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Sean's Pre-Assessment for Differentiation

Page history last edited by seanh7802@... 5 years, 10 months ago

Pre-Assessment for Differentiation

 

 

 

 

 

 

Carol Ann Tomlinson came up the idea of “one size doesn’t fit all” which means that all students have individual preferences, backgrounds, and needs, so one teaching method wouldn’t fit the needs of all students. Therefore, to meet their needs, the instruction needs to be differentiated. According to Tomlinson (1999), differentiated instruction is a teacher’s response to learner’s needs which is guided by general principles of facilitating a classroom in which attention to individuals is effective. 

 

Pre-Assessment- Quick Check

 

This pre-assessment will be called a "Quick Check" to see if students in the third grade can multiply up to four digit numbers by one-digit numbers and multiplying money. There are other pre-assessment options such as diagnostic test, chapter pretest, and online assessment. Once the result of the tests is in, the teacher will address individual needs. To tackle the diverse learners, differentiated instruction will be implemented. The three categories are advanced, ready, and developing.

 

Although I teach middle school and high school students, I also teach third-grade math and fifth-grade science. For this week, the students are learning how to multiply numbers by multiples of 10, 100, 1,000. 

 

Advanced

 

The advanced learners are students that have only missed two or fewer questions on the diagnostic assessment.

In addition to the in-class exercises, they will be given separate chapter project to work on called "The Party Planner". The advanced learners will be grouped in a heterogeneous group with the Ready learners. They will plan a party for 35 people and one for 135 people. Students make a list of the paper and plastic good they will need, such as plates, cups, napkins, forks, spoons, etc. They find out how these items are packaged, for example, 25 plates in a package, and then how many packages of each they need. Students determine the food items they need to buy and the cost of multiple items. Students decide on a theme and how they will decorate the space. Then, determine the cost.

 

They will also be given real-world problem-solving tasks to do called "Money Around the World", which will be completed as homework. In addition, they made go to Math Online to play math games or do additional activities.

 

Ready

 

The students at this level are on-level students that missed three to seven on the diagnostic assessment. They will also work on the same chapter project as the advanced students as they are grouped together with them. For the in-class exercise, they will also be assigned additional problems to solve. These students will have options to use the Math Online program to do additional activities for extra credit.  

 

Developing

 

These students are below or approaching their grade level and have missed eight or more in the diagnostic assessment. These students will be in a homogeneous group and will be given review lessons while the other students are working on their projects. These students are a stage where they need to have more repetition and practice in order to master the skills being taught. The in-class exercises will also be assigned separately from others and will be closely monitored by the teacher. Extra practice will be assigned for them to do from Math Online. 

 

ELL Learners

 

In most cases, there will be struggling ELL learners like my class. For these students, I will prepare flashcards with numbers in the hundreds and thousands. I will teach core vocabulary, "How do you say this?"  and "Could you repeat that, please?" This strategy allows students to practice listening/understanding numbers and teaches how to vocalize questions that verify understanding. 

I will show students a flashcard with the number 1,200. 

Say: "How do you say this?"

Model reading it as "twelve hundred" and one thousand two hundred.

Repeat as students write what they hear. Allow students to practice with classmates.

 

 

References

 

Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD

 

 

 

 

 

 

 

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