and conductivity outcome. They present their findings to the whole class as a Prezi and include engaging videos and "extra material".
        
        Individual creative assignment
        
        Strategy for checking progress
      - DETAILS; TECHNOLOGY; PRACTICE QUESTIONS FROM HIGHER GRADES