Pre-Assessment and subsequent Differentiation I am struggling to get my head around this activity; my lack of practical teaching experience is compounding my troubles. I think I understand what pre-assessment is all about; a quick check on student knowledge, what are their abilities, understanding, preconceptions, misconceptions etc. My preference is teaching an English class in high school and so that is my starting point. The scenario is this: I am to create an innovative differentiation strategy, for a class consisting of the three groups of students below, and identify the assessments I will use to track students' learning throughout the lesson: the 5 students who answered most, including the most difficult, of the pre-assessment questions correctly the 12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills the 5 students who appear to have limited knowledge about the topic, of which 3 are...
Pre planning summary: Module 7, Unit 2, Activity 1 Summary of Discussion w/ Mentor prior to 1st Lesson After spending approximately 7 days observing classes, my mentor advised that she would like me to teach the first lesson of Unit 5 to the IB Diploma Year 1 Geography students. Unit 5, from their text deals, with Human Development and Diversity. My mentor specifically asked the I address the policy of Affirmative Action and how it relates to the UN sustainable development goals (which are mean to help increase the overall Human Development Index and Gender Inequality Index. My Mentor gave me my assignment approx 5 days before that class I would teach. She did not provide me it’s particular instructions with respect to the format of a lesson . I think she may have chosen the D1 class as they are mature and motivated students - there is very little concern with respect to behaviour management strategies. There is a need to present...
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