Pre-Assessment for Differentiation

 

 

 

Lesson:  ESL lesson on expressing likes and dislikes

 

Pre-assessment:  Carousel Brainstorm

 

For my pre-assessment I have decided to go with a carousel brainstorm.

I will accomplish this by having students rotate to 3 different brainstorming tables or stations. Above each station is a poster.

Station 1:  Draw pictures of likes and dislikes

Station 2: write a list of likes and dislikes and write a word or sentence for why you do or don’t like

Station 3: draw a picture and write like or dislike next to each item on the list   (this list will contain some varying levels of vocabulary as far as difficulty level)

 

The point of this carousel brainstorm is  to generate an active and student-centered pre-assessment method so that I can generate data on my classes prior knowledge. Following this, I will be able to split them into groups as needed if they demonstrate different levels of prior knowledge and ability.

 

Creating the groups:

 

Group 1: These 5 students answered did well on all three carousels regardless of difficulty level

Group 2: These 12 students did well on all the carousels but where often unable to describe why or why not liked or disliked something

Group 3: These 5 students demonstrated limited knowledge in the carousels. 3 of students could not identify the vocabulary in station 3 and appear to be struggling with a base understanding of vocabulary and expression of likes and dislikes. 2 of them appeared to be confused during the activity and were unable to complete the activity except for mirroring or copying the other students. Further testing is required.

For my innovative differentiation strategy I will again make use of different types of learning stations

Innovative Differentiation Strategy:  Learning Stations

Station 1  (Students excelled)

In this learning station students will be required to expand upon their likes and dislikes by creating a mind map.  Additional challenges will revolve in the students ability to categorize and expand on food vocabulary and why they dislike/like them as well as possibly categorizing attributes of those foods.

Assessment for monitoring/tracking progress:

• Curriculum-based measurement (CBM): their progress will be charted via analyzing their progress by charting assessments like this one on a chart covering the entire semester

• Peer reviews: I will require the students to contribute to their assessments

• In depth feedback: I will provide the students with verbal and written feedback during their exit ticket so that they can get more critical and targeted feedback beyond what is required in completing the learning task

***A common theme that will tie these three learning stations will be the plethora of art supplies provided at each station. I want the students to focus on the common theme of art and creativity in the learning stations rather than the differences in aspects such as difficulty levels in each of the stations.

Station 2 (demonstrated some knowledge)

In this learning station, students will be required to categorize a pre generated list of food vocabulary into the categories of like and dislike.  They should also draw a line from each of the foods to an adjective describing a positive meaning (like) or to a negative meaning (dislike) and draw a picture under that adjective.

Assessment for monitoring/tracking progress:

• Curriculum-based measurement (CBM): their progress will be charted via analyzing their progress by charting assessments like this one on a chart covering the entire semester

• Exit ticket: What did you learn about today? What do you like/dislike? Why?

• Image Checklist to keep with themselves on how many items they completed in each carousel

Station 3  (little to know comprehension)

In this learning station, students will be required to draw a picture of each food vocabulary word and check a smiley face (like) or frowny face (dislike) as well.  Half of the vocabulary will include translation of the vocabulary words in their own language.

Assessment for monitoring/tracking progress:

• Curriculum-based measurement (CBM): their progress will be charted via analyzing their progress by charting assessments like this one on a chart covering the entire semester

• Cheat sheet demonstration before class: (have the students point to pictures on a sheet as the teacher gives a verbal cue

• Exit ticket:  What carousel did you like today? What did you learn today?