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Designing Differentiated Instruction (Pre- Assessment This activity would…
Designing Differentiated Instruction
Pre- Assessment
This activity would be modified for use as a pre assessment for the topic ‘All about me’. This Unit would be done at the start of the school year so this pre assessment would inform me of what topic vocabulary the students already know as well as help me gauge their fine motor skills, understanding of language and ability to follow instructions.
I would modify this assessment by cutting a color photo into more pieces and adding their name to it. A student would be invited to sit at a table in front of a tri-fold mirror, complete the puzzle, identify and circle parts of the face on the puzzle, and point to the corresponding parts on their own face. Next, a photo of another student in the class (already pieced together) would be used to ask questions such as, “What color is your hair? What color is your friend’s hair? Is it the same?”
Results
The data from the pre assessment showed me that most of my students can identify basic face parts such as and colours. The students who scored the most could identify more complicated face parts (cheeks, eyebrows, chin, etc) and also have a good idea of similarities and differences. The middle range students knew same and different but were not yet aware of the idea that things can be both similar and different. The students who scored the lowest in the pre assessment can identify basic face parts such as eyes, nose, hair and do not understand the concept of same and different.
Differentiated Instruction
Lesson 1
Unit:
Myself and Others
Objective:
Understand ourselves and others, see how we differ, and celebrate our diversity.
Question of the Day
What colour are my eyes?
Warm-up Activity
I will show students a selection of M&Ms. We will talk about their colour (difference). We will then taste the M&Ms and discuss the taste (same).
Break- Out Group Activities
Students will break out into groups. 5 students with teaching assistant A, 12 students with head teacher, 5 students with teaching assistant B.
12 Students with some knowledge of the topic
I will give an example by graphing my traits. I will point to each feature on the graph and discuss it. Then each kid will graph their traits. As a group we will discuss how we all share similarities and differences with each other.
5 students who appear to have limited knowledge about the topic
These 5 students would also complete an all about me graph but with more visuals and teacher instruction. Each student would have a colored photo of themself in front of them. Teacher would use these structure:
These are blue eyes (holds up a photo of blue eyes)
Does the same for green and brown
Where are the blue eyes?
Does the same for green and brown.
What are these? (points at eyes)
Does the same for all colors.
After completion asks, “Who has blue eyes? Who has green eyes? Who has brown eyes?” Teacher charts the results. This will be repeated for hair and boy/girl.
Top 5 scoring students
Warm-up by completing the 'All about me' graph
Students in this group are familiar with all of the vocabulary necessary to complete this activity.
The objective is to get students to sort themselves into groups based on the teachers statements: For example:
‘If you are a boy, go left. If you are a girl, go right’
‘If you have short hair, go left. If you have long hair, go right’
After repeating this format with multiple questions students can identify that each child had both similarities AND differences to each other.
Closing Activity
All groups would come together to combine their charts into 1. And finish eating the M&M’s ;)
Formative Assessment: Same Day
Exit Ticket
After closing activity, start by asking a student from Top 5 scoring: Mickey please find a friend with the same color hair. Mickey finds a friend and then goes to wash his hands for lunch. That friend would then be asked to find a friend with the same color hair. This goes on until all friends have left the room to wash their hands. If a student is struggling to answer the question the teacher can model the answer or assist the student.
For example, if Jordan fails to understand the question ‘Find someone with the same hair colour as you’ I will ask the group ‘Who has the same hair colour as Jordan?’ Students will raise their hand and I will then ask Jordan to choose one of these friends. I will point out their hair colors and then move on the the next student.
Follow up Formative Assessments
3 more items...
Goal
The goal of this pre assessment is to gain understanding of what my student’s know about facial features so that we can begin to understand ourselves and others, see how we differ, and celebrate our diversity.
Rubric
