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though formative assessment.  class discussion. exit ticket.

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Ticket out the door, observation

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you walk around the room and observe student work.  exit tickets.

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A formative assessment has been done that shows most students have mastered the concept

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A formative assessment has been done that shows most students have mastered the concept

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Formative Assessment
Classroom Participation
Student Self Assessment
Teacher Observation

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Exit Ticket, quizzes online (various websites), journal responses

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Exit Ticket, quizzes online (various websites), journal responses

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Participation, walk through assessments,

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Exit ticket/ Quick Check for student understanding

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Exit ticket/ Quick Check for student understanding

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asking questions periodically

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Step it up for the 25% for enrichment and you work it differently with the 75% - different differentiation

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ex./ add visuals, have students peer teach, add videos, "I do" "We do" "You do"

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encourage questions
have the students who understand teach those who do not ungerstand

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Using Paras
Revise and Reteach
small group activity
Work with your desk/stand partner

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Look in the mirror, it's a you problem, not a them-problem.

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Look in the mirror, it's a you problem, not a them-problem.

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revisit the content, spread the 25% among the groups to help from within the groups. find alternate method by speaking to those who did not understand.

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those that are proficient can work with small groups of students that need more 

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those that are proficient can work with small groups of students that need more 

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Differentiate instruction

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reteach, try a different approach

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have stronger students help peers who struggle

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have stronger students help peers who struggle

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Enrich the 25% maybe have them assist with reteaching, reteach concepts, be creative, find a new way.

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Enrich the 25% maybe have them assist with reteaching, reteach concepts, be creative, find a new way.

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peer teaching, differentiate:  deeper level work for those that "Get It", re-explanation for those that didn't.

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peer teaching, differentiate:  deeper level work for those that "Get It", re-explanation for those that didn't.

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reteach using a different strategy - differentiate  instruction by providing enrichment to kids that understand concept already

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reteach using a different strategy - differentiate  instruction by providing enrichment to kids that understand concept already

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pull during tiger time

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if an aide is available have one of you take the students who do not understand and re teach

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if an aide is available have one of you take the students who do not understand and re teach

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Small group instruction, peer teaching, Use the Tiger Time to pull them aside.

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Small group instruction, peer teaching, Use the Tiger Time to pull them aside.

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Use a student aide if you have one, he/she could work with the enrichment students

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break the concept down into smaller steps/ chunking

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break the concept down into smaller steps/ chunking

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Co-teaching classroom: Groups based on understanding

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Co-teaching classroom: Groups based on understanding

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pull kids in for target time and reinforce content.

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schedule the assessment and work with the 25% in tiger time

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schedule the assessment and work with the 25% in tiger time

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Tiger Time
Small Group instruction
Small group lessons

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tiger time, para during class reteach to small group, differentiate

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tiger time, para during class reteach to small group, differentiate

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group work, partner work (pairing high with low), tiger time

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group work, partner work (pairing high with low), tiger time

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Pull students in small group who did not understand it , allow other students to do independent practice

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Pull students in small group who did not understand it , allow other students to do independent practice

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it does not necessarily need to look different in an inclusion class -- work in small group with students who did not initially understand while others are working independently on enrichment or reinforcement or schedule extra time/reteaching time 

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it does not necessarily need to look different in an inclusion class -- work in small group with students who did not initially understand while others are working independently on enrichment or reinforcement or schedule extra time/reteaching time 

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TIGER time, co-teacher works with the 25%

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TIGER time, co-teacher works with the 25%

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break into smaller groups using teacher, aide, or peer buddies as the "teachers" for those groups

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break into smaller groups using teacher, aide, or peer buddies as the "teachers" for those groups

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If co-teaching, do small group instruction

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If co-teaching, do small group instruction

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Utilize tiger time to work with the students, utilize co-teacher to work with a small group of students

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Utilize tiger time to work with the students, utilize co-teacher to work with a small group of students

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Peer remediation---sometimes kids are better teachers than we are

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Peer remediation---sometimes kids are better teachers than we are

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more forward but add reinforcements into the next unit or pull in during the morning

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cooperative learning with a struggling student

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Use the high-scoring students as "peer experts"

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Use the high-scoring students as "peer experts"

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extension assessment, vary or expand the information that you will cover because the students have a solid base. 

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extension assessment, vary or expand the information that you will cover because the students have a solid base. 

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enrichment / challenge questions or activity for advanced students

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enrichment / challenge questions or activity for advanced students

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Have them research the topic and/or give a presentation

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They do not have to take the test. Give them enrichment work. *the high group often gets overlooked*

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They do not have to take the test. Give them enrichment work. *the high group often gets overlooked*

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Create more challenging design scenario than originally planned to utilize that prior knowledge.

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Enrich those students, pull there knowledge into the lesson, pair them with other students as you are instructing, have them help to teach the lesson.  Give them the higher level thinking questions during the instruction

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Enrich those students, pull there knowledge into the lesson, pair them with other students as you are instructing, have them help to teach the lesson.  Give them the higher level thinking questions during the instruction

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Different assessment to gage understanding

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Enrichment - more in depth learning
Analytical thinking

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give enrichment opportunities for those top kids

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give enrichment opportunities for those top kids

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enrichment for those kids by having them help "teach" some of the material with you

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enrichment for those kids by having them help "teach" some of the material with you

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challenge those students at a higher level (enrichment)

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challenge those students at a higher level (enrichment)

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using them help develop future lessons