Transcript All Minds Don’t Think Alike

Today became
GREAT
when YOU
arrived!
Welcome!
Today’s Agenda:
• I can explain the elements of differentiated
instruction.
• I can use differentiated strategies to meet the
diverse interests, learning profiles and
readiness levels of my students.
Jacque Melin
[email protected]
www.formativedifferentiated.com
Most-Effective Teachers
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
How do I meet
the needs of all
learners when
student needs
and talents
vary so
greatly?
SHHHHH/SHARE….1. Pick an activity
2. Write or think quietly
3. Be ready to share when time is called.
• Explain to a new student
teacher what
differentiation is in terms
of what he/she would be
doing in the classroom –
and why. The definition
should help the new
student teacher develop
an image of differentiation
in action.
From C. Tomlinson, Wildly
Exciting Education 2010
• Write a definition of
differentiation you feel
clarifies its key intent,
elements and
principles.
• Develop a metaphor,
analogy, or visual symbol
that you think represents
and clarifies what’s
important to understand
about differentiation.
TARGET
• I can explain the key
elements of differentiated
instruction.
Community
•Teacher/Student
Connections
•Safe Environment
•Shared
Partnership
Curriculum
•Essential
KUDs
(Targets)
•Engagement
•Teaching up
Assessment
•Pre-Assessments
•Formative
(on-going)
Assessments to
inform instruction
•3-P Grading
Instruction
•Addressing
Readiness,
Interests,
Learning Profiles
•Multiple
strategies
•Flexible
management
From C. Tomlinson, Wildly
Exciting Education 2010
Common Sense Differentiation
• Create a learning environment that supports
the hard work of learning.
COMMUNITY
• Be clear about the learning destination (TARGETS)
CURRICULUM
• Know where students are in relation to the destination
(FORMATIVE ASSESSMENTS)
ASSESSMENT
• Adjust teaching to make sure that students arrive at
the destination (and move beyond it)
(DIFFERENTIATED INSTRUCITON)
INSTRUCTION
From C. Tomlinson, Wildly
Exciting Education 2010
Differentiating Instruction…
is NOT…
IS…
Individualizing instruction
for each student
Providing instruction
to meet the range
of student needs
From Katie Ellis
Differentiating Instruction…
is NOT…
Assigning all students
the same activities
all of the time
From Katie Ellis
IS…
Using varied strategies that
address students’ readiness,
interests, and learning styles
Differentiating Instruction…
is NOT…
IS…
Using the same instructional
materials for all students
Using varied resources
for varied learners
From Katie Ellis
Differentiating Instruction…
is NOT…
is
IS…
Assessing all students’
learning in the same way
From Katie Ellis
Using multiple
means of assessment
• Differentiation is NOT a set
of strategies….
• It’s a way of thinking about
teaching and learning
From C. Tomlinson, Wildly
Exciting Education 2010
Strategies are TOOLS
to accomplish the goals of DI.
They are no more differentiation
than a hammer and saw
are the house they help to build.
#1
QUALITY DI
Paving the way to learning
• Mindset
Connections
Community
Quality DI Begins with a
growth mindset, moves to student-teacher connections, & evolves to community.
From C. Tomlinson, Wildly
Exciting Education 2010
The Predictive power of mindset
• Fixed
– Success comes from being
smart
– Genetics, environment
determine what we can do
– Some students are smart –
some aren’t
– Teachers cannot override
students’ learning profiles.
• Growth
– Success comes from effort
– With hard work, most
students can do most things
– Teachers can override
students’ learning profiles
– A key role of the teacher is
to set high goals, provide
high support, ensure
student focus – to find the
things that makes school
work for a student.
– C. Tomlinson, August 2010
Wildly Exciting Education
Fixed Mindset
Growth Mindset
•Challenges
•Avoid challenges
•Challenges
•Embrace challenges
•Obstacles
•Give up easily
•Obstacles
•Persist in the face of
setbacks
•Effort
•See effort as
fruitless or worse
•Effort
•See effort as a path
to mastery
•Criticism
•Ignore useful
negative feedback
•Criticism
•Learn from criticism
•Success of Others
•Feel threatened by
the success of
others
•Success of Others
•Find lessons and
inspiration in the
success of others
•As a result, they may
plateau early and achieve
less than their full potential.
•As a result, they reach ever
higher levels of achievement.
Carol Dweck, Ph.D
A Visual Analogy for your
consideration
Katie Couric interview
with Captain Sully
Sullenberger
Captain Sully Sullenberger
– What do you find to be the
most compelling thing he
has to say? Why does it
strike you as the most
important?
– What does any of this
have to do with teaching?
What kind of pilot are you?
#2
QUALITY DI
Paving the way to learning
Is Rooted in Meaningful Curriculum
Clear Learning Targets shift us
away from what we, as teachers,
are covering towards what our
students are learning.
Frayer Model
Definition
Facts/Characteristics
Clear description
of what is to be learned;
Provides a clear vision
of the ‘destination’ for
student learning
Examples
• Measureable & attainable
• Focus on intended learning
• Focus on “chunks” of a standard
• Clear, specific language
congruent to standard
Learning Target
I can add fractions with
unlike denominators.
I can identify the parts of a plant.
Nonexamples
Adding Fractions
Do Exercise 3.7 on pg 148
Learning Activities
Tasks
Pre-Requisites
Assessments
#3
QUALITY DI
Paving the way to learning
Is guided by on-going assessment
for planning and feedback (not
grades)
#4
QUALITY DI
Paving the way to learning
Addresses student readiness,
interest and learning profile.
How We Teach Makes A
Difference!
