We need to be sure we keep tabs on our students--but we often fail at this. This scenario is familiar: you teach a lesson, explain the new concept, and set the students to work independently. Some get started right away, after a few minutes of rustling around and a couple of questions, the room is quiet (mostly) and students seem to be working on this new information. You answer questions for students who raise their hand or come to you. However, when you grade their finished work, there are at least 3 groups: those who mostly mastered the concept, those who have a couple of misunderstandings, and a few who missed the mark completely. But now it’s too late to reteach, as you’ve moved on to new concepts…
I have a quick and simple solution for you!
+ Teach your lesson.
+ Give students 5 minutes to start their independent work.
+ Place a card on each student’s desk indicating students who’ve got it, students who are getting there, and students who cannot do the work. (For young children it could be a caterpillar, a chrysalis, and a butterfly card. For older children, say 5th grade, use 3 cards that are the three branches of government.) Place the card their desk.
+ Pull each of the separate groups to a table and work with them to either reteach, clarify, or challenge them.
All students are different and you need an efficient way to assess where they are and then either reteach, clarify, or challenge them.
This is an easy way to differentiate instruction every lesson so fewer students slip through the cracks!
Everyday ELL is now Every Language Learner.