Chaim Cohen

Dr. Turetsky

Differentiated Instruction
Differentiated Assessment

Section I
1. 5th Grade Co-ed Class
2. The skill that I would like to assess (in addition to the content knowledge of the )is
if the students can identify the different that comprise a in the . There
are 3 major components to this skill: Identifying the various parts of the ( ,
proof, rejection, , etc.), identifying the discrete , identifying who has held
which side of the .
3. Sample Results:

S1
S2
S3
S4
S5
S6
S7
S8
S9
S10
S11
S12
S13

Part I
Part II
100
95
80
80
93
75
99
89
60
60
90
95
90
97
78
85
98
98
95
90
70
80
65
70
92
90

Part I
120
100
80
60

Part I

40
20
0
0

10 11 12 13 14

Part II
120
100
80
60

Part II

40
20
0
0

10 11 12 13 14

Chaim Cohen
Dr. Turetsky

Differentiated Instruction
Differentiated Assessment

Looking at this data a few things are clear to me. Firstly, there are students who are
stronger and weaker, with 3 particularly weak students in both areas. They lack an
understanding of the , and the skill of parsing the ( these are S5, S12 and to a
lesser degree S11. S11s understanding of the content appears to be satisfactory. The
rest of the class is very strong, with S2 and S8 being mediocre.
Based on these results, I would probably spend the next class breaking out into learning
groups. I would give a worksheet, with a similar assessment on a different we had
learned to the weaker students. This would give me a chance for a more thorough
diagnosis to ensure that they did not just have a bad day. When they finished that, I
would tell them to move onto the next h, which I had prepared a particularly
methodical screencast narration of. For the top of the class, they would be told to attempt
a in , and to apply these skills to that unseen . It would be
relevant to the holiday coming up (in my class it is )and so would be exciting for
them, and they would be given an opportunity to present the later in the week. For
the mediocre students, I would have them learn the next , , with a word list
and check list. This way, when I teach the next as a class together, the strong
students will be seeing it for the first time, the weaker students for the second time and
the weakest students will be seeing it for a second time, but with a strong understanding
already.

Chaim Cohen
Dr. Turetsky

Differentiated Instruction
Differentiated Assessment

_________________________Name:
provided, please underline the names of people who hold Part I: Using the
. and box in the individual different
' '
.
, ,
. , . ,
. ,
, . , ,
. ,
, .
, .
, . ,
, .
above. Write on the lines below, in your own Part II: You may look at the
_________________________________________ is about: words, what the
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Chaim Cohen
Dr. Turetsky

Differentiated Instruction
Differentiated Assessment

Section II:
1. Alternate assessment of these skills could take the form of an oral examination. The
teacher would take a few students, one at a time, and discuss the with them. The
student would be allowed to have the same copy of the in front of them as the other
classic assessment has. The teacher would ask the student to identify the and
and to summarize the . This would be very similar to the classic
assessment but freeing students who have difficulty with writing. This would appeal to
learners with test taking or writing challenges.
2. Another form of alternate assessment would be an assignment to fill in a standard
/ chart. The instruction would be: Analyze this by putting the various
parts in their appropriate boxes. Use as many charts as there are points of disagreement.
This would appeal to visual (chart based) learners.

Chaim Cohen
Dr. Turetsky

Differentiated Instruction
Differentiated Assessment

'_______________:

?
?

'_____________:

?
?

'_____________:

?
?

3. See next sheet for an alternate assessment which is still writing based, but appeals to
more creative thinkers:

Chaim Cohen
Dr. Turetsky

Differentiated Instruction
Differentiated Assessment

Name:______________________
1. Read this story:
No speaking during a fire drill! said Rabbi Avraham, the principal.
He looked up and down the entire classroom and glared at each
student. Its very dangerous, so you really need to be quiet. Do I
make myself clear? The class, as one, nodded that they understood.
Rabbi Avraham, then switched back into his friendly, nice self and
said, in that case, have a great, learning filled day everyone!
As soon as he left, Shlomo turned to Rafi and asked him Do you
think that Rabbi Avraham really meant that you cannot talk during a
fire drill? What if you notice that someone is missing and that they
were in the bathroom. Can you talk to the teacher then? Rafi sat for
a minute and then said, I really think Rabbi Avraham was serious
about not talking. I think even then you should not speak until you
are outside. However, Yaakov, who was sitting behind them piped
in, I really think you could talk in that situation. In fact, at last
months fire drill I saw Rabbi Avraham himself talking because he
wanted to make sure that all of the students were accounted for. So,
even he probably didnt mean no speaking when someone is missing.

Chaim Cohen
Dr. Turetsky

Differentiated Instruction
Differentiated Assessment

We know that the was written by the who were much closer to
than we are. We also know that they are trying to uncover what '
really wants us to do, and not just what the principal meant. However,
there is also the logic and writing aspect of it, which overlaps with less holy
stories.
2. Based on this story, you have been asked to write ' . Please
write a about the rules of talking during a fire drill, in the same
format as the that we have learned. Make sure to include any
and all which have arisen in the story and relevant proofs.
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