Steps to Create a Choice Lesson Differentiated
by Learning Preference, Interest or Readiness
1. Identify the subject and topic of study (unit).
2. Use curriculum documents to determine what you want the students to know,
understand and be able to do (TARGETS).
3. Decide on an activity structure that will allow students to choose a task that
interests them (e.g., choice boards, RAFT, cubing or thinkdot activity, learning
contract, WebQuest, etc.)
4. Brainstorm a variety of tasks based on what you know about the learning
preferences of your students.
5. Eliminate tasks that will not lead the students to TARGETS.
6. Choose the activities that will be the most engaging for your students and best
match their learning preferences.
7. Check to see that all students will reach the same TARGETS, no matter which
task(s) they complete.
8. Describe the learning activities in detail. Create student handouts, if
appropriate.
9. Determine how student work will be assessed.
10. Decide how you will facilitate sharing and bring closure to the lesson.
Don’t Bother Differentiating FLUFF
If you are going to spend
time planning to differentiate
by interest, learning profile,
or readiness, be sure to use
key understanding!!!
Prufrock Press
SHHHHH/SHARE….1. Pick an activity
2. Write or think quietly
3. Be ready to share when time is called.
• Explain to a new student
teacher what
differentiation is in terms
of what he/she would be
doing in the classroom –
and why. The definition
should help the new
student teacher develop
an image of differentiation
in action.
From C. Tomlinson, Wildly
Exciting Education 2010
• Write a definition of
differentiation you feel
clarifies its key intent,
elements and
principles.
• Develop a metaphor,
analogy, or visual symbol
that you think represents
and clarifies what’s
important to understand
about differentiation.
Thinking About the Sternberg Intelligences
ANALYTICAL
Linear – Schoolhouse Smart - Sequential
Show the parts of _________ and how they work.
Explain why _______ works the way it does.
Diagram how __________ affects __________________.
Identify the key parts of _____________________.
Present a step-by-step approach to _________________.
PRACTICAL
Streetsmart – Contextual – Focus on Use
Demonstrate how someone uses ________ in their life or work.
Show how we could apply _____ to solve this real life problem ____.
Based on your own experience, explain how _____ can be used.
Here’s a problem at school, ________. Using your knowledge of
______________, develop a plan to address the problem.
CREATIVE
Innovator – Outside the Box – What If - Improver
Find a new way to show _____________.
Use unusual materials to explain ________________.
Use humor to show ____________________.
Explain (show) a new and better way to ____________.
Make connections between _____ and _____ to help us understand ____________.
Become a ____ and use your “new” perspectives to help us think about
____________.
Story Response: Choice Board
(Triarchic Intelligences)
TARGET:
I can describe the theme or
message that a writer or
author wants to
communicate.
Analytical
Listen to or read a story and create a chart
that tells events in the story and how they
contribute to the theme of the story.
Practical
Think of a time you or someone you know
was in a situation similar to the main
character in the story. Draw and/or write
about it and include the theme or
message that was similar to the story.
Creative
Imagine that the story continues after the
last page. Write or act out the next scene.
This scene should relate to the theme or
message of the story.
Food Pyramid: Choice Board
(Triarchic Intelligences)
TARGET:
I can explain the changes
in the food pyramid.
Analytical
Analyze the 2 pyramids to discover which change is
the most significant as measured by the changes in
caloric consumption at that level. Provide a
breakdown of how you arrived at your decision and
illustrate your finding with examples of representative
food items that illustrate the shift in the balance.
Practical
Using the old version of the pyramid, devise the ideal
diet for a 17 year old girl of a certain height; then,
revise this diet to reflect the principles set forth by the
new pyramid. Provide notes you would use as you
explain to this “client” exactly how her
“recommended” diet has changed and why.
Creative
Think of another way to proportionally illustrate the
principles set forth by the food pyramid. Illustrate an
“old” and “new” version of your metaphor, making
sure to adhere to the proportions set forth by each
version of the pyramid. For each metaphor version,
include representative examples of food choices.
Immigration: Choice Board
(Triarchic Intelligences)
TARGET:
I can explain the meaning of
“melting pot,” “mosaic,” and
“salad bowl” as they relate to
immigration in America.
Analytical
Analyze how and why the U.S. population
has shifted from a melting pot to a salad
bowl or mosaic as it has assimilated new
immigrants.
Practical
Think of the population of Grand Rapids and
Kent County. Is it better for Grand Rapids to
assimilate new people to this area like a
melting pot or a salad bowl? Defend your
position.
Creative
Create a different pair of metaphors to
characterize how immigrants assimilated in
the past and how they assimilate today.
Write an explanation for each or create a
visual to depict them.
Dividing Fractions: Choice Board
(Triarchic Intelligences)
TARGET:
I can explain and apply
fraction division.
Analytical
Your friend needs a really clear, step-by-step
explanation of how to divide fractions.
Please create one.
Practical
Demonstrate how someone at school,
home, or in our town uses division of
fractions to solve real needs in his or her life.
Help us see HOW and WHY this person
uses fraction division.
Creative
Find a new way to teach people what
dividing fractions is all about and how it
works.
Spelling: Tic-Tac-Toe Board
(Multiple Intelligences)
TARGET:
I can use spelling
patterns to help me spell
new words.
Spelling Patterns Tic-Tac-Toe
Verbal/Linguistic
Write a commercial
advertising your spelling
pattern. Convince others of
its importance by giving
many examples of how the
pattern is used in words.
Logical/Mathematical
Create as many groups for
your spelling words, based
on patterns or relationships
you can find in words.
