Pre-Assessment for Differentiation (The 5 students who answered most,…
Pre-Assessment for Differentiation
The 5 students who answered most, including the most difficult, of the pre-assessment questions correctly
Five of my students appear ready for additional challenge. To amp this up, I would do one of two things:
Choose a number for these students to start, say 20 or 30, this way students are counting with higher numbers. Alternatively, draw random number onto the dice (15, 7, 10, 25, 3, 19) or use two dice (1 through 6) and the student needs to add both numbers together before recording their score.
Additionally, for those students who want extra challenge they could quietly work on problem solving – word problems.
Teacher observations whilst circling the different math stations would be the assessment method for this activity.
For the individual problem solving, stoplight/traffic light could be a formative assessment for students to indicate if they require help.
the 12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills
Working in partners, they will take turns rolling the dice and will write that number into the bottom box (this is the starting number). As students continue to roll the dice, they will add that number to the previous and write this new sum into the second box etc. Using dice numbered 1-6 means the highest number range they would be working with is 1-30. The partner who reaches the biggest value wins.
Teacher observations whilst circling the different math stations would be the assessment method for this activity
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
2 students have little to no comprehension of the the topic and need to be tested further for special needs
My pre-assessment along with my observations indicate that 2 students need to be tested for special needs for Dyscalculia and ADHD. I will work with these students to complete visual based activities (drawing pictures of word problems, counters, use rhythm and music to teach math facts and steps). This will be done in a quieter part of the classroom (computer station) where these students will be given time to play math games on the computer.
An example of a computer activity for both types of students is
A math learning disability that makes it hard to make sense of and work with numbers. Common signs:
grasping the meaning of quantities;
Understanding that the numeral 5 is the same as the word five, and that these both mean five items;
Holding numbers in their head while solving problems
Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental disorder that typically appears in early childhood, usually before the age of seven. ADHD makes it difficult for children to inhibit their spontaneous responses. Common signs:
Self-focused behavior. A common sign of ADHD is what looks like an inability to recognize other people's needs and desires;
Trouble waiting their turn;
Lack of focus.
The formative assessment for these students would be one-to-one questioning and scaffolding.
3 are struggling with language and are at different reading levels
Because 3 of these students are struggling with English language acquisition and have lower reading scores I worked with them to review numbers orally, using flash cards of vocabulary and activity sheets to then play the game in partners with me. If I see that they have grasped the vocabulary and boosted their confidence I may insert them into the middle group and signal to students to switch partners.
heterogenous grouping: pairing students with stronger students
Teacher observations whilst circling the different math stations would be the assessment method for this activity. In addition, stoplight/traffic light could be a formative assessment for students to indicate the level of assistance they need..
by Sabrina De Paolis