Differentiation Part 1

Assignment: Based on student readiness, differentiate the content, process, OR product within a unit (you may want to use the Differentiation Flow Map in your planning). Explain what you did, including how you pre-assessed students and the role of formative assessment in that unit. Reflect on the impact of your instruction on your case study student as well as your other students, using the online LINKS Reflection Form.

I differentiated a formative assessment and through a rhythm game called "King of the Mountain." I played this game with my CP123 classes. I had my first graders split off into one group and gave them easier rhythms to play the game so that I could assess their readiness to play with more challenging rhythms that the 2nd and 3rd graders were using. I watched each group play the game and listened for their individual rhythm reading. It worked well for students at similar levels to help each other.

My case study student is a 3rd grader so he played the more challenging version and did very well with it. Having it be played in a smaller group instead of with the whole class also forced him to be held more accountable and he was able to concentrate more, too.

I guess my main question about differentiation is how I might differentiate some of my other assessments. When I do singing assessments or am listening to xylophone pieces, all my students are performing the same thing, and they have to do this infront of the class. I give them ample preparation and assistance to make sure they can be successful when they perform for the class, but is there something else I could try to simplify for students who are struggling without making them stand out as doing something different?