Differentiation is linked to the formative (practice) assessments that you are asked to complete in this course. Following an introduction to the essential content through a variety of means (reading assignments, lecture, individual investigation, etc.), you will have opportunities to put those concepts into practice in order to work with and make sense of them.
I will use your formative assessments to generate feedback that lets you see how well you have grasped and employed these concepts. At this point, some of you will have “gotten” the concept and will be ready to demonstrate your mastery of it on a summative assessment, while others will need more practice before moving on to that point. This is one form of “differentiation”, providing different paths to individual students to meet the same common goal, and is based on my perception of your individual needs.
Other forms of differentiation may include adapting formative and summative assessments for students based on unique or special challenges they face, and allowing opportunities to retake assessments so that students may continue to show progress beyond the first cycle of learning experiences.
I will use your formative assessments to generate feedback that lets you see how well you have grasped and employed these concepts. At this point, some of you will have “gotten” the concept and will be ready to demonstrate your mastery of it on a summative assessment, while others will need more practice before moving on to that point. This is one form of “differentiation”, providing different paths to individual students to meet the same common goal, and is based on my perception of your individual needs.
Other forms of differentiation may include adapting formative and summative assessments for students based on unique or special challenges they face, and allowing opportunities to retake assessments so that students may continue to show progress beyond the first cycle of learning experiences.