Pre-Assessment for Differentiation

 I currently work 1-1 with students so I am able to have a conversation with each student at the first lesson that includes discussing goals and expectations, prior knowledge, and understanding of the curriculum.
For a full classroom situation, presenting a survey would be a good way to gather this information for a pre-assessment. There are open ended questions, and multiple choice. With this knowledge, I could group students by their knowledge of the subject and their interests.

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This Pre-Assessment Diagram shows how I would differentiate strategies and assessments based on the following three groupings:
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1. the 5 students who answered most, including the most difficult, of the pre-assessment questions correctly
2. the 12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills
3. the 5 students who appear to have limited knowledge about the topic, of which 3 are struggling with language and are at different reading levels and 2 students who have little to no comprehension of the the topic and need to be tested further for special needs

For tracking student progress, I currently use a curriculum map for each individual student. As students accomplish a task from a learning objective, they get a sticker for that task. Once a student has collected all, or most stickers for his or her level, then I move on to the next level. You can see my curriculum maps on my studio website

https://www.musiclessonsbykristen.com/?page_id=310" target="_blank"> Click Here for Website!

For the full classroom, I can still use a curriculum map. It has been modified for General Music Education. Also, plan to group students by their general knowledge and track the group's progress rather than tracking each individual student.

general_music_education_curriculum_map.pdf
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