“One way to build on prior knowledge is to connect with a learner’s interests”
- (Reis et al, 2011)
In order to fully maximize differentiated instructional approaches, you must follow some guiding principles. According to Huebner (2010) such principles include the following:
  • Focus on the essential ideas and skills of the content area, eliminating ancillary tasks and activities.
  • Respond to individual student differences (such as learning style, prior knowledge, interests, and level of engagement).
  • Group students flexibly by shared interest, topic, or ability.
  • Integrate ongoing and meaningful assessments with instruction.
  • Continually assess, reflect, and adjust content, process, and product to meet student needs. (p. 80)

ASSESSMENT AND BACKGROUND KNOWLEDGE:

  1. Assessment accommodations
  2. Differentiated feedback
  3. Lessons based on relevance to students and prior knowledge
According to the LEAP Innovations (2017), we should consider the following:
  • Begin students at a level appropriate to their prior knowledge and learning needs
  • Engage students in productive struggle
  • Progress at a pace that fits their learning needs
  • Demonstrate competency when ready
  • Demonstrate evidence of learning in multiple ways
  • Receive recognition based on demonstrated competency, not seat time.

1
Assessment accommodations

"The key element about the learner demonstrated component is that students can demonstrate their understanding in a variety of ways. This requires teachers to explore alternate assessment techniques. Do not be afraid to do this. Addressing students' individual learning needs can be a challenge, though. Sites like Scholastic have great personal assessment ideas and article collections that you can reference to help jumpstart your assessment ideas." (CSU interactive lecture)

Characteristics of Culturally Responsive Pedagogy
  1. Students receive equal opportunities to achieve full potential.
  2. Students are prepared for competent participation in an increasingly intercultural society.
  3. Teacher preparation provides for effective facilitation of learning for every student.
  4. Schools are active participants in ending oppression of all types.
  5. Education is more fully student-centered and inclusive of the student voices and experiences.
  6. Educators, activists, and others take an active role in reexamining all educational practices and how they affect the learning of all students.

​When considering assessments for your learners, there are three main characteristics that will result in increased student comfort and performance: choice, personalization, and variety.
Click on these resources to see these strategies applied to the classroom environment:
According to Bilash (2011), some common summative assessments include:
  • Performance Tasks
  • Written Products
  • Oral Products
  • Unit Tests
  • Standardized Tests

​Here are some resources for Differentiating Assessment:

How can you assist students in monitoring their own learning? According to the LEAP Innovations (2017), we should allow students to do the following:
  • Co-design their learning experiences
  • Articulate their interests, strengths, and needs
  • Assess, monitor, and reflect on their own progress
  • Partner in setting their learning goals and plans
  • Advocate for support from teachers, peers, technology, and other sources.

2 
Differentiated feedback

Consistent, ongoing feedback is needed for academic success. Stenger (2014) outlined five tips for providing students with meaningful feedback.Feedback should:
  • be specific
  • be given immediately
  • be related to a goal
  • be carefully presented
  • involve learners in the process through data analysis.
Ryan and Deci (2000) identified three situations in which feedback could be counterproductive:
  • When learners feel too strictly monitored
  • When learners interpret feedback as an attempt to control them
  • When learners feel an uncomfortable sense of competition
To avoid these situations, one should fully explain the purpose of any monitoring, and ensure that learners understand how the feedback is meant to help them compete against their own personal bests rather than each other (Ryan & Deci, 2000).

Watch the video below for an example of effective feedback:
​Links to Resources to differentiate feedback:

3
Lessons based on relevance to students and prior knowledge

"Each unit of study should begin with determining students' prior knowledge. We call these activities pre-assessment strategies, because they allow educators to assess the current level of knowledge students possess on the unit topics. Determining what students already know allows you to:
  1. Target specific knowledge gaps (Angelo & Cross, 1993).
  2. Become aware of the diversity of backgrounds in your classroom.
  3. Create a bridge between students' previous knowledge and new material.
  4. Check for misconceptions that may hinder student learning of new material (Ambrose et. al. 2010).
Here are some popular pre-assessment strategies to benefit all types of learners:
  • Using a KWLH Chart
  • Performance-Based Prior Knowledge Assessments
  • Knowledge Inventory
  • Background Knowledge Probe
  • Gallery Walk
  • Minute Paper
  • Documented Problem Solutions
  • Concept Map

​Some Considerations when Using Background Knowledge Assessments:
  • Communicate that the assessment is not graded.
  • Do not require students to put their name on the assessment.
  • Use technology when possible. Some programs will quantify some of the data for you and provide graphs that you can then share with students. This also alleviates concerns that you will recognize handwriting and be able to match up student responses.
  • Take the assessment yourself to confirm the questions make sense. (CTE, 2015)"

See the video below about "Building Background Knowledge with CNN Student News" for an interesting and fun way to activate students' prior knowledge.
​Strategies you can use to connect students' prior knowledge to learning:
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