Visual/Spatial
Create a web or mind map
with the spelling pattern in
the middle.
Intrapersonal
Create a log book and
record the words you find
that fit the pattern and
where you found them.
Free Choice
Think of a way to
demonstrate or remember
words with the spelling
pattern. Check your idea
with your teacher first.
Naturalist
List as many words as your
can find that relate to nature
or the environment that fit
the spelling pattern.
Body/Kinesthetic
Use a large piece of paper to
write the letters in the spelling
pattern in large letters. Use
other pieces to make letters so
new words can be formed by
rearranging the letters. See how
many words you can make in
one minute. Challenge your
friends.
Musical
Create a song or rap about
the pattern and some of the
words that can be created
using the pattern.
Interpersonal
With a partner, create a
game to remember and
practice the spelling
pattern. Write instructions
so other classmates can
play it.
Vocabulary: Tic-Tac-Toe Board
(Multiple Intelligences)
Target:
I can use strategies to help
me decode unknown
words.
Game Guru
(Visual-Spatial/Logical-Mathematical)
Design and create a board game that you and
your classmates can use to quiz yourself on
the vocabulary terms from
this week’s guided reading
selection.
Persuade me!
(Linguistic/Intrapersonal)
Choose on of your favorite strategies for
figuring out the meaning of an unknown word.
Write an essay, persuading a new
teacher to use that strategy in
his or her classroom.
(See the “Persuade me” rubric
for grading details before you
begin.) .
Technology Rocks!
(Visual-Spatial/Linguistic)
Use the computer to create a
brochure using Publisher, or a
PowerPoint presentation. Your
finished product should explain
one strategy for figuring out how to read an
unknown word, and one for figuring out the
meaning of it.
Sing it!
(Musical)
Write a song or rap that
describes the steps of one of
your favorite strategies we’ve
learned and practiced for figuring out the
meaning of unknown words. You (or a friend)
can even sing it or rap it for us later in the
unit if you’d like to!
You Decide!
(Intrapersonal)
Do you have an idea of something you can
create that would help you to practice one of
the learning targets for this
unit? Great! Just grab a “You
Decide” form, fill it out, turn
it in, and I’ll get back to you
about it!
Now that’s Puzzling!
(Spatial/Logical-Math./Linguistic)
Use the puzzlemaker.com website to create a
crossword puzzle for the vocabulary words
from this week’s guided reading selection.
We’ll use your puzzle to test our
knowledge later in the unit!
Drama, Drama, Drama!
(Interpersonal/Intrapersonal/Linguistic
Bodily-Kinesthetic)
Write a play using all of the vocabulary
words from this week’s guided reading
selection. You, and some of your
classmates if needed, will
get to perform the play
later in the unit!
Draw it! (Spatial/Naturalist)
Use elements from nature (leaves,
flowers, sand, etc…) to create a
detailed and attractive poster describing the
steps for one of your favorite strategies that
we have learned and practiced for figuring
out the meaning of an unknown vocabulary
word. We will hang your poster up in the room
to help us remember the steps of the
strategy you choose!
Create some “LINCS”
(Spatial, Linguistic, Interpersonal)
Choose three vocabulary words from this
week’s guided reading selection, and create a
LINCS card for each word to help you
remember what the words mean.
Story Elements: Tic-Tac-Toe Board
(Auditory, Visual, Kinesthetic)
Target:
I can describe the elements
of a story (characters,
setting, plot).
Novel Think Tac-Toe Directions: Select and complete one activity from each
horizontal row to help you and others think about your novel. Remember to make
your work thoughtful, original, rich with detail, and accurate.
Create a pair of collages that compares
you and a character in the book.
Compare and contrast physical and
personality traits. Label your collages so
viewers understand your thinking.
Write a bio-poem about yourself
and another about a main
character in the book so your
readers see how you and the
character are alike and different.
Be sure to include the most
important traits in each poem.
Write a recipe or set of directions
for how you would solve a problem
and another for how a main
character in the book would solve
a problem. Your list should help
us know you and the character.
Draw/paint and write a greeting card that
invites us into the scenery and mood of
an important part of the book. Be sure
the verse helps us understand what is
important in the scene and why.
Make a model or a map of a key
place in your life, and an important
one in the novel. Find a way to
help viewers understand both what
the places are like and why they
are important in your life and the
characters’.
Make 2 timelines. The first should
illustrate and describe a least 6-8
shifts in settings in the book. The
second should explain and
illustrate how the mood changes
with the change in setting.
Using books of proverbs and/on
quotations, find at least 6-8 that you feel
reflect what’s important about the novel’s
theme. Find at least 6-8 that do the
same for your life. Display them and
explain your choices.
Interview a key character from the
book to find out what lessons
he/she thinks we should learn from
events in the book. Use a Parade
magazine for material. Be sure
the interview is thorough.
Find several songs you think
reflect an important message from
the book. Prepare an audio
collage. Write an exhibit card that
helps your listener understand how
you think these songs express the
book’s meaning.
Novel Title: ____________________ Author:_______________________
Activities Selected: _______, _____, _____
Student: ______________________
Counting Principles & Probability: Tic-Tac-Toe
Board
(Auditory, Visual, Kinesthetic)
Targets:
•I can write the steps of a math induction proof for a
given series.
•I can apply Pascal’s Triangle to find the coefficients of a
binomial expansion.
•I can apply the Binomial Theorem to expand a binomial.
•I can find probabilities of mutually exclusive &
independent events.
