Rhodes Scholars

This group met with Lily to
review the material in the standard. Lily drew from many different
practices: Students reviewed orally; made flash cards of key concepts
they missed, such as the parts of the nervous systems and the functions
of those parts; and quizzed one another before they retook the quiz.
Which helped improve scores on the retake.

Further, Lily didn\'t stop with remediation with this group; instead,
she chose to front-load the next body system, the skeletal system. These students got a preview, through direct instruction, into content for
the next day, enabling them to lead the discussion and teach the rest
of the students the major concepts of this system.

http://www.ascd.org/publications/educational_leadership/dec13/vol71/num04/Differentiation@_It_Starts_with_Pre-Assessment.aspx July 7, 2015.

Examples for Tracking

Students led the class. (This practice placed the students in a more privileged,
responsible role, affording them some academic benefits with their
peers.)
Flash cards
Reteaching responsible role, affording them some academic benefits with their

peers.

Interesting trends in your niche?

What are the best opportunities?

Examples:

an unfulfilled customer need
arrival of new technologies
loosening of regulations
removal of international trade barriers

Pre-Assessment for Differentiation