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Per-Assessment for Differentiation Differentiation - Coggle Diagram

- - - - Make It Visual
        
        Challenging concepts should be diagrammed or supported with pictures. Modeling the steps of a process or showing students what a finished product should look like can go a long way toward helping students understand.
      - Look out for Cultural Unique Vocabulary
        
        ELL students is to consider the whole list of terms you’re going to teach for a unit, and if you think an ELL student may be overwhelmed by such a long list, change those that are not essential to understanding the larger topic at hand.
      - Pre-Teach
        
        Give students a chance to preview material will increase understanding on the day it is presented to everyone else
    - - Rubrics and Performance Criteria
        
        Using rubrics and performance criteria is a great way to assess a variety of student work. It’s usually based on language proficiency and academic progression through work such as presentations, written assignments and reading activities.
      - Non-verbal Assessments
        
        using non-verbal assessments is a great way to see a student’s academic progress. What you’re looking for in this type of assessment is their understanding of vocabulary
        
        Charades: Give a student vocabulary words you’ve taught, and have them act it out to see if they understand what the word or concept is. You could even have them summarize a text by acting it.
        
        Pictures: You can ask students to draw or collect pictures to show their knowledge on a topic.
  - - - Process
        
        Provide textbooks for visual and word learners.
        
        Allow auditory learners to listen to audio books.
        
        Give kinesthetic learners the opportunity to complete an interactive assignment online.
      - Product
        
        Read and write learners write a book report.
        
        Visual learners create a graphic organizer of the story.
        
        Auditory learners give an oral report.
        
        Kinesthetic learners build a diorama illustrating the story.
      - Content
        
        Match vocabulary words to definitions.
        
        Create a PowerPoint presentation summarizing the lesson.
        
        Differentiate fact from opinion in the story.
    - - Alternate assessments based on alternate achievement standards
        
        students with the most significant cognitive disabilities.
      - Alternate Assessment Based on Modified Academic Achievement Standards (AA-MAS),
        
        students with disabilities who are working on grade-level content that is covered on the general assessment but whose disabilities may result in their needing more time to master the content.
      - Alternate Assessments Based on Grade-level Achievement Standards (AA-GLAS)
        
        students with disabilities who need testing formats or procedures that are not included in the general assessment or not addressed with use of accommodations.
- - - - Temporarily grouping students by interest, achievement level (readiness), learning profile, activity preference, or special needs.
    - - (Interest Groups & Interest Inventory): Students are introduced to topics related to something being studied in class and grouped by interests, then are guided through the investigation of a topic with teacher support.
    - - Students select from assignments that are placed in pockets and changed as necessary. Teachers can target student need and readiness by directing them to select from a certain row.
    - - It can be used in class or at home. Allowing students to watch the material given by the teacher and answer questions. This is helpful to see a students' progress.
  - - - These are most often collections of written work, but could also include computer programs, drawings, video tapes, or problem solving. Because portfolios contain a collection of student work, they often provide a more accurate picture of a student’s achievement than a single test or project could.
    - - Write summaries of the class readings and lectures which include the main points, a critical reaction to the ideas, and a discussion of what’s most important.
    - - tudents showcase their knowledge in a three-dimensional way. Different facts about the topic are written on separate cards, attached to yarn, and hung from a plastic hanger.
- - - - Provide more challenging reading materials
      - Focus on the overall trends, patterns and themes rather than small details and facts
      - Study problems that do not have a clear solution
      - Use topics of interest to the student, relevant to how the world works, complex and
        worthwhile
    - - Physical space: Can the student move freely within the room? The school? Who has control
        over material
      - Conditions: Are humor and creativity appreciated? Is the atmosphere welcoming? Is
        discovery encouraged?
      - Teacher: Is the teacher committed to differentiation? Curious and enthusiastic? Willing to
        relinquish control of the learning?
      - Groupings: Do gifted students have opportunities to work with others like them - even
        across grades?
    - - Allow for flexible groupings of students: individual, pairs, small groups
      - Create specialized learning centres for skill work
      - Provide opportunities for divergent (many answers) and convergent (best answer) thinking
      - Explicitly teach skills needed to learn independently (research, organization, etc.)
    - - A student led discussion format, which allows students to read on topics of interest, or select books of choice, and share readings and ideas with others who read the same materials. Various jobs are assigned to the different group members.
        Menus (see Choice Boards/Product Options): A list of learning and/or product options students may chose from.
  - - - : Retrieving, recognizing, and recalling relevant knowledge from long‐term memory.
      - Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
      - Applying: Carrying out or using a procedure for executing, or implementing.
      - Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
      - Evaluating: Making judgments based on criteria and standards through checking and critiquing.
      - Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.