ELEMENTS OF DIFFERENTIATION
LEARNING OBJECTIVES
SUCCESS CRITERIA
FEEDBACK
Novel Escape Room de Francisco Javier Monje Cortés està subjecta a una llicència de Reconeixement-NoComercial-CompartirIgual 4.0 Internacional de Creative Commons
Creat a partir d'una obra disponible a https://view.genial.ly/633721639a622200117d8309/interactive-content-novel-escape-room
LEARNINGOBJECTIVES
EVEN IF THERE ARE CLEAR INTENTIONS, EACH STUDENT CAN DEAL WITH THEM BASED ON SPECIFIC GOALS ACCORDING TO THEIR CURRENT LEVELS.
basic goals
LOWER-level goals
The learning intention isthis one:
DOES THEIR PART OF THE WORK, WHICHIS THE SAME FOR ALL AND PRE-PLANNED, AND HELPS EVERYONE TO SEE THEIR STRUCTURES THAT THEY COULD CHANGE.
DOES THEIR PART OF THE WRITTEN/ SPEAKING WORK, WHICH IS THE SAME FOR EVERYONE AND PRE-PLANNED.
expresses simple sentences, with acorrect structure, in the past simple, and with the sections of a story, AT A SPECIFIC TIME AND IN A SPECIFIC PLACE.
EXPRESSES SIMPLE CORRECT SENTENCES ABOUT INDIVIDUAL IDEAS. CONNECTS THE PARAGRAPHS WITH A CONNECTOR, TO CLARIFY THE ORDER OF EVENTS. USES THE PAST SIMPLE FOR THE ACTIONS AND THE PAST PERFECT FOR A CONTEXT.
Promote effective equality of opportunities and work between (fe-)male students, critically assess existing inequalities and promote real equality and non-discrimination due to being diverse.
advanced goals
Produce an effective, simple and coherent oral or written discourse on a story related to an english culture and describe actions and events comprehensively and briefly.
DOES THEIR PART OF THEIR WORK, WHICH IS THE SAME FOR ALL AND IS PRE-PLANNED, AND HELPS EVERYONE NOT ONLY SPOTTING THE STRUCTURES TO CHANGE, BUT ALSO SUGGESTING HOW TO MAKE THE CHANGE.
eXPRESSES SIMPLE CORRECT SENTENCES WITHIN CONNECTED PARAGRAPHS, VIA A CONNECTOR. USES PAST TENSES and FEW SUSPENSE TECHNIQUES (FLASHBACKS OR RHETORICAL QUESTIONS), AND USES SPECIFIC ADJECTIVES AND ADVERBS OF ACTION.
SUCCESSCRITERIA
by means of the coloring, i indicate the goals that are related to the success criteria, per every type of student.
LOWER-level criteria
basic criteria
advanced criteria
DOES THEIR WORK USING THE PRE-PLANNEDSTRUCTURE AND STORY ELEMENTS, WITHOUT CONSTANLY ASKING FOR A REMINDER ABOUT THE INSTRUCTIONS.
EXPLAINS THE PROBLEM OF THE SPOTTED STRUCTURES EXPLAINING WHAT IS THE ELEMENT THAT IS INCORRECT.
autonomously identifies the types ofmistakes and can point at resources which can be supportive.
HELPS ALL TO IDENTIFY THE STRUCTURES THAT ARE MORE APPROPRIATE FOR A TEXT, AND SYNONYMOUS STRUCTURES THAT COULD ALSO WORK, IF POSSIBLE.
Autonomously chooses a similar amount of work to do and concludes if they did their part of the work or not.
ASSISTS every MATE toidentify the mistakes of every part of their texts.
USES A RHETORICAL, UNANSWERED, QUESTION, OR ANOTHER CHOSEN GRAMMATICAL STRUCTURE (NOT MENTIONED) AND SOME SPECIFIC ADJECTIVE/ADVERB, MAYBE ONCE PER PARAGRAPH, SO THAT THE TEXT IS CLEAR.
writes sentences with only one idea,about what happened in the story or what had happened before the plot.
Writes the subj. + v. + obj. sentences withthe correct (irregular) past simple verbal form and correct past simple time and space structures.
The sentences have a correct subj. v.obj. structure, and a connector that expresses what they want (addition/contrast) and is well pronounced and/or written.
can create at least one sentence per every discussed necessary part of a story.
Uses correct sentences, with their subject, verb and object, and each sentence introduces the next,not only with a connector, according to a model.
PROVIDED FEEDBACK
The diverse types of needed feedback are specified. all students need to have satisfied primary needs and a constant and positive feedback.
lower levelstudents
basic levelstudents
higher levelstudents
BASED ON THE UNIVERSAL DESIGN FOR LEARNING, ALL STUDENTS NEED:
These students needfeedback based on their intermediate level and their specific criteria. They do also need universal measures and positive feedback. like other learners, they can have other needs which are not just about knowing the use of the language, but also primary.
They mostly need positivecomments: some praise. this also means suggesting improvements saying how they do 'well' but one 'tiny aspect' could make that 'better'. i would not overdo this if they can already do something new for them.
They Need oral and written typesof feedback. they need that it is specific, positive and when still doing the activity. they need feedback about more specific and complex possibilities of structures /vocabulary. and about clarity.
