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Differentiated Instructions, Top Achievers (5 students) - Coggle Diagram
Differentiated Instructions
Midrange (12 students)
Strategy
: These are students who are capable of grade level material. Allow students to work together and learn from each other. Reinforce useful learning techniques and habits. Ensure the knowledge they acquired is a part of their long term memory by reviewing the content. Focus on common misconceptions.
Assessment 1 (Experiment)
: In groups of 3, design an experiment exploring the chemical reaction between magnesium and diluted hydrochloric acid. Select your independent, dependent and control variables in order to find out the ratio in which the reaction is the greatest. Check your plan with the teacher before you conduct the experiment. You can present your procedure and results via Power Point, poster, video or lab report.
Assessment 2 (Research)
: Select an element from the periodic table and research its physical and chemical properties. Describe common uses of the element and explain why its properties allow us to utilize it for that purpose.
Assessment 3 (Review)
: Play a review game, snakes and ladders, in which you can only proceed by getting a review question correct. Keep note of all the questions you get wrong. After the game, write the correct answers to all the question you got wrong.
Low performers (5 students)
Students struggling with language
Assessment 1 (Experiment):
Follow the procedure to the experiment following the chemical reaction between magnesium and diluted hydrochloric acid. Use an online translator for vocabulary words you do not understand. Use the sentence frames to write the report.
Assessment 2 (Research):
Select an element from the list of suggested elements. Research the list of physical and chemical properties. Use the vocabulary flash cards created in previous classes to support your writing. Use sentence frames.
Assessment 3 (Review):
Watch a video explaining the content in your own language and then one explaining it in English. Create a flash card of vocabulary words. Play review games with the flash cards. Create a mind map of how all the vocabulary words are connected.
Strategy:
These students are not necessarily struggling to understand the content. They are simply not able to comprehend the English language and express their knowledge. In the beginning, allow students to learn the content in their language so they do not get too far behind the content. Introduce vital vocabulary words slowly as they get more familiar with the language. Allow them to keep a list of all the new words they use. Keep the content-specific vocabulary words separated from general academic vocabulary words.
Text-to-speech technology, graphic organizer software (Brann, 2015) Pre-teach and highlight challenging vocabulary (Davies, 2020)
Students struggling with content
Assessment 1 (Experiment):
Follow the procedure to the experiment exploring the chemical reaction between magnesium and diluted hydrochloric acid. Identify the independent, dependent and control variables in the experiment. Find out the ratio in which the reaction is the greatest. Check your understanding of the procedure and safety rules with the teacher before you conduct the experiment. You can present your procedure and results via Power Point, poster, video or lab report.
Assessment 2 (Research):
Select an element from the list of suggested elements. Research the list of physical and chemical properties. Use the provided resources for your research.
Assessment 3 (Review):
1) Watch videos on Edpuzzle and Brain Pop to further understand the content. 2) Have a Q&A session with the teacher to ask about all the content they do not fully understand. 3) Create flash cards of the newly attained knowledge color coded according to the level of difficulty of the content. 4) Play review games with each other using the flash cards.
Once students have reached grade level, the teacher can frontload content about the new content so the students can participate with confidence and perhaps even lead some discussions (Pendergrass, 2014)
Strategy:
These students need to feel like they are competent. One way to empower these students is to teach them study techniques learning strategies so they can become more independent in the future when they face a challenging concept. The teacher can scaffold information, provide graphic organizers as well as annotated articles for the students (Osewalt, 2020)
Note taking, Mnemonic devices, multisensory instructions, chunking, hooking and acrostics
Use the results to differentiate students according to readiness
Pre-assessment
Edpuzzle, quizlet, mini-whiteboard games, Yes/No cards, questionnaires
Throughout the unit, use formative assessments to check on growth and effectiveness of instruction
Formative Assessments
KWL charts, 5x5 journal, graffiti wall, 3-2-1, Turn & Talk, Squaring off
References
Brann, A. (2015). Embedded Supports to Differentiate Instructino for Strugging Students. Retrieved from Reading Rockets:
https://www.readingrockets.org/article/embedded-supports-differentiate-instruction-struggling-students
Davies, R. (2020). How to DIfferentiate Instruction and Reading Tasks to Support Struggling Learners. Retrieved from Differentiated Teaching:
https://www.differentiatedteaching.com/simple-ways-to-differentiate-reading-tasks-to-support-struggling-learners/
Osewalt, G. (2020). 5 Common Techniques for Helping Struggling Students. Retrieved from Understood:
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/5-common-techniques-for-helping-struggling-students
Parks, J. (2018). Differentiation for High Achievers. Retrieved from Smore:
https://www.smore.com/7wazx-differentiation-for-high-achievers
Pendergrass, E. (2014, 01). Differentiation: It Starts with Pre-Assessment. Retrieved from ASCD:
http://www.ascd.org/publications/educational_leadership/dec13/vol71/num04/Differentiation@_It_Starts_with_Pre-Assessment.aspx
Top Achievers (5 students)
Strategy
: These students are academically capable and need a challenge. Show these students that you trust them by giving them some independence and choice. When provided the opportunity, these students will stretch themselves to do challenging work if they are convinced (Parks, 2018). Do not set boundaries to what they can achieve. It is important to note, "challenging" does not mean more of the same task. After all, you do not want students to hate the extra challenge.
Assessment 1 (Experiment):
Design an experiment that demonstrates chemical change of a substance. Through the experiment, identify the ratio in which the reaction is the greatest. Students must get their plan checked with the teacher before conducting the experiment. You can present your procedure results using a Power Point, poster, video or a simple lab report.
Assessment 2 (Research)
: Independently research an element family of your choice. Describe the elements' common physical and chemical properties. Describe any patterns occurring in the family.
Assessment 3 (Review):
As a group, create a leveled review game for the class of the content we learned. The game should have a range of simple questions that can be answered with one word to complex questions that needs an explanation.