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Pre-assessment and the innovative differentiation strategy for the three…
Pre-assessment and the innovative differentiation strategy for the three groups
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 topic and need to be tested further for special needs
3 students are struggling with language and are at different reading levels
Also, they are given some selected easier words and grammar to do some practice.
Students have an assessment. (Simple quizzes to assess their learning and understanding of the selected words and revised text.)
Students are given easier text and work as a group to answer comprehensive questions.
2 students who have little to no comprehension of the topic and need to be tested further for special needs
The teacher prepares and shows pictures and videos to explain the content of the topic to these 2 students and they have a few questions about the content. They work together to find the answer. The teacher checks out the answer and gives feedback.
The teacher demonstrates some words and grammar to them directly and gives them related practice.
Students have an assessment,(Simple quizzes to assess their learning and understanding.)
5 students who answered most, including the most difficult, of the pre-assessment questions correctly
Group task 1: Students make a story with selected important words from the text. The story should be logical and full of useful information. Students are allowed to use the digital tools to look up the words if they need them.
1.Students work as one group
Group task 2: Students research online to find two stories. They compare and contrast them with the story they wrote. After that, they prepare a presentation of their task 1&2 to the class.
Students present task 1 &2. The presentation files are kept as a record for student progress.
12 students who have some knowledge about the topic as shown in their score, but need to develop higher-order thinking skills
Task 1: Students read the text and answer 5 comprehension questions with a partner. After finishing them, students check their answers with the teacher.
Task 2: Students outline important words and expressions, and make sentences with those words. Students are allowed the use of digital tools if they need them. They will also be given a sheet with a few sentences on and they need to discuss with their partners to find the rule of the grammar. The teacher will come back and discuss it with them.
1.Students Work in pairs.
Students have an assessment. (quizzes of the important words, grammar, and understanding of the text)
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