ELEMENTS OF DIFFERENTIATION
fmonje
Created on July 18, 2023
Start designing with a free template
Discover more than 1500 professional designs like these:
View
Farm escape room
View
Christmas Escape Room
View
Horror Escape Room
View
Desert Island Escape
View
Halloween escape
View
Adventure Breakout
View
Team Building Mission Escape Game
Explore all templates
Transcript
ELEMENTS OF DIFFERENTIATION
LEARNING OBJECTIVES
SUCCESS CRITERIA
FEEDBACK
Novel Escape Room de Francisco Javier Monje Cortés està subjecta a una llicència de Reconeixement-NoComercial-CompartirIgual 4.0 Internacional de Creative Commons Creat a partir d'una obra disponible a https://view.genial.ly/633721639a622200117d8309/interactive-content-novel-escape-room
LEARNINGOBJECTIVES
EVEN IF THERE ARE CLEAR INTENTIONS, EACH STUDENT CAN DEAL WITH THEM BASED ON SPECIFIC GOALS ACCORDING TO THEIR CURRENT LEVELS.
basic goals
LOWER-level goals
The learning intention isthis one:
DOES THEIR PART OF THE WORK, WHICHIS THE SAME FOR ALL AND PRE-PLANNED, AND HELPS EVERYONE TO SEE THEIR STRUCTURES THAT THEY COULD CHANGE.
DOES THEIR PART OF THE WRITTEN/ SPEAKING WORK, WHICH IS THE SAME FOR EVERYONE AND PRE-PLANNED.
expresses simple sentences, with acorrect structure, in the past simple, and with the sections of a story, AT A SPECIFIC TIME AND IN A SPECIFIC PLACE.
EXPRESSES SIMPLE CORRECT SENTENCES ABOUT INDIVIDUAL IDEAS. CONNECTS THE PARAGRAPHS WITH A CONNECTOR, TO CLARIFY THE ORDER OF EVENTS. USES THE PAST SIMPLE FOR THE ACTIONS AND THE PAST PERFECT FOR A CONTEXT.
Promote effective equality of opportunities and work between (fe-)male students, critically assess existing inequalities and promote real equality and non-discrimination due to being diverse.
advanced goals
Produce an effective, simple and coherent oral or written discourse on a story related to an english culture and describe actions and events comprehensively and briefly.
DOES THEIR PART OF THEIR WORK, WHICH IS THE SAME FOR ALL AND IS PRE-PLANNED, AND HELPS EVERYONE NOT ONLY SPOTTING THE STRUCTURES TO CHANGE, BUT ALSO SUGGESTING HOW TO MAKE THE CHANGE.
eXPRESSES SIMPLE CORRECT SENTENCES WITHIN CONNECTED PARAGRAPHS, VIA A CONNECTOR. USES PAST TENSES and FEW SUSPENSE TECHNIQUES (FLASHBACKS OR RHETORICAL QUESTIONS), AND USES SPECIFIC ADJECTIVES AND ADVERBS OF ACTION.
SUCCESSCRITERIA
by means of the coloring, i indicate the goals that are related to the success criteria, per every type of student.
LOWER-level criteria
basic criteria
advanced criteria
DOES THEIR WORK USING THE PRE-PLANNEDSTRUCTURE AND STORY ELEMENTS, WITHOUT CONSTANLY ASKING FOR A REMINDER ABOUT THE INSTRUCTIONS.
EXPLAINS THE PROBLEM OF THE SPOTTED STRUCTURES EXPLAINING WHAT IS THE ELEMENT THAT IS INCORRECT.
autonomously identifies the types ofmistakes and can point at resources which can be supportive.
HELPS ALL TO IDENTIFY THE STRUCTURES THAT ARE MORE APPROPRIATE FOR A TEXT, AND SYNONYMOUS STRUCTURES THAT COULD ALSO WORK, IF POSSIBLE.
Autonomously chooses a similar amount of work to do and concludes if they did their part of the work or not.
ASSISTS every MATE toidentify the mistakes of every part of their texts.
USES A RHETORICAL, UNANSWERED, QUESTION, OR ANOTHER CHOSEN GRAMMATICAL STRUCTURE (NOT MENTIONED) AND SOME SPECIFIC ADJECTIVE/ADVERB, MAYBE ONCE PER PARAGRAPH, SO THAT THE TEXT IS CLEAR.
writes sentences with only one idea,about what happened in the story or what had happened before the plot.
Writes the subj. + v. + obj. sentences withthe correct (irregular) past simple verbal form and correct past simple time and space structures.
The sentences have a correct subj. v.obj. structure, and a connector that expresses what they want (addition/contrast) and is well pronounced and/or written.
can create at least one sentence per every discussed necessary part of a story.
Uses correct sentences, with their subject, verb and object, and each sentence introduces the next,not only with a connector, according to a model.
PROVIDED FEEDBACK
The diverse types of needed feedback are specified. all students need to have satisfied primary needs and a constant and positive feedback.
lower levelstudents
basic levelstudents
higher levelstudents
BASED ON THE UNIVERSAL DESIGN FOR LEARNING, ALL STUDENTS NEED:
These students needfeedback based on their intermediate level and their specific criteria. They do also need universal measures and positive feedback. like other learners, they can have other needs which are not just about knowing the use of the language, but also primary.
They mostly need positivecomments: some praise. this also means suggesting improvements saying how they do 'well' but one 'tiny aspect' could make that 'better'. i would not overdo this if they can already do something new for them.
They Need oral and written typesof feedback. they need that it is specific, positive and when still doing the activity. they need feedback about more specific and complex possibilities of structures /vocabulary. and about clarity.