Counting Principles & Probability
Tic-Tac-Toe Board
Choose three activities in a row (horizontally, vertically, or diagonally) to complete. The activities are
designed to help you relate to and remember probability concepts. They are due at the end of the unit, so
please work on them after completing daily work in class, or at home. You may work by yourself or with one
other person on any or all three activities.
1. Letter of Advice
Write a letter to a friend who is in
Algebra 2 this year, and going to
take Precalculus next year. Don’t
scare them! Instead, list and
describe four pieces of advice that
would help them succeed in
Precalculus. Stretch your brain, and
make at least 2 pieces of advice
relevant to this unit.
2. In The News
Pretend you are a journal reporter in
the 1600s. (You’ll also need to
pretend they had TV and reporters
then!) Your job is to describe the
controversy over Pascal’s
Triangle…did Blaise Pascal really
discover it? Should it be named
after him? Use the internet to
conduct some research. Plan it out
ahead of time, then create a short
clip (less than 5 minutes) with a
video camera.
3. Graphing Calculator Activity
Create 5 probability problems that
are solved most efficiently with a
Graphing Calculator. (Hint: using
combinations, permutations and
The Binomial Theorem guarantees
this). Make at least 2 of the
problems real-life scenarios.
Include the answers as well.
(Interpersonal/Linguistic)
(Bodily/Kinesthetic)
(Mathematical/Logical)
4. Poem or Rap
Write a poem or rap about either
permutations & combinations,
Pascal’s Triangle, or The Binomial
Theorem. Be sure to include
information that will give your
fellow math students a clever way of
remembering how to use the
mathematical skill you chose! Your
work may be either read or performed
for the class.
5. Jeopardy Review Game
Write Jeopardy questions that can be
used to review our Probability Unit.
Include 10 questions with answers.
Use an index card for each question,
with the answer on the back. We
will use 6 categories, which are the
titles of the lessons in your book.
Write at least one question for each
category.
6. Poster
It is your chance to make a cheat sheet
for your classroom! Design and
make a poster that includes the
important concepts from this unit.
Make it colorful, and include at least
2 relevant pictures or drawings. It
will be displayed in the classroom,
until test day of course!
(Musical/Rhythmic)
(Linguistic/Intrapersonal)
(Visual/Spatial)
7. Internet Research
Search the Internet to find 5 games
that use Combinatorics
(permutations or combinations).
Begin at Mrs. Thomasma’s Math of
Games website:
www.mathematicsofgames.pbwiki.co
m
For each game, write a brief
description of the game, which
combinatorics are used, and how
knowledge of the math might help
with strategy!
(Intrapersonal)
8. Comic Strip
Create a comic strip that highlights a
concept about probability, counting
principles, math induction, or
another topic from our unit.
Include illustrations and dialogue.
9. Nature Walk
Take a walk outside to brainstorm
examples of arithmetic and
geometric patterns that occur in
nature. You may consider
architecture also. Record at least
four of your observations. Draw or
take pictures of them, and explain
which type of sequence each
exemplifies.
(Visual/Spatial)
(Naturalist)
Paul Revere’s Ride:
Tic-Tac-Toe Board
Targets:
•I can analyze situations that illustrate conflicts between
conscience and respect for authority
•I can identify key terms: King George III, Proclamation
of 1763, Quartering Act, revenue, Sugar Act, Stamp Act,
Patrick Henry, boycott, Sons of Liberty, Crispus Attucks,
the Townshend Acts, writs of assistance, Samuel Adams,
Boston Massacre, John Adams, committee of
correspondence, Boston Tea Party, militia, Minutemen,
Intolerable Acts, First Continental Congress, Paul
Revere, Lexington and Concord, Loyalist, Patriot,
mercenary
Name:
Grade 8 American Studies I Extension Menu
Paul Revere’s Ride by Henry Wadsworth Longfellow
Directions: Choose a learning activity from one square to complete. If you choose
the square, “Write your idea here,” please see the teacher with your idea first. Circle
the number of the learning activity you choose. Turn in this paper with your work.
1. Write an original narrative
poem (minimum 4 stanzas)
about an American Patriot or
historical event from Paul
Revere’s time period. Utilize
several poetic devices from
Paul Revere’s Ride, such as
alliteration, personification,
rhyme, inversion, simile, and
metaphor. Include accurate
information and interesting
details about your subject.
4. Create a timeline to
sequence at least ten events
from Paul Revere’s life and
at least ten important events
in US history that occurred
during Revere’s life.
Describe and illustrate the
events.
2. Imagine that you are Paul
Revere and have just
successfully completed your
Midnight Ride to Lexington.
Write a journal entry
(minimum 3 paragraphs) to
record your experiences and
feelings of this historic night.
Include accurate information
and interesting details.
7. According to Adlai
Stevenson, former US
ambassador to the United
Nations, “Patriotism is not
short, frenzied outbursts of
emotion, but the tranquil and
steady dedication of a
lifetime.” Research Paul
Revere’s life. Write an essay
(minimum 5 paragraphs) to
explain whether or not Paul
Revere demonstrated this
type of patriotism.
8. Write your idea here.
______________________
5. Construct a historically
accurate map to show the
route of Paul Revere’s ride,
depicting at least ten
important landmarks. Use
color to enhance your map
and include a title, compass
rose, scale, and a legend or
key.
______________________
______________________
______________________
______________________
Teacher Initials for Approval:
____
3. Locate information on
another American Revolution
“rider”, such as Sybil
Ludington, Jack Jouett,
William Dawes, or Tench
Tilghman. Create a graphic
organizer to compare and
contrast that rider with Paul
Revere. Include at least 5
pieces of factual information
in each section of the
organizer.
