Differentiating Content, Delivery and Assessment


As Educators we will have students of all ability levels in our classroom. This is why it is important to differentiate content, delivery, and assessment when teaching students. As educators we want all of our students to learn, grow, and be successful.
Here is an example:
Grade: Kindergarten
Standard: Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms)
Presentation: The teacher will lead a class discussion on opposites. The teacher will turn the light off and on and will explain to students that the opposite of off is on. The teacher will give other examples of opposites by demonstrating them to the class and by using visuals. The teacher will write examples of opposite words on the board.  The teacher will use think pair share and have students share words that are opposites with a partner. Then teacher will have some students share their opposite words with the class. Using the visuals and demonstrations will be a great help to ELL students. The think pair share activity will also be helpful for ELL students as well as for lower achieving students. Students often feel more confident to share in class when they have an opportunity to run their answers by a peer first.
Student Activity: The teacher will put students in groups of three or four to work on a matching game. The teacher will give each group a stack of cards. The teacher will explain that each card has a word on it and that each word has a match. The match is the opposite word, so if they have the word off then they would match it to the word on. The students are to sort the cards, and put the matches together.  The cards will have pictures on the cards as well, to help students make connections. The teacher will read each card and familiarize the students with words before they begin the activity. During the group activity high achieving students will be grouped with lower achieving students. Higher achieving students will be group leaders and will be peer tutors for lower achieving students.
 Individual Practice: After the matching game activity the students will be given a worksheet to complete. This will be a matching worksheet where students will match the antonyms. The worksheet will have ten questions that students are to answer. ELL students and lower achieving students can answer any five questions out of the ten. Higher achieving students can answer all ten questions as well as there will be an extra worksheet they can complete should they be done early.
Assessment: The teacher will observe students during matching activity. The teacher will walk around the room observing students and will give aid to groups needing help. The worksheet will also be used as an assessment to assess individual understanding of the information given in class. The teacher will walk around the classroom and will give aid to individuals needing help with their worksheet. 
Differentiation, Adaptation & Accommodation Strategies: The teacher will use lots of visuals and demonstrations when presenting the content to the class. During the group activity high achieving students will be grouped with lower achieving students. Higher achieving students will be group leaders and will be peer tutors for lower achieving students. 
There will be visuals used for ELL students as well as they will be paired with students who are high achievers and who speak English fluently. ELL students will also have graphic organizers to help them in understanding the vocabulary words.
The worksheet will have ten questions that students are to answer. ELL students and lower achieving students can answer any five questions out of the ten questions. Higher achieving students can answer all ten questions as well as there will be an extra worksheet they can complete should they be done early.




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