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Differentiated Instruction Strategies Following Pre-Assessment (Best…
Differentiated Instruction Strategies Following Pre-Assessment
Best Performers
Who: Students that performed the best on the pre-assessment activity
Students are given additional resources and opportunities to achieve a deeper understanding of the material. Although these students have shown that they will more than likely perform very well on standard formative and summative assessments, the opportunities for continued learning should not be ignored. In order for a student to get the most out of the educational process, they need to be continuously challenged and engaged. These additional resources are aimed at challenging them while maintaining the speed at which the class is taught.
Heterogenous groups will be used for students to take a leadership role in helping other students form a concrete understanding of the material. Students that perform highly on the pre-assessment activity can further cement their understanding by serving as tutors for other students. Although they are working with information that they already understand, they can deepen their understanding and amount of information retained by helping their peers.
Students that fall into this category will be given the opportunity to help design or adapt upcoming student projects. They will be able to "jump ahead" and see what the requirements and goals look like for an upcoming unit project. They are also allowed to provide feedback regarding whether or not the project objectives will be both challenging for them and worthwhile for the rest of the class.
In The Hunt
Who: Students who have shown some understanding of the material but still need to develop higher order thinking skills.
Heterogenous groups will be used for students that fall into this category. Students that excelled in the pre-assessment will take leadership roles in heterogenous groups while students in this category use the opportunity to revisit the skills that still need work. This small group activities will provide useful data points in identifying exactly what skills each student needs to work on.
Once the skill(s) that require additional practice have been identified, students in this category are given assignments that focus on developing that particular skill. Homogenous groups will be used via grouping students based on the skill(s) they need to improve. While students who performed well on the pre-assessment test are working to bolster/adapt upcoming projects, students in this category will work in groups to strengthen the skills they need to work on.
Students in this category will be given additional resources that help solidify their understanding of the content and build the skills require for unit completion. These resources will re-introduce information while also providing new information. This way, students that aren't in need of significant intervention can practice the skills that need work while also learning new information which can assist them in developing a holistic understanding of the course material.
Back Of The Pack
Who: Students who appear to have limited knowledge about the topic due to language barriers, learning disabilities, or other factors
Students in this category are given remedial intervention resources and activities that focus on re-introducing core concepts at a high level to encourage basic understanding.
Each student's source of limitation is identified and approached differently. For example, students that are burdened with language barriers are given resources that have been removed of any cultural assumptions or jargon that may confuse the student.
Students are placed into homogenous groups focused on remediation and fundamental understanding. While students that fall into the high and medium tiers of pre-assessment performance are working on their tier-relative assignments, students in this category are working on projects that are aimed at delivering information in a more digestable manner.
Students in this category are continuously analyzed via formative assessment to ensure that they are building the fundamental skills necessary to move forward with the content and in the class.