6. Locate and read several
sources (primary and/or
secondary) that describe Paul
Revere’s ride. Design a chart
or graphic organizer to show
the similarities and
differences (at least 5 of
each) between Paul Revere’s
historic ride and
Longfellow’s poem.
9. Review the events of Paul
Revere’s life and his
contribution to the American
Revolution. Write an essay
(minimum 5 paragraphs)
justifying how Paul Revere
stood up to social and
political pressure to do what
he felt was right.
Early Republic & Expansion:
Tic-Tac-Toe Board
Targets:
Box 1: I can describe the precedents established by the Washington Administration.
Box 2: I can identify the costs and benefits of the Louisiana Purchase, explaining why Americans
migrated west, include Lewis and Clark, their group, and their effectiveness in expanding our claim.
Box 3: I can identify the successes and failures of the Jefferson Administration.
Box 4: I can describe the major battles/events of the War of 1812
Box 5: I can identify the successes and failures of the Washington, Adams, Jefferson and Madison
Administrations.
Box 6: I can describe the major battles/events of the War of 1812
Box 7: I can describe the foreign policy of the Monroe Administration in relation to Spain, Central
and South America, including evaluating the Monroe Doctrine.
Box 9: I can identify the successes and failures of the Washington, Adams, Jefferson, and Madison
Administrations.
Name
Grade 8 American Studies I Extension Menu
Early Republic
Choose a learning activity from one square to complete. If you choose
the square, “Write your idea here,” please see the teacher with your idea
first. Circle the number of the learning activity you choose.
Turn in this paper with your work.
1. Research the Presidency of
George Washington. Create a
visual display (poster, graphic
organizer, PowerPoint
presentation, etc.) to illustrate
at least 6 important precedents
that he set while President that
we still observe today. Share
your findings with the class in a
3-5 minute presentation.
4. Study the historical
significance of Fort McHenry,
including how/why its location
was chosen, why it is called a
"Star Fort," and why it is
constructed in such a shape.
Construct a diagram, replica,
or blueprint of the fort to use as
a visual aid as you share your
findings with the class in a 3-5
minute oral presentation.
7. Examine the purpose and
historical significance of the
Monroe Doctrine. Design a 3-5
panel political cartoon that
explains and interprets the
principles behind this famous
document. Your cartoon should
be neat, colorful, creative, and
historically accurate.
2. Imagine that you are a
member of the Lewis and Clark
expedition. Compose a journal
(at least 3 pages in length)
describing several days of the
journey. Your journal entries
must be typed or neatly written
in blue or black ink. Create a
meaningful illustration for each
journal entry. Illustrations must
be neat and colorful.
5. Locate information on the
leadership styles of
Washington, Adams, Jefferson,
and Madison. Create a visual
(poster, graphic organizer, etc.)
to compare and contrast the
leadership styles of two of these
early presidents. Be sure to
include specific examples that
show qualities of each president
that made him a good leader.
3. Research Thomas Jefferson
and his life before, during, and
after his Presidency. Create a
museum style (three panel)
display including several
artifacts that show at least 6
different interests and talents of
Mr. Jefferson. Share your
findings with the class in a 3-5
minute oral presentation.
8. Write your idea here.
9. Choose a partner or a small
group (no more than 4 people)
and dramatize a conversation
between any of the early
Presidents. Select 3 or 4 topics
to discuss, write a script, locate
costumes and props, and
rehearse. Present your 5-10
minute dramatic re-enactment
to the class.
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Teacher Initials for Approval: ______
6. Investigate the life of
Francis Scott Key and the story
behind “The Star-Spangled
Banner.” Compose a 3 minute
monologue in which you, as
Francis Scott Key, describe the
events that inspired you to write
our national anthem. You may
include your thoughts and
feelings on this fateful night in
American history.
Arrange activities on the
board so that you control
the students’ choices.
Key:
A = advanced or complex
activities written at the analysis,
evaluation, or synthesis of
Bloom’s Taxonomy.
B = basic activities written at the
application level.
Projects are arranged so that any way the student completes the
TTT requires they do at least one advanced activity.
Non-Fiction Books – I can recall facts from an expository book.
Create a crossword
puzzle of facts from
the book.
(B)
Write a newspaper
article using facts from
the book.
(B)
Create a board game
using the facts from
the book.
(A)
Create an informational
brochure with facts from
the book.
Create a topic web for
the facts from the
book.
(B)
Create a Powerpoint
presentation of at least 4
slides using facts from
the book.
Script and role-play a
news report with the
facts from the book.
(A)
Create a rap, poem, or
song with facts from
the book.
(A)
(A)
Construct a diagram,
model, or chart of
facts from the book.
(B)
(A)
Establishes the rule that each student’s TTT route must cross
through the middle.
Fiction Books – I can state the main ideas
about the events and characters in a fiction book.
Create a new ending,
an epilogue, or sequel
to the story.
(A)
Compose a letter to a
character, the author, or
between two characters.
Illustrate a poster
about the major
events from the book.
Construct a story map
or story board of
events.
(ALL)
Create a journal or diary
entry for one of the
characters.
Write a character
sketch for one of the
characters.
(B)
Create a conversation
between two characters
in the book.
(A)
Write and dramatize a
commercial promoting
the book.
(A)
(A)
(B)
Compare/contrast two
characters in the book
using a chart.
(A)
(A)
Multiple Versions –
“Prescribe” particular boards
to particular students based on
their current learning needs.
Remember –
ALL students deserve
challenging, engaging activities.
Basic Version
Solar System – I can describe
the major heavenly bodies of the solar system.
Draw and label a
diagram of the solar
system.
