Development of a learning model for large class cohorts to strengthen students learning outcomes based on differentiated instruction

We propose a new sequential numeral-division-based approach to classroom learning. It takes into roots from the concept of trichotomy - division of students based on creamy-level, middle-level and weaker-level students, proposed by the present authors. A sequenced series of formative assessments can map student progress and achievement, particularly in the case of weaker students. The idea behind the development of this model is to study if weak students perform better on critical-thinking tests in a collaborative learning setting rather than when they study individually. We propose a mathematical model to measure group activity/achievement, which is a complex function of several parameters. We collect data on different parameters for validation of the model and hope to publish the findings in 2020-21.