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?
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Katie,
ReplyDeleteAs I was reading I was admiring you again for all the work you do to make sure that your CP classes get what they need and are still challenged--keep up the good work!!
Sometimes what I do for singing/pitch-matching assessments is I just have the kids sing an echo song with me (all together) and I lean my ear close to one student at a time so I can still hear their voice, but they are disguised within the group. Another thing I do with xylophone assessment is have the student choose what they are most comfortable with: can they play a bordun? can they play the accompanying part? can they play the melody? Then we play the song a gazillion times so I'm able to closely observe each kid.
Hope that gives you some ideas!
Katie - As always, nice work on your lesson. Could you have the group that is struggling come in before or after school and give them the option to practice during this time. That way they are not standing out in class but getting ample time to practice. It is good to hear your case study student is doing well and being held more accountable for his performing in a smaller group. It is probably less stressful as well since it is in a smaller group. Could you also have the students that are struggling perform with one other student in class that is at a higher level then them to help them out? Nice job Katie!
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