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Activity 1: Pre-Assessment for Differentiation
Thomas Coleman, Group 1 :…
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Group 1 : 5 students who answered most, including the most difficult, of the pre-assessment questions correctly
This is an innovative differentiation strategy for three groups of students that identifies the assessments that I will use to track students' learning throughout the unit. I have split the class based into three groups based on their pre-assessment.
Compacting Compacting curriculum lessens the tedium that elite achievers experience when they master concepts faster than their peers. Pre-assessments are used to determine how these learners can skip specific chapters or activities. Then offer “mini-courses on research topics” or “small group projects” as alternatives in a compacting contract.
Compacting Checks: Is the student in the top reading group or reading at an advanced level? Does he or she finish tasks quickly? Would they benefit from more challenging work?
Basic Skills Compacting:
• Eliminates specific skills that students have
already acquired.
• Spelling, mathematics, or grammar.
• Pre-testing is easier to accomplish.
• Mastery can be documented more easily
/objectively.
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Task Cards
Take tasks and questions that might normally appear on worksheets and put them onto laminated cards (one item per card), which allows teachers to better individualize instruction, set up centers, and group students according to need
Group 3 : 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
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All students are entitled to differentiation strategies depending on need and teacher discretion, including adjustments for time and amount of work, a separate setting, or alternate forms of assessment. All students may have up to an extra hour on exams
Group 2 : 12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills
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Content Compacting
Social studies, science, and literature
Students may already know the objectives or
may be able to read the material and master the
objectives in a fraction of the time.
More flexible–students can absorb the material
at their own speed.
Evaluation may be less formal– essays,
interviews, or open ended tasks
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Yes/No Cards Students make a card with Yes on one side, No on the opposite side. Teachers ask an introductory or review question. Students who know the answer hold up the Yes card, if they don’t know the answer they hold the No card. This is very effective to use when introducing vocabulary words that students need as a knowledge base for a specific unit of study.
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Assessments to monitor progress and map the growth in student learning for each group of students, and alternate assessments to meet the needs of each ELL student and each special needs student.
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