Dealing with Different Levels of
Academic Preparation
Lara Pudwell
Department of Mathematics
February 13, 2008
Sudoku
 Goal: Fill in numbers 1-9 so that

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No repeats in a row
No repeats in a column
No repeats in a 3x3 grid
 For example…
Sudoku
Two Questions…
 Sudoku was a task where you had different
levels of background.
 What did I do that was helpful?
 What did I not do that would have helped?
Know Your Students!
 Talk to other instructors and build on their
experiences.
 Solicit frequent student feedback.
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During class
Pretest *
Assignments
Attendance Quizzes *
 You can’t address diverse student needs until you
know what those needs are!
The Pretest
 Helps determine if students have the requisite
knowledge to succeed.
 After the pretest, be prepared to
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Advise students on other courses they may find
useful.
Provide supplementary
material to address student
needs.
Attendance Quizzes
 Solicit student response at the end of every class.

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List key concepts/ideas from that day’s class.
Summarize reading.
Solve a relevant problem.
 Attendance quizzes do not need to affect students’
grades; they give feedback to the instructor.
 Contact students who have a common
misunderstanding to address the problem quickly!
Lecture
Teaching to
weaker
students:
Pros: everyone
can understand
Cons: Most
students will be
bored
Teaching to middle
40-60%:
Pros: Maximize
student understanding
without causing
boredom
Cons: Can require
more preparation for
extremes of class
Teaching to
stronger
students:
Pros: No one
is bored.
Cons: Most
students may
fall behind.
Incorporating Variety
 Using a variety of instructional methods and
assessment techniques can
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Reach a greater cross section of students.
Increase interest level of the class.
Encourage students with their strengths and help
them improve on weaknesses.
Gardner’s Multiple Intelligences
An example…
 For learning the law of supply and demand in
economics, students could…
• study mathematical
formulas that express it
(logical-mathematical)
• examine a graphic chart
that illustrates the principle
(spatial)
• observe the law in the
natural world (naturalist)
• observe the law in the
human world of commerce
(interpersonal)
• read about it (linguistic)
• examine the law in terms
of your own body [e.g.
hunger vs. food supply]
(bodily-kinesthetic and
intrapersonal)
• write a song (or find an
existing song) that
demonstrates the law
(perhaps Dylan's "Too
Much of Nothing?")
Alternate Classroom Techniques

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Lecture
Student presentations
Peer teaching
Small group discussion
Demonstrations
 Active Learning
Activities
 Debates
 Role Playing
 Games
Group Work
 Similar groups:

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Prevent weaker students from “riding”
on the skills of stronger students.
May reinforce background divide.
 Diverse groups:
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Allow stronger students to
solidify knowledge by explaining
to others.
Encourage weaker students to ask questions they may be
scared to ask you.
Should be monitored to ensure that everyone is
contributing.
Assignments for Diverse
Classrooms
 Divide reading into:

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Background reading (to review or acquire skills
or knowledge to succeed in class)
Basic reading
In-depth reading (to gain further knowledge and
understanding of course material)
 Ask questions that require demonstration of
understanding, not just repetition.
Providing Extra Resources
 If you expect some students to complete an in-class
task more quickly than others, be prepared with
further questions
that require more depth.
 Know contact info for
appropriate tutoring,
learning centers, etc.
 Make use of Sakai or other web resources to
distribute remedial and enrichment material.
Class Policies
 State the relevance of the course to students of
ALL levels.
 Give clear expectations of what it takes to
succeed in your class.
 Structure syllabus to be increasingly
challenging.
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(Build confidence at the start to maintain interest.)
 Have a grading policy that allows for
recovery.
References
 Armstrong, T. “Multiple Intelligences”,
http://www.thomasarmstrong.com/multiple_intelligences.htm
 Davis, B.G. (1993). Teaching academically diverse students., Tools for
Teaching. (pp. 55-59). San Francisco: Jossey-Bass.
 Univ. of Georgia, Center for Teaching and Learning, Fall 2007
newsletter,
http://www.ctl.uga.edu/teach_asst/pdf/TANewsf2007.pdf
 These slides can be found at:
http://www.math.rutgers.edu/~lpudwell/presentations.html