Differentiation based on Pre-Assessment - Coggle Diagram
Differentiation based on Pre-Assessment
5 students answered most, including the most difficult, of the pre-assessment questions correctly
Students in this group would be given independent tasks to work on. These tasks would allow students to explore areas of the topic that they are interested in and the task itself would be authentic and usually involves student choice.
For example, when learning about characters. Students in this group, since they know about characters, are given the task to find two characters that reflects who they are.
Students in this group would also be given the role of being a mentor to students in the other groups. They would at times be required to answer some questions from other classmates. Or even work in groups with other students.
For example, these students would be little assistants for the other students. When other students are struggling, they have a choice of asking for help from one of the little assistants or the teachers present.
3 struggling with language and are at different reading levels
Various forms of assistance would be offered to ensure that students are improving both in the understanding of the content and language development.
Teacher provides students with levelled texts.
Students are given time with the teacher to run through vocabulary or any questions or concerns with the content.
2 students who have little to no comprehension of the topic and need to be tested further for special needs
Students are given the appropriate help needed to support their special needs.
Time to work on the tasks individually without being distracted by peers.
Students are given a teaching assistant to help guide them through the task.
If applicable students are given tasks that are compatible with the students special needs.
Instead of handing in a written piece of work, give students a choice to record it or draw a picture.
Give students an option of working on pen and paper if that is better than working on a device. Works both ways.
12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills
This group of students would be working mainly with each other to challenge and build those understandings that are lacking.
For example, since we are learning about characters. The students work in groups of 3 or 4 to create a mindmap describing the main characters in a story of their choice.