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My Differentiation Strategy - Coggle Diagram
My Differentiation Strategy
Group 3: 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
Assessments
Incorporate videos, especially for students with little to no comprehension
Assign a peer-tutor
Pacing their work and your expectations of them
Considerations for students potentially struggling special needs
Assistive Technology: Should be employed as possible to allow for students to perform as ably as possible.
Collaborative Activities: Group work and assessment is a great way to make the assessments accessible and inclusive for these students whilst no making them feel different.
Assessments: Should be approached with the individual student's limitations in mind and aimed at the student's strengths.
Feedback: Students with special needs often have difficulty monitoring their own progress. Giving feedback will help students to reflect on their own work.
Multi-sensory Approach - Most new content is delivered verbally, but students have strengths in different areas. By using multi-sensory techniques to introduce new material, more of your students will retain it.
Considerations for students struggling with language
Vocabulary bank especially for ELL students.
Consider these students when teaching, speak slowly and use simple words and concise sentences.
Use of different teaching styles (auditory, visual, drawing, etc.)--and allow them to work in whatever way they are most comfortable--to find out what they really know
Follow-up regularly and provide assistance where need be e.g. explaining questions or providing modeled answers
Group 1: the 5 students who answered most, including the most difficult, of the pre-assessment questions correctly
Assessments
Allow them more creative freedom on how to present work for assessment (e.g. creative approaches: presenting work without words)
Allow them to create a flow-chart/cycle on where topic came from/where going
Have them teach other students (Peer Tutoring); giving them a leadership role
Incorporate what they already wrote in the KWL (Have them research more on what they want to learn on the topic)
or SWOT analysis of their work.
Deeper dive; give them opportunities to ask/respond to deeper questions
Self-reflection, more student input and less teacher input in revision, editing, and assessment
Considerations for gifted students
Challenge: Challenge these students to further progress through reflection, self-assessment and peer-tutoring etc.
Motivate with more interesting activities. These students should be given more responsibility and leadership roles within the classroom and assessment process.
Positive Re-enforcement: While this may seem obvious for all students, it is important that the teacher doesn't become complacent in positively re-enforcing achievement for students in this group as well.
Group 2: the 12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills
Assessments
Share circle/ open class discussion
Provide ability to both ask and get answers to questions
Project-based learning
Help them make connections between topics
Grouping to share knowledge
Know how far to push this group (don’t push them to level of disengagement)
Focus on linking interests with material (don’t count on innate motivation across the board)
Particular Considerations for students of average achievement
Grouping: Peer-learning is a great way to initiate progress in students stuck in moderate achievement.
Approaches to learning: Consider varying assessments to give students a variety of ways to develop skills for achievement. This may mean including PBL assessments and testing different aspects of literacy (reading, speaking, writing, etc) as needed.
Motivation: Consider student interests and the degree of challenge (not overwhelming) when planning assessments for this group. Activities could even be gamified to add a competitive aspect,
Progress Tracking
Analysed and read within context: The teacher must be aware of and attentive to specific learning needs of individual students. This means data should not be considered within the context of a student's given situation to more broadly understand lags in progress or persistent issues.
Have a system in place: This means the teacher must have an organized system for tracking and monitoring student performance over time. Recording data can be done in the form of teacher assessment or student self-assessment.
Data-driven assessment: It is important that data is collected and used as a reference point for measuring and tracking student progress.