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How to Design Pre-Assessment Strategies for Differentiating Instruction -…
How to Design Pre-Assessment Strategies for Differentiating Instruction
*Group 1 - Limited Knowledge - consistent support on a mainly one on one basis and some group work
Sub-group 1 Struggling with Language and Reading on various levels (3)
Innovative Differentiation Strategy
**Build the Alphabet: students to cut out the alphabet and arrange letters / sounds in order
.
**
Match the word to the picture: Students to match basic words to pictures. These to be selected from colours and numbers up to 10
.
The Yes / No game - as an exit ticket students can be asked questions and respond accordingly.
Consistent Progress Monitoring: Students will be consistently monitored, guided to the level they individually require and be given support. The language to be graded accordingly to their level of understanding. Formative tests will form the basis and summative tests as per the regular school cycle. The scores are all to be tabulated and recorded by the students themselves. Students are allowed to retake / redo any project / assignment to improve their scores.
Improvement:**
Yes
Move students to sub-group 2 and revise methodology if required to integrate with sub-group 2
No
Maintain current program, adapt according to needs if required. Engage with other professionals to assist.
Sub-group 2 Little to no comprehension of the topic and need to be tested further for special needs. (2)
Innovative Differentiation Strategy
Build the Alphabet: students to cut out the alphabet and arrange in order. The students will then build basic vocabulary words as in Reading and Phonics books.
Match the word to the picture: Students to match basic words to pictures. These to be selected from colours, animals and numbers up to 20.
The Yes / No game - as an exit ticket students can be asked questions and respond accordingly.
Group 2 - Average knowledge but require development of higher thinking skills (12)
- consistent support, one on one and group activities
Innovative Differentiation Strategy
Build the Alphabet: students to cut out the alphabet and arrange in order. The students will then copy build basic sentences as in their Reading book.
Match the word to the picture: Students to match words to pictures. These to be selected from colours, animals, family and numbers up to 20.
The Yes / No game - as an exit ticket students can be asked questions and respond accordingly.
Consistent Progress Monitoring: Students will be consistently monitored, guided to the level they individually require and be given support. The language to be graded accordingly to their level of understanding. Formative tests will form the basis and summative tests as per the regular school cycle. The scores are all to be tabulated and recorded by the students themselves. Students are allowed to retake / redo any project / assignment to improve their scores.
Improvement
Yes
Elevate students to stronger group with integration.
No
Assess if students require to be moved to lower performing groups, or if adaptation of their program could assist. If students are performing on average, they remain within this group and assistance remain as is. Obtaining assistance from other professionals will always remain an option if it could contribute.
Group 3 -Strongest students that are capable of expressing themselves to a certain degree and that has a solid foundation. (5) - consistent support, one on one support if needed and group work
Innovative Differentiation Strategy
Build the Alphabet: students to cut out the alphabet (upper & lower case) and arrange in order. The students will then build short paragraphs as in Reading book.
Match the word to the picture: Students to match words to pictures. These to be selected from colours, animals, family, the home and numbers up to 20
.
The Yes / No game - as an exit ticket students can be asked questions and respond accordingly.
Consistent Progress Monitoring: Students will be consistently monitored, guided to the level they individually require and be given support. The language to be graded accordingly to their level of understanding. Formative tests will form the basis and summative tests as per the regular school cycle. The scores are all to be tabulated and recorded by the students themselves. Students are allowed to retake / redo any project / assignment to improve their scores.
Improvement
Yes
If students perform well, their challenges to be more individualised, to grow the curiosity and a questioning mind. The results to be reviewed and monitored throughout and amended if required.
No
The students will be evaluated and if grouping is inadequate, it should be revised. If they maintain results on an average level, other methods to be engaged to access alternative solutions.