Differentiating by process

Why do it?

Students self-assess and then work through the content at different levels and at their own pace

How to do it?

Prepare a resource bank of the content under different learning intentions.
The resource bank should have flipped learning videos for those students who do not know the content and extension work for those who do.
Have students complete a formative task and self- correct their work.
Based on their results, students move through the content at their own level and pace.
Set up pre-conditions for working through at own pace (progress that needs to be made each lesson, what to do when you need help (question board), to help others if someone has a question you can help with, what to do when you are waiting for your teacher)
Assess student progress through each key knowledge, understanding or skill.

I don't understand: Usually a video or article or worked example to teach the student the knowledge, understanding or skill

I understand but need more practice: Usually a worksheet or activity which gets students to prac

I think I get it: Usually a task from the evaluate or create level

I am an expert: Usually a task from the evaluate or create level

Who can you ask?

Lorena Pellone-Gismondi

Question board: Students write their name and question on the board and the teacher goes from student to student, in order, supporting them with their question. If other students are not too busy and they can help those on the question board, they are encouraged to do so and later recognised.

Example

Students complete a formative assessment

Student self-correct using a marking guide and complete a survey to evaluate their current level

Student move through content at different levels and paces and you track their understanding and intervene when necessary

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