Teachers must represent differentiation by demonstrating how they designed lessons, utilized rosters, or provided multiple choices for students to demonstrate mastery of an objective. In addition to submitting assignment(s), roster(s), and/or assessment(s), educators must submit their written through process behind the assignment, roster, or assessment creation, and how the experience improved student performance.
Choose your method of differentiation (assignments, rosters, assessments) that demonstrate:
Knowledge of your students: through diverse activities for groups of students that cover various levels of Bloom's Taxonomy beginning at the level of expectation of the standard and extending beyond.
Purposeful design: to address different levels of support, where some students work in pairs, small groups, or individually, or other activities that allow the students to show mastery in a variety of ways.
Share a public link to the assignment(s), and the following information, by completing the form below:
Class Code(s) (if applicable)
Knowledge of your students
Any other information that is valuable to understanding the differentiation method
Your own Self-Evaluation completed in the rubric below
3. Complete and submit your own Self-Evaluation in the rubric provided below:
4. (Optional) Complete and submit your reflection below.
Read this blog post on Differentiation with the Classkick App
Refer to this blog post on Differentiating Literacy Instruction Using Technology
Watch this quick video on Differentiation for 1st Graders
See this teacher review for Classkick on Common Sense Education
Dive into this sample assignment for Private Differentiation Using Classkick
Differentiation Challenge products will be assessed by four independent evaluators:
Two former educators on the Classkick Team
Two appropriate grade-band Classkick Mentors (i.e., primary, intermediate, middle school, high school, or college)
All four evaluators must deem each rubric element to be "Exemplary" or "Accomplished" to successfully complete this challenge. If there is any element that is deemed "Developing" or "Beginning," detailed feedback will be provided including reasoning and suggestions for improvement. (See more information on the review process here.)
Teaching is a high-pressure, fast-paced and highly responsive vocation. A critical element to professional growth is the ability to identify what you did well, what you could do better, and how to make that improvement – in other words, reflection. Reflective practice has the potential to make you uncomfortable: You’re going to be looking at some areas that need growth and, in other instances, identifying strengths, which may feel a little boastful. But, there is a growing body of evidence that teacher reflection results in improved teacher quality.
If you would like to participate in this optional reflection, please record:
What went well and why?
What could have gone better and why?
What do I want to remember for the future?
and submit your reflection below. (You can write this reflection, collect audio, or use a link to a video; whatever works best for you!)
By reflecting on these questions, you are processing the challenge’s events and thus transferring information from short-term memory to a mental folder within your long-term memory. In this simple way, synaptic connections to prior experiences are made. In considering what should be remembered for the future, the challenge’s events are prioritized and an “action plan” is created to address a concern or share a good experience. This streamlined reflective approach allows one to decompress and release the highs and lows from a Classkick Certification challenge.