Differentiation Strategy for 3 groups of students - Coggle Diagram
Differentiation Strategy for 3 groups of students
Students who appear to have limited knowledge about the topic
How will they work?
I will meet with the 5 students to go over the formation of "Passé Composé".
They will be making flash cards and quiz each others about the flash cards they made before completing their initial concept map.
They will receive a preview, through direct instruction, into content for the next day.
This will enable the students to lead the discussion and teach other students about major concept in narrative tenses.
Students who struggle with language in general and are at different reading levels
The focus will be placed on reviewing the material orally.
Students who have little to no comprehension of the topic and need to be tested further for special needs.
They will be paired with a student who fully understood the material.
Every students in that group, including the "struggling readers" and "learning disables" will be placed in a more privileged, responsible role, affording them some academic benefit with their peers. (Pendergrass, E. 2014)
Students who have some knowledge about the formation of the tense but need to develop higher order thinking skills
How will they work ?
In pairs to reinforce a few simple concepts to fully grasp the material.
What will they do ?
Read through directions to write the end chapter of a short story. Students will have the context in mind, the previous chapters that they can use for guidance, and a list of vocabulary.
Students who plotted most ideas on the concepts map
What will they use ?
Their personal tablets
Why will they be set apart ?
To extend their knowledge
What will they do?
Log onto Managebac (the app used by iB schools) and look for the folder "Passé Composé"
What's in the folder?
Advanced online games and interactions students can choose from.
What do those games entail?
A lot of intense reading and decision making that engaged and enriched students who are already comfortable with the material, so they can take students to a more in-depth and complex understanding.
Students have to not only identify the tense and its function in the sentence but also establish connections between the main clause and the subordinate clause. This goes beyond the standard "conjugate the verb to be in past tense" as students have to understand the interaction between the characters to play the game.