Pre Assessment for Differentiation

Get Started. It's Free
or sign up with your email address
Rocket clouds
Pre Assessment for Differentiation by Mind Map: Pre Assessment for Differentiation

1. Group 1 Top Group (5)

1.1. In this group one person will be charged with making a glossary of terms, and sentence structures. He/She will draw on the content from the middle groups task materials, and supplement the material with their finished content after the first two stages (Problem Solving and Encouraging Inferencing). This student will stay with the struggling language group and take the time to go over these terms, as well as helping task the struggling language group with sequencing these terms in order of appearance (according to the middle teams graphic organzier at the end.

1.1.1. two of the remaining four will alternate between collecting data from the middle group tasks (one task per person) and providing learning support for both the struggling comprehension and language groups. They will act as an information bridge between the two elements.

1.1.2. The remaining two will will provide learning support for the the lower groups, but also consider the typographical elements of the book at the end. These two will work with the two struggling groups to come up with an aesthetic for the book, which the struggling groups then present.

2. Middle (Develop Higher order thinking- 12)

2.1. (Part 3)Graphic Organiser

2.1.1. Student will be presented with a basic template which includes the authors background. They will then be tasked with expanding into different categories or chapters for the books, taking care of the order of events in the book

2.2. (Part 1)Problem Solving

2.2.1. Each group must locate a 'problem and solution' from within the class. Groups are given example sentence structures to maintain their focus (e.g. "There is not enough..., so we have to/must...."), they must then present their problems and solutions at the top of class. The other groups then rate them under the headings of 'Problem, Solution, Presentation (out of 30)'

2.3. (Part 2) Encourage Inferencing

2.3.1. 5 Author Bio's are provided and groups of four are encouraged to infer what kind of book the author might write based on his/her background. This takes the form of a multiple choice quiz in Socrative

2.3.2. After the quiz the groups (of four) use the combined quiz data to each create one author of their own. This time, they provide no background except for age, sex and genre of book. They then pass the info on to the next group (in a circle), who are then tasked with writing a background paragraph about the author

3. Struggling (Comprehension -2) Bottom Group

3.1. This group works on sequencing the events in the story, identifying any problems, and trying to infer what the other groups might do. These processes will be helped by copies of the materials given to the middle group as well as the bridge member and typographical coordinator woking to update them with small formative style assessments and ccq's. The bridge members return the sequencing information from the median group in no particular order to ensure the validity of a comparison later.

4. Struggling (Language -3) Bottom Group

4.1. This group must take instruction from their main tutoring helper, bring together the materials from the mid level group and use a seperate graphic organiser to sequence the events or chapters as the information is given. This will then be compared at the end to ensure that they understood where they went wrong, if so. This group will also have to take a small quiz before they rejoin the main group to present their books. This quiz will contain multiple choice explanations of the glossary elements that they have been studying.

5. Project Outline

5.1. The Idea of the Project was to take on the role of the Author eventually. Some reading comprehension skill were to be revised, and the project culminates in a reflection on 'Author's Purpose'. When all of the teams come together at the end to produce their 'book' they must decide upon the rationale for their choices, and thereby define the purpose for writing the book in the way that they did.