Activity 1: Pre-Assessment for Differentiation
Geography Class G9
"High achiever" group: The 5 students who answered most, including the most difficult, of the pre-assessment questions correctly
"We got this" group: the 12 students who have some knowledge about the topic as shown in their score, but need to develop higher-order thinking skills
"On our way" group: 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
Differentiation strategies
Plan lessons according to tiers of difficulty by using Bloom's taxonomy:
1) Develop activities that will deepen knowledge such as providing open-ended research questions about topics for students research
2) Let students create presentations to summarise lessons
3) Let students teach others about what they have learned
4) Let students analyze using different perspectives
5) Let students create a hypothetical situation or assignment e.g. if they are a government official developing a climate change policy
(http://www.ascd.org/publications/newsletters/education-update/apr16/vol58/num04/Six-Strategies-for-Challenging-Gifted-Learners.aspx)
Assessments and monitoring
Differentiate by the process by using technology
1) Drill and Practice (using Quizlets students can reinforce acquired skills and knowledge, not all gifted students know everything)
2) Tutorials (students can independently learn new topics or skills)
3) Games (students can transfer knowledge and skills into new contexts or unfamiliar situations through game-based learning)
4) Simulations (students can learn digitally by learning about real-world applications or learn new things via the application)
(http://www.vtaide.com/png/ERIC/gifted-technology.htm)
Differentiate by learning environments:
1) Identify a learning corner, where books and additional resources can be accessed for students who are interested
2) Have iPads or devices for students to access different sources
3) create a digital library with subscriptions to newspapers, journals, and other electronic resources
4) group tables in the classroom for small-group activities
5) Design independent projects for these students that use environments outside the classroom e.g. museum, zoo
(https://education.cu-portland.edu/blog/classroom-resources/examples-of-differentiated-instruction/)
Differentiate by the process through flexible grouping:
1) homogenous small group activities where gifted students can work together to approach their learning and develop a complex understanding of topics together
2) heterogeneous grouping where students need to learn to listen, communicate and compromise where necessary
(https://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy)
Differentiate through the product:
1) allow students to differentiate by learning styles e.g. presentations via
2) students can also use digital tools to demonstrate knowledge and understanding (look at technology section)
Monitoring flexible grouping:
1) monitor grouping by using a color-coding system to determine who has worked with whom
2) set a time frame for students to complete tasks
Setting targets for each member of the group and monitor progress
1) setting out targets with students
2) present an action plan with timeframes and how those goals will be measured
3) use a personal grade book to encapture progress and it is unique gradebook about gifted students
Other strategies:
1) Acceleration: putting students in an advanced programme where they are at level beyond a child's chronological age
2) Compacting: a variation of individual progression, it permits pupils to cover a set amount of work more quickly and to use the extra time to pursue an additional activity, which should not be just more of the same.
Assessment types for gifted students:
1) use marking to encourage critical thinking e.g, analytical rubrics
2) valuing quality not quantity e.g. use of open-ended questions for essays
3) valuing creativity and high-level problem solving e.g. students engage in independent research
4) using individual learning profiles and self-directed learning projects
5) teachers acting as ‘critical friend’ to encourage new ideas and skills e.g. use mentoring and other approaches to guide students who showcase advanced knowledge and skills
Differentiation strategies
Assessments and monitoring
Differentiation by content:
The level of complexity and difficulty will remain the same for this group of students but their curriculum will cover basics
ELL: 1) Use bilingual aides, visual aides such as maps, photographs, diagrams to explain concepts and content
2) Write content objectives on the board for students to understand
3) Focus on vocabulary building: connect to prior learning and then apply to context e.g. match the meanings, Quizlets (online) and annotate diagrams or photographs
Suspected special needs: Students need direct instruction, and will need individualized attention. Look at homogenous grouping.
Differentiation by process
ELL students:
1) scaffolding is provided to complete tasks e.g. cloze procedures, writing frames to complete essays, vocabulary lists to be able to understand reading comprehension exercises
2) Use manipulatives and artifacts to add context to learning
Suspected special needs: provide students a step-by-step process and a time frame for completion, students can submit work in at every stage to get feedback.
2) Students to develop learning artifacts e.g. journals or process journals, in order to encourage deep learning
Differentiate by product for both EAL and special needs
1) Provide opportunities for students can demonstrate understanding via their learning (audio, visual, kinaesthetic). Look at assessment type details below
Differentiate by the learning environment
1) Have displays, visual aides and posters about concepts or content around the classroom
2) Use acronyms or short-hand processes e.g. PEAL for essay writing
3) Have tables arranged for small-group activities or learning stations, in order to allow students to work
4) Provide digital and physical resources to enrich langauge acquisition
Differentiate by the process (using technology):
1) Use websites that simplify language or concepts or extensive articles e.g. SMMRY.COM or Simple Wikipedia
2) Use Kahoot or flashcards by Quizlets to help students learn new vocabulary and to keep them engaged
3) Use podcasts and videos that will help students learn; students cna use Tedtalks (using language captions) and Culips for podcasts
Differentiation by cooperative grouping will allow students to work in small groups, and each group member has a responsibility.
Heterogenous grouping example:
Jigsaw, where each member of the group will need to research and have understanding, each group member will need to present findings to each other, in order for the whole group to have a full picture about a topic.
Homogenous grouping example:
The two students identified with special needs can work with the teacher to ensure they understand what the task is.
