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Pre-Assessment for Differentiation (Group 1 (The students who answered…

- - - - Giving high achieving students the opportunity to engage in an independent is one way to keep them engaged in the subject. After gauging their interests, the teacher can choose a few topics and presentation/report mediums which these students can choose from (Brown, 2015).
    - - By engaging a class in research-based and or project-based learning, the teacher can specifically tailor challenges for high achieving individuals or groups. Moreover, by pairing up high achieving students for a project they may be challenged even further and will continue to build their collaboration and communication skills (ASCD, n.d.).
- - - - Applied Educational Systems, Inc. (n.d.). The 12 Best Differentiated Instruction Strategies for CTE. Retrieved from https://www.aeseducation.com/best-differentiated-instruction-strategies-for-cte.
      - ASCD. (n.d.). Six Strategies for Challenging Gifted Learners. Retrieved from http://www.ascd.org/publications/newsletters/education-update/apr16/vol58/num04/Six-Strategies-for-Challenging-Gifted-Learners.aspx.
      - Brown, E. F. (2015, July 14). Serving Gifted Students in General Ed Classrooms. Retrieved from https://www.edutopia.org/blog/gifted-students-general-ed-classrooms-elissa-brown.
      - Ciaccio, J. (n.d.). Chapter 5. Helping Underachievers: Whole-Class Strategies. Retrieved from http://www.ascd.org/publications/books/104016/chapters/Helping_Underachievers@_Whole-Class_Strategies.aspx.
      - Garland, S. (2018, April 7). Teaching Gifted Children Through Independent Studies. Retrieved from https://www.exquisite-minds.com/gifted-education/independent-studies/.
      - Osewalt, G. (2019, October 18). 5 Common Techniques for Helping Struggling Students. Retrieved from https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/5-common-techniques-for-helping-struggling-students.
- - - - For students who did poorly on the pre-assessment, one option is review and retake. During the review, students may watch introductory videos, use flash cards, and discuss with one another the topics of the quiz/test. Then, they will be able to retake the same or a slightly modified version of the quiz/test that they did poorly on the first time through.
    - - Students will be provided with or will design their own visual study guides and or mnemonics for learning and remembering material covered in class. Especially for students who have difficulty reading and writing or for ELL students, providing them with a ways to process information verbally and or through visual aids may retain it better (Osewalt, 2019).
- - - - Know, Want to Know, and Learned charts work by having students brainstorm what they already know about the topic and what they want to know before a new unit begins. Then, when the unit is wrapping up, they return to the activity to write down what they learned. For students who may have some or no understanding of the topic prior to starting it, this is an effective way of getting them to visualize their own learning.
    - - By giving students access to technology especially when doing research, teachers open the possibility for students to make choices that best fit their learning style. For instance, if using a site like Newsela, students can choose the difficulty level of the article they were assigned. This is particularly useful for those students who have some need for development, as they this sort of activity can be self-directed and provides opportunities for such students to challenge themselves (Ciaccio, n.d.)