(VL, VS, B)
Use words and pictures to
create a topic web of facts
about the sun, moon, and
planets.
Create an illustrated
timeline showing the
phases of the moon.
(LM, VS, B)
Illustrate a new
constellation and write
an original myth that
explains its origin.
(VL, VS, A)
Create a guide to the
stars, including important
constellations and their
mythical stories.
Create an illustrated flipbook
that includes riddles about a
particular planet or object in
space, and a final page with
the mystery planet or object
revealed.
Create a picture
dictionary for your solar
system vocabulary
words.
(VS, VL, B)
Plan a demonstration to
show the characteristics of
the seasons and day and
night, explaining how and
when they happen.
(VS, VL, A)
(VL, VS, B)
Create a Venn diagram
to compare two planets,
or the sun and the
moon.
(LM, A)
(VL, B)
(BK, N, B)
Advanced Version
Solar System – I can describe
the major heavenly bodies of the solar system.
Imagine that you are an astronaut
in the International Space Station.
Write three days of journal entries
discussing what you see, do, think
and feel about your experience,
Include facts about space in your
entries.
(VL, A)
In what ways might we use the
moon and its resources to benefit
Earth? Write a letter to NASA,
using facts about the moon to
support your ideas.
Develop at least two new
ways to categorize the
planets. Label your
categories and diagram
your results.
(LM, A)
What planet or space object do
you most resemble? What
characteristics do you share?
Write a portrait of yourself
beginning, “Just like (name of
planet or object), I …”Use
accurate characteristics of the
planet or object in your portrait.
(VL, A)
Illustrate a new constellation
Create a Venn diagram to
and write an original myth that compare two planets, or
explains its origin.
the sun and the moon.
(VL, VS, A)
(LM, A)
Create an illustrated flipbook
that includes riddles about a
particular planet or object in
space, and a final page with
the mystery planet or object
revealed.
Use our solar system
vocabulary words to
create a script for an ad
promoting space
exploration.
Plan a demonstration that
explains the effects on
Earth if rotation and
revolution ceased to exit.
(VS, VL, A)
(VL, A)
(VL, A)
(BK, N, A)
Poetry: Learning Menu
Probability: Learning Menu
Music: Learning Menu
Targets:
Not determined
Language Arts Poetry Unit
Main Dish (complete all)
1. Research a famous poet. Create a mind map that might have been in
his/her head while writing his/her works. For example, Robert Frost would
have been thinking about things such as woods and snow.
2. Write about yourself. Use good descriptive words in the poem format of
your choice that helps us know and understand something important about
you.
3. Illustrate a poem. Find a poem that you like and illustrate it then explain in
writing why you chose that poem.
Side Dishes (you must do at least two of these)
1.
2.
3.
4.
5.
Write a cinquain.
Write a poem that sounds like Shel Silverstein.
Write an acrostic poem using figurative language.
Write a poem using the format of your choice.
Select, memorize and recite a poem. Teacher approval of selected poem is
needed.
Desserts (You may do one or more of these if time allows)
1. Create a PowerPoint presentation about figurative language. This
PowerPoint should include one slide that illustrates a simile, metaphor, and
onomatopoeia. Be sure to include clipart.
2. Record a dramatic reading of a poem; be sure to add appropriate sound.
3. Write an original score to accompany a poem of your choice. Be prepared
to perform for the class.
Menu
Subject: Algebra I - Probability
Main Dish (complete all)
1. Create a list of 10 pairs of events. 5 pairs should contain events that are
dependent and 5 should be independent. Explain each classification.
2. Examine a list of functions and determine which functions represent
probability distributions.
Side Dish (choose two)
1. Work with a partner to analyze the game of “Primarily Odd.” See your
teacher for game cubes and further instructions.
2. Design a “game spinner” that has this probability distribution: P(red) = 0.1;
P(green) = 0.2; P(blue) = 0.3; P(yellow) = 0.4.
3. Suppose a dart lands on a dartboard made up of four concentric circles.
For the center of the board (the “bull’s eye”), r = 1.5; the remaining rings
have widths of 1.5. Use your understanding of area and probability to
determine the probability of 1) hitting the “bull’s eye” and 2) landing in the
outermost ring.
Dessert (optional and can only be completed after the other 2 courses)
1. Figure the probability of “Murphy’s Law” and make a case for whether or
not it should indeed be a “law.”
2. Use a frequency table to chart the colors that your classmates wear for a
week. Then, use the probability to predict how many students will wear a
certain color on a given day.
Menu
Subject: Music
Main Dish (complete all)
1. Participate in a small group discussion about the origins of music. Chart
your findings.
2. Use a graphic organizer to compare and contrast music to another form of
artistic expression.
Side Dish (choose two)
1. Create a timeline of music history.
2. Use body language to show reactions to different types of music.
3. Design a musical review game. Create the game board, questions and
rules for the game.
4. Role-play important events from musical history. Write a script and video
tape the production.
Dessert (optional and can only be completed after the other 2 courses)
1. Design a brochure to invite people to a historical music production.
2. Analyze how the history of music affects lives today. Create a Power
Point to depict your findings.
Show-And-Tell Boards
All students have the same TASK,
but have a choice of SHOW AND
TELL.
Top row – what they could show
Bottom row – what they could tell
Need 1 SHOW & 1 TELL
TARGET: I can write in a technical format.
TASK: Write a set of directions for a
household task or school activity.
SHOW
Illustrations Diagram
or Flow
Chart
TELL
Use topic
headings
and
paragraphs
How-to
Brochure
Use
Write
detailed
detailed
numbered sentences
or bulleted
steps
TARGET: I can describe events that occurred
during the civil rights movement
TASK: Describe a significant event that
occurred during the civil rights movement.
