Please enable JavaScript.
Coggle requires JavaScript to display documents.
Pre-Assessment For Differentiation (5 Students Who Answered the most,…
Pre-Assessment For Differentiation
5 Students Who Answered the most, including the most difficult, of the pre-assessment questions correctly
Innovative differentiation strategy
Extension Task - Have students move from recording known tools use to demonstration. Students will be given the tools and materials and later an opportunity to demonstrate to their clasmmastes how the tools and mterials are used
Assessments to track students' learning throughout the unit
These tasks fit under Criterion C: Create the Solution. There are 4 formative steps here: 1) Create a Plan 2) Demonstrate Technical Skill 3) Follow the Plan to Create the Solution 4) Justify modifications to the Plan and Design. - In the extension task I am looking primarily at strand 2. To earn these marks in a project students need to not only conduct themselves safely during manufacture but also record the skills through photo and video documentation. Students will submit 1-2 slides with 8-10 photos or 1 video showing the safe and efficient use of the tools and processes . These photos/video should include descriptions in the form of an informative paragraph to lead the uaser
Record 8-10 steps in the manufacturing process over 1-2 slides
Describe the use of tools and outcome of the process
Demonstrate strong technical skill
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
Innovative differentiation strategy
These students are teamed up with the 5 students with the most knowledge for a demonstration. Afterward, I will pre-assess again. Finally, I will also have these 5 students use an exit pass to leave the class over the next few lessons. This is to determine if they are gaining knowledge of use and the health and safety
Assessments to track students' learning throughout the unit
As a means of scaffolding and differentiation for students who struggle with the technical skills (falling behind, several mistakes, several absences) I push for a passing mark of 4-5 by having students still go through the same motions to record technical skill. This means Strand 2 will still need to be presented as a single slide of photos, preferably 4-6 photos showing the process from beginning to end, with or without annotation describing the photos
Record the manufacturing process with 4-6 photos
Annotate the process evidence with some guiding language
Demonstrate acceptable technical skill with some flaws in the product
12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills
Assessments to track students' learning throughout the unit
As a means of scaffolding for the mid-range students, the expectation for attainment becomes a 5-7 in a scale of 8 points To earn these marks in a project students need to not only conduct themselves safely during manufacture but also record the skills through photo and video documentation. Students will submit 1-2 slides with 6-8 photos or 1 video showing the safe and efficient use of the tools and processes. These photos/videos should include statements of what is seen
Record 6-8 steps of the manufacturing process over 1-2 slides
Annotate the evidence of manufacture through stagements
Demonstrate good technical skill
Innovative differentiation strategy
These students are considered the "average" Design Tech student. They know some of the tools and what they are used for and can usually make an association with what kinds of products can be built using this equipment. This is the primary audience I am teaching. I would plan to group this entire subgroup together during practical