Innovative differentiation strategy (Intervention (Grouping students at a…
Innovative differentiation strategy
Grouping students at a similar level and assigning slightly different assignments or different level materials to allow students finish work at similar time.
Pairing student with a high achiever and tasking the high achiever with helping the student, giving both an opportunity for learning.
Having students identify their own learning goals and setting high expectations.
Making a learning plan which has clear steps and rubric with students together.
Encouraging to provide cooperative and collaborative learning rather than pitting the two genders against each other.
Teaching multiple ways to generate ideas and creating opportunities for students to choose their own to use and practice.
Multiple exercises that involve stimulating a different sense or different learning style to explore the content outcome, in order to allow learners find different ways to connect.
Providing a variety of physical resources to use while group working such us mini whiteboards, colored cups and tablets, etc.
Creating assignments that have a goal that can be reached by multiple types of resources- writing, oral presenting, recording, etc.
Connecting to student lives and tailoring lessons' across the multicultural makeup of the classroom.
Differentiated assessment- Comprehension
Struggling students (the 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)
Answer yes/ no questions for assessment.
Match vocabulary words to corresponding pictures with definitions.
Offer a variety of graphic organizers and hand-on activities to help focus their thinking.
Allow extra time for students who may need extension to deadlines for work.
One-on-one sessions with a tutor after the lesson may help fill the gap and catch up the class.
Above average students (the 5 students who answered most, including the most difficult, of the pre-assessment questions correctly)
Answer questions by filling out the blanks in sentences.
Provide definitions and word bank, find out corresponding vocabulary words and write them down to the blanks to match the definition.
Encourage students to thinking more deeply about a text and write a summary with vocabulary words.
Average students (the 12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills)
Answer multiple questions for assessment .
Match vocabulary words to definitions without pictures.
Offer extension activities when they are ready. For example, rewrite the end of the book, or to write about what would you like to discuss with the main character or the author.
Differentiated assessment- Reading
Differentiate text assignments.
After students have read aloud the same text, ask struggling learners to complete a simple story web.
Have on-level learners complete questions about key ideas and details.
Task above-average learners to retell the story from a character’s point of view.
Find appropriate books
Provide students who appear to have limited knowledge or poor reading skills with highly pattern text with simple illustrations, familiar objects and repetitive language structures.
For average students, recommend them simple stories with repetitive words, phrases and actions as well as familiar characters and experiences.
Provide above average students with stories include problems with children can relate, more complex structures and high frequency words.
Provide special learning technique such as text in braille for blind students, arm tapping technique for students with learning disabilities. It gives a visual, kinesthetic, and auditory representation of sounds in a word.
Content should be modified in terms of its level of complexity, variety and organization.
Provide drawings, concrete items or photographs to show them to help them process what you said to them.
Using concrete representation when introducing new topics and words to help students with learning disabilities translate their understanding of new concepts to more abstract forms.
Assignments with students' answers, collections of student work such as drawings, drafts and completed versions
Cold calling, exit tickets, one-sentence summary of answer
Class observation of engagement and performance
In-class feedback to check progress
Self-assessment of progress towards achieving outcomes during a series of activities