Timeline of
Illustrations,
SHOW
Charts and
incidents
photographs,
graphs
related to the graphics, or
event
artifacts
TELL
Newspaper
article
Video news Speech
interview
Vocabulary Words: Choice Board
TARGET:
I can define vocabulary
terms.
Language Arts:
Choice Board
Frayer Model
Vocabulary Cards
Definition in
own words
Sketch
Word
Example
Nonexample
Create a set of cards with terms and a
separate set with definitions. Try to
match the terms and definitions.
Exchange cards with a friend.
Word Charades
Three-Point Vocabulary
Write terms on one side of a set of
cards and the definition on the back.
Work with a partner and guess the
words being acted out.
Word/Definition in own words
__________________________________
__________________________________
Synonym________
Diagram…
Relational Vocabulary
Definition Web
Word
Something I can use
to help me remember
the definition.
Like the word
Unlike the word
Word
A sketch of what the
word reminds me of.
What the word means
in my own words.
Diagram
Example
Graphing:
Cubes (novelty)
TARGET:
I can solve a problem in a
variety of ways.
Name ________________
Graph the related function.
Identify the x-intercepts.
Class ________________
y
Equation _______________
x
Solve the equation by
completing the square.
Solve the equation by
factoring.
Solve the equation using the
quadratic formula.
State the discriminant of the
equation and the number of
solutions.
Each student will be given a problem to solve in a variety ways based on his or her performance
on a pre-assessment instrument. The level one problem is the easiest among the group while the
level five problem is the most challenging.
(1) Level One: x2  2 x  8  0
Which method is most direct
in finding the solution to the
equation? Why?
(2) Level Two: 9x2  30x  25  0
(3) Level Three: x2  6 x  1
(4) Level Four: 2 x2  3x  2  0
(5) Level Five: 5x2  8x  1
Ancient Civilizations: Cubing
(Multiple Intelligences)
Learning Goals: Students will –
Know: The geographic, political, economic, religious,
cultural, and social structures of an ancient civilization.
Understand: Our understanding of why civilizations
dominate or decline can be expanded by studying the
people and events of ancient civilization.
Do: I can create a product that demonstrates an
understanding of aspects of ancient civilizations.
Ancient Civilizations
Topic Cube
Describe the
type of
government or
leadership that
was present.
Roll the topic cube to determine the
topic that will be explored.
Roll the product cube to determine
how understanding of the topic will
be represented.
Describe
the
economy
Describe
some of the
main
cultural
activities.
Identify the location
of the civilization
and describe the
connections
between the
geography and
development of the
civilization.
Describe
the social
system.
Describe
the
traditions
and beliefs.
Ancient Civilizations
Product Cube
Brochure
Original song
or rhyme
adapted from a
nursery rhyme
Roll the topic cube to determine the
topic that will be explored.
Roll the product cube to determine
how understanding of the topic will
be represented.
Talk Show
Chart or
graphic
organizer
Advice
Column
Public Service
Announcement
Book Report: Story Events Cube
(Multiple Intelligences)
TARGET:
I can describe the main
events of a chosen book.
Solar System: Cubing
(Visual, Auditory, Kinesthetic)
TARGET:
I can demonstrate an
understanding of the objects
in our solar system and their
path around the sun.
Create a poster or
mural that shows
the different objects
in the solar system
and their path
around the sun.
Create a play that
shows the different
objects in the solar
system and their
path around the
sun.
Create a three
dimensional model
that shows the
different objects in
the solar system
and their path
around the sun.
Create a journal
from the point of
view of the sun.
Talk about the
different objects
that rotate around
you.
Create a story (oral
or written) about
the different objects
in the solar system
and their path
around the sun.
Create a song, rap
or poem that tells
about the different
objects in the solar
system and their
path around the
sun.
Parts of Speech: RAFT
TARGET:
I can describe the parts of
speech (e.g. nouns, verbs,
adverbs, and so on).
Role
Audience
Format
Topic
Noun
Jury
Mock trial
argument
Reasons why I think
I’m the most
important part of
speech of all.
Verb
Other parts of
speech
Invitation
I’m where all the
action is!
Letter to an advice
column (and
response).
I’m tired of always
helping out my friend,
the noun.
Adjective
Dear Abby
Adverb
Other parts of
speech
Lament
Why doesn’t anyone
ever remember what I
do?
Pronoun
Other parts of
speech
Cartoon strip
I feel like all I ever do
is disguise myself as
someone else.
Conjunction
Students
Song or Rap
I bring things
together.
Preposition
Students
Skit
I make relationships
between parts of
speech happen!
Hold a “Parts of Speech Fair”
• ½ the students present their projects
simultaneously in different parts of the
room.
• The other ½ are fair-goers who visit each
student, who explains or performs his or
her project.
• Fair-goers use the following chart to
summarize what they learn.
• Switch roles and repeat.
Part of
Speech
What is it?
Why is it
important?
An
example
Fahrenheit 451: RAFT
TARGET:
•I can identify specific characteristics of a
character.
•I can write with the voice of a character.
•I can find evidence to support my perspective
and include it in my letter.
•I can correctly address an envelope.
RAFT: Censorship Letter
Directions: Select a role from the left hand side of the table. Then complete the task found
in the next three columns. The letter must be completed in the correct business letter
format. Also a correctly addressed envelope will be completed.
ROLE
Guy Montag
Mechanical Dog
AUDIENCE
The citizens of the
Fahrenheit 451
society. Sent to the
editor of local
newspaper.
