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Innovative Differentiated Strategies (Pre-Assessment administered prior to…

- - - - Any ELL student(s) who demonstrate the advanced skill level and understanding/ experience level will be included in this group.
      - Students will have the opportunity to work with and compete with their developmental peers during select skilled practices in order to reward them for their positive culture enhancing participation and assistance.
      - Students will have the opportunity to play the roll of coach/mentor to assist students from both groups 2 & 3 during skilled practice.
      - Possible enrichment work: students to create their own special presentations for the class that details a higher order skill or strategy in order to extend the knowledge base of the class. For example:
        
        How to execute a hit and run on as an offensive team as well as when it should be utilized as a strategy.
        
        They might go into detail about how to hit the cut-off/relay-player when throwing the ball back in from the outfield.
      - They'll get the chance to explain concepts during teachable moments that take place during mixed-group semi-competitive, game play.
    - - Students who demonstrate an understanding of the basic unit material will work through their next steps with a partner or small group
        
        They might work with a partner whom might struggle with some of the concepts that they are already familiar with.
        
        In this case they will be learning mastery of the topic or skill while they assist students who need a little help.
        
        Students will peer review each other's work before handing it in
        
        Peer assess when working with partners or small groups of 3 during skill practice
      - Any ELL student(s) who demonstrate the adequate skill level and understanding/ experience level will be included in this group
    - - Special Needs students
        
        At times these students will be in mixed groups with students who have greater understanding and skill level. This might motivate the the students with special needs as well as give the higher functioning students a chance to master their skills in other ways.
        
        Depending on the specific need: I will differentiate and adapt the teaching/lesson.
        
        Visual Aids
        
        Alternative equipment/rules
        
        Higher level student partner
        
        In public schools I might be able to get support personnel to maybe work with the student one-on-one
        
        in this case I would need to teach the support personnel exactly I want them to do with the student.
      - Extra review time for students who demonstrate poor understanding of the concepts of the day.
        
        possibly in class
        
        or outside tutoring
      - Students will be placed in groups with students from both groups 1 & 2 in order to allow for peer feedback during skilled practice and extended practice
        
        this will also be beneficial for comprehension. I will allow students who diplay lack of understanding of a specific rule or concept during game play to take a "coach break" for a one-on-one meeting with one of the designated coaches who can explain it to them in context of the game play
        
        If I'm noticing the same mistakes being made by multiple students , we will use that as a whole class, teachable moment and allow a student who understands to explain with teacher guidance where needed
        
        If I'm noticing the same mistakes being made by a specific student , after grieving feedback from other students, I will give the student more one-on-one time and try to figure out another way to teach it to them.
      - Any ELL student(s) who demonstrate the lack of skill level and understanding/ experience level will be included in this group
        
        Translation where applicaple
        
        bilingual student
        
        translation software
        
        bilingual aid/school personnel
        
        Visual Aids