Identification of special needs through assessments:
KWL chart: For students who are suspected of special needs, it might be good to get them to list what they know, what they would like to know and what they have learned
CogAT or cognitive abilities test to identify skills in verbal and logical resoning for students who are suspected of special needs. Team of admin, counselors, and teachers to administrate this process.
IEP or Section 504 plan, if parent and student asks for testing, and for professional interventions
Monitor ELL and Special Needs with technology:
English LaunchPad: Allows teachers to monitor their students’ progress, and assess individual or group progress. Students can practice exercises and receive live help if they need it.
For special needs: students to be monitored, and progress report to be developed every term.
Many asssessment types:
"Teachers should allow alternative types of assessment: oral, drawings, physical response (e.g., act-it-out), and manipulatives as well as modification to the test. Homework and assessment should be directly linked to classroom instruction and students should be provided with study guides so that they know what to study." (Masten, 2012)
Assessment accommodations for special needs:
Provide students extra time on assessments; and assistive technology once approved (IEP to advise)
Referencing:
Differentiate by process (by technology):
1) Concept mapping - allow students to connect concepts, identify relationships and distinguish between them e.g. coggle.it
2) Other graphic organisers - use online tools for building conceptual understanding tools e.g. MindMeister or Stroyboard That
Differentiate by process:
1) Use questioning techniques to develop critical thinking
2) Teach skills explicitly e.g. problem-solving skills by demonstrating a step-by-step process, encourage students to make an inference
3) Provide templates which will promote high-order thinking e.g. for a compare and contrast question, use a template to demonstrate the aspects of analysis expected
4) Provide practice questions for extended responses e.g. essay questions or case study questions
Differentiate by content:
1) Highlight standards and curriculum expectations to students that are related to high order thinking
2) Use introductory material for students to think about what has been covered, connect to prior knowledge and develop inquiry
3)) Provide a vocabulary list of command terms used in questions that are related to high order thinking e.g. evaluate, synthesis
4) Provide a summary sheet or an overview of geographical concepts e.g. power, place, possibilities, and process; this is a framework by which students analyze geographical problems
Assessments and Monitoring
Assessment types:
1) Use different performance assessments to assess logic and reasoning
2) Use extended assessments for students to develop deep knowledge and understanding e.g. projects, papers, presentations, movie-making etc
3) Design tasks that require students to demonstrate knowledge or a specific skill
4) Use analytical rubrics to assess qualitative and quantitative progress
Monitoring
1) Incorporate opportunities for peers and the teacher to provide feedback during an assignment
2) Use formative assessments focussed on higher-order skills, and summative assessments to gauge their understanding against learning outcomes of units (this is true for all groups but more so for this group, as it will make students think about which units they were better or worse at)
3) Color-coding system (online) for teacher to track students progress, and what units students have shown higher-order thinking skills, and where the students need to improve
Differentiate by product:
1) provide students opportunities creative ways to demonstrate knowledge and understanding e.g. students create a movie about something they have learned
2) Get students to elaborate on the answer or present their reports to their classmates
3) Students to critique their own work, or their peers work on what worked and what didn't
Differentiate by learning environment:
1) Have displays or visual aides that highlight higher-order vocabulary e.g. evaluate, synthesis, analyse, or Bloom's taxonomy display
2) Provide skills-based resources or books e.g. how to build problem-solving, how to conduct project-based learning
3) Provide a research corner for students to work on independent learning or small-group work
Differentiate by flexible grouping:
1) Heterogenous small group with gifted students - applying zone of proximal development, this might be an opportunity for gifted students to scaffold and teach students to master higher order skills
2) Whole-class discussions- students can debate, articulate and reason with ideas shared
Azzam, A. (2016). Six Strategies for Challenging Gifted Learners. Retrieved 7 September 2019, from http://www.ascd.org/publications/newsletters/education-update/apr16/vol58/num04/Six-Strategies-for-Challenging-Gifted-Learners.aspx
Brookhart, S. General Principles for Assessing Higher-Order Thinking. Retrieved 7 September 2019, from http://www.ascd.org/publications/books/109111/chapters/General_Principles_for_Assessing_Higher-Order_Thinking.aspx
Cox, J. Flexible Grouping as a Differentiated Instruction Strategy. Retrieved 7 September 2019, from https://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy
Kaupler, D. (2015). Teaching Strategies that Enhance Higher-Order Thinking. Retrieved 7 September 2019, from https://www.teachhub.com/teaching-strategies-enhance-higher-order-thinking
Lynch, M. (2017). 7 of Best Learning Apps for ELL Students - The Tech Edvocate. Retrieved 7 September 2019, from https://www.thetechedvocate.org/7-best-learning-apps-ell-students/
Masten, M., & Masten, M. (2012). Seven Strategies for Differentiating Instruction for English Learners. Retrieved 7 September 2019, from http://inservice.ascd.org/seven-strategies-for-differentiating-instruction-for-english-learners/
Pendergrass, E. (2013). Differentiation: It Starts with Pre-Assessment - Educational Leadership. Retrieved 7 September 2019, from http://www.ascd.org/publications/educational_leadership/dec13/vol71/num04/Differentiation@_It_Starts_with_Pre-Assessment.aspx
Wesley, C. (2014). What is Differentiated Instruction? Examples of Strategies. Retrieved 7 September 2019, from https://education.cu-portland.edu/blog/classroom-resources/examples-of-differentiated-instruction/