One of the areas I wanted to focus on this year and helping teachers was in RTI and differentiation at the high school level. Many times, the students are given work and most of it doesn't vary from student to student. So if students are filling out a review, for example, they are all filling out the same one, regardless of what their needs are. So I wanted to create something that was super simple, but effective, for differentiating. This doesn't differentiate for EVERY kid, which is fine! It does, however, differentiate into 2 main categories: kids who need more help and kids who don't. So we remediate for those kids who need more practice and give an enrichment assignment for those kids who get it. Create your formative assessmentStarting here first, we created a SHORT formative assessment that would gauge whether our students really knew the content or not. For example, in our IPC class students were studying chemical bonds. But in particular, we wanted to see if they could 1. predict formulas and 2. draw a lewis dot structure for either an ionic or covalent bond. Both of these topics were covered previously. So here is what those questions looked like. choose activities for remediationNext, we chose some activities that we would do for kids who needed remediation. In this case, if they missed predicting formulas, what activity would help them to practice? So we chose a worksheet that walk them through the steps of finding oxidation numbers and then using the criss-cross method. We did the same thing for the second set of questions over Lewis Dot Structures and bonding. Choose your activities for enrichmentFor enrichment, the kids who got the questions right, needed something more than practice because they already knew the answers. So if they got all the questions in either group then they were to create a poster, powerpoint, video, etc over how to complete the problems. This would allow them to be the teacher. Putting it all togetherPutting it together is simple. We created a table in a word document. The questions went on the right hand side and the directions for remediation or enrichment went on the left hand side. Students were given the assessment at the end of class. The teacher quickly went through and graded the assessment and highlighted the areas of needs or enrichment for each student. The next day the students were given back the assessment. Depending on their need, they completed the assignment that was highlighted.
That's it folks. You differentiated for kiddos and the extra work was limited. As the teacher you knew who your students that needed the most help and could divvy up your time in class to give some 1 on 1 attention.
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April 2018
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