Differentiated Assessment

The point of differentiated instruction is to cater to the needs to each individual student to the best of the teachers ability. Knowing what best suits our students is crucial to having a successful learning environment. If we can offer different ways for a student to show what they learned or different ways to complete different types of activities in lessons, then we can make sure our students know the content and did their best to the best of our abilities.

When we plan lessons, we need to try and make sure that we offer different types ways for our students to be graded. Within our rubrics, we can have different areas that work best for the different types of students we have in our classroom. Within each rubric, we should try and have areas for visual, aural, physical, logical, social, and solitary. Because each student has a different way that helps them learn best, we can determine which area to focus the weight of the grade on. It definitely needs to be in more than one area, but this helps us focus on our students strengths, and help them improve their weaknesses.

In the visual area, the students prefer using pictures, and spatial understanding. In a math assignment, maybe these students would use the area around them to work out their math problem with building blocks or rulers and books. 

In the aural area, the students prefer to use sound and music. In an art or theatre lesson, these students could create a video, or use music to help them with their presentation or analysis.

In the verbal area, the students prefer to use their words, both in speech and writing. These students would excel in writing a paper, or giving a presentation on what they’ve been working on.

In the physical area, the students prefer to use their body, hands and sense of touch. In a science lesson, the students would excel in a hands assignment, where they use their sense of touch to identify the object, or work with their hands.

In the logical area, the students prefer to use logic, reasoning and systems. These students would excel in solving problems.

In the social area, the students prefer to work in groups or have the option to collaborate with other people. Giving students the option to work on an assignment with other people, they’ll be more confident in their work.

In the solitary area, the students prefer to work alone and like the chance for it to be reflective on what they’ve learned. 

In any one lesson, some, if not most, of these areas can be available for the students to use as their medium for completing an assignment. Most assignments should have a time for the solitary area, as well as the verbal and social. Anything else can be used to the students and teacher discretion. Within each lesson, we can have the options available for each of these areas. While it takes more time for planning, it gives our students the best opportunity to succeed in our lessons. When we grade these students, we need to take into account which area they focused on, and grade them accordingly. When we create rubrics like this, we can also take note of what they need to improve on, and how we can help them try a new area to complete their assignment in. 

Our students success is our greatest success. If we give them the tools to succeed, they will.