From the Miriam Webster online dicationary dif·fer·en·ti·a·tion noun \-ˌren(t)-shē-ˈā-shən\: development from the one to the many, the simple to the complex, or the homogeneous to the heterogeneous. I like this definition as it contains from the "simple to the complex". This is what it means to differentiate in education. Many times we will start with the simplest idea and as learning takes place, a student moves on from the simple idea to the more complex ideas. If we take measuring when one is cooking as an example, one learns to measure a few ingredients at the beginning of the course, and the proper way to measure anything continues from that starting point, to include measuring any and all ingredients as we go on.
The actual act of differentiating instruction means to meet a student where they are at and provide experiences that allow that particular student to learn and grow. Where measuring is concerned I have always have students who have cooked before and those who have not. Those students who have never used the tools and the terminology before are starting at a different point from students who have used the tools and terminology before.
The formative assessments that I designed allow me the opportunity to evaluate what a student understands and where more instruction is needed. The final summative assessment allows the student to reflect on the experiences from the classroom and the lab and to reflect on their own growth.
The actual act of differentiating instruction means to meet a student where they are at and provide experiences that allow that particular student to learn and grow. Where measuring is concerned I have always have students who have cooked before and those who have not. Those students who have never used the tools and the terminology before are starting at a different point from students who have used the tools and terminology before.
The formative assessments that I designed allow me the opportunity to evaluate what a student understands and where more instruction is needed. The final summative assessment allows the student to reflect on the experiences from the classroom and the lab and to reflect on their own growth.
Formative Assessment: Measuring
Students will demonstrate measuring 1 cup of flour sifted and non-sifted, 3/4 cup of water, 1 t baking soda and 1 T water. Students will demonstrate using the correct tools and techniques.
Students will demonstrate measuring 1 cup of flour sifted and non-sifted, 3/4 cup of water, 1 t baking soda and 1 T water. Students will demonstrate using the correct tools and techniques.
Formative Assessment: Cooking Terms and Tools
1. Student work in the packet will verify that they can identify tools and define cooking terms.
2. Observation during cooking labs that students are using the tools as directed in the recipe
and that they are preparing the food in the correct manner as each term in the recipe states.
1. Student work in the packet will verify that they can identify tools and define cooking terms.
2. Observation during cooking labs that students are using the tools as directed in the recipe
and that they are preparing the food in the correct manner as each term in the recipe states.