Captain Beatty
Mildred Montag
Captain Beatty
Letter
Captain Beatty
Town Mayor
Letter
Professor Faber
Guy Montag
Letter
Captain Beatty
Letter
Mrs. Phelps
FORMAT
Letter
TOPIC
Why I am rising up
against the rules.
How censorship has
affected me.
Letter
How Guy Montag is
breaking the rules.
Why censorship is
important to the
Fahrenheit 451
society.
Turning in her
husband for
collecting books and
breaking the
censorship laws of
the Fahrenheit 451
society.
Reassure the mayor
Beatty is doing his
job as the chief and
reporting there is a
major violation of
the censorship laws.
Reinforcing the
importance of his
mission. Why
fighting the
censorship is vital to
their success.
Turning in Montag
for collecting books
in his house. Why
they need to
continue enforcing
the censorship.
Solve absolute value equations and inequalities
and justify steps in the solution: RAFT
TARGET:
I can…
•Solve absolute value equations.
•Explain the steps in solving absolute value equations.
•Identify “no solution” scenarios.
•Identify extraneous solutions.
•Solve absolute value inequalities.
•Explain the steps in solving absolute value inequalities.
•Tell if an absolute value inequality is always,
sometimes, or never true.
Directions: You may work individually or with a partner. You will choose one row and write about
the topic in the corresponding role and format and to the appropriate audience. It is preferred that
this assignment be typed in 12 pt font with double spacing. You will be graded on content. Be sure
that you cover everything about your topic and provide several examples.
Role
Audience
Format
Extraneous solutions
Algebra police
Confession
Reporter
Algebra students
News story
Teacher
Parents
Pamphlet
Algebra student
Self
Diary entry
Topic
What we do that breaks the
rules
How to tell if your inequality is
always, sometimes, or never
true
How to help your
son/daughter solve absolute
value equations
It’s so complicated to solve
absolute value inequalities!
(List specifics.)
Review the strategies for
INTEREST
•
•
•
•
•
•
Tri-mind choices (Sternberg)
Tic Tac Toe choice boards
Learning Menus
Show and Tell boards
Cubes
RAFTS
With a partner:
Describe your upcoming unit and a TARGET or 2 that you will be addressing
Choose one of the above strategies and describe how you will use it in your classroom.
How will you connect this learning activity to the TARGET(s)
Tier by:
•Readiness
•Degree of structure
•Need for support
Task Cards/Work Cards
Write a letter to yourself stating
at least five key points that you
would like to remember about
this presentation and how you
will use these things in your
classroom.
Write a letter to your principal
comparing what you learned
today to what is happening in
your school.
Write a persuasive letter to your
school board president
convincing him/her that your
school district must adopt the
philosophy of differentiated
instruction in your district.
Tips for Writing
Task Cards/Work Cards
• Make sure the directions are clearly stated in
student-friendly language.
• Include specific details (e.g., “Give a minimum of
three examples)
• Include criteria for quality or a rubric so students
clearly know your expectations for their work.
• As appropriate, sequence the steps students
need to follow.
• Include examples or samples of work as
necessary.
• Explain how students will share their work.
• Double-check that the directions can be followed
by students independently.
Tiered assignments should be:
-Different work, not simply more or less work
-Equally active
-Equally interesting and engaging
-Fair in terms of work expectations and time
needed
-Require the use of key concepts, skills, or
ideas
-Are used as practice or daily work, NOT as
an assessment task to be graded.
-Learn from each other – share work!
Tiering by Readiness Level
Physical Science - HS
TARGET
I can examine sources of energy:
fossil fuels, nuclear fission, wind,
solar, and tidal energy.
Tiering by Readiness Level
Physical Science - HS
On-Target Tier for Most Students
(grade level)
• Compare and contrast the
advantages and disadvantages of
each energy source.
• Present critical facts in a PowerPoint
presentation.
Tiering by Readiness Level
Physical Science - HS
Advanced Tier for Gifted Students
• Analyze and evaluate the arguments
for each energy source, focusing on
the environmental and financial
impacts of each choice.
• Present critical facts and your own
analysis in a PowerPoint
presentation.
Tiering by Readiness Level
Physical Science - HS
Modified/Adapted Tier for Special
Needs Students
• Identify critical facts about each
energy source that should be
considered as we examine our future
energy needs as a nation.
• Present bulleted lists of critical facts
in a PowerPoint presentation.
Experimental Design: Tiered Assignment
Cubes or Think Dots
TARGET:
I can explain the various
stages in the experimental
design process.
Names: _________________
_______________________
Think Dots Activity
You and your partner will take turns rolling your die and working through the corresponding
activity. There is a task for each of you after each roll. Record your work and answers on the next
page. If you repeat a number, the next person rolls. Keep taking turns rolling until all six activities
are completed.
RECALL
You: Write the formula for a
geometric sequence and tell
what each variable represents.
Partner: Write the formula for
the permutation of n things taken
r at a time.
EVALUATE
COMPREHEND
You: Explain why a “zeroeth”
or “0th” row is needed in
Pascal’s Triangle.
Partner: Explain the difference
between arithmetic and
You: Calculate the 5th row of
Pascal’s Triangle.
Partner: Use the 5th row to find
the 4th term in the expansion of
(2a + 3b)5
geometric sequences.
APPLY
You: Describe a situation that
would involve using a
permutation.
Partner: Describe a situation
that would involve using a
combination.
ANALYZE
You: Decide and explain
whether you agree with this
statement: “Math Induction
proofs are like playing
dominoes…each one knocks
down the next as it falls.”
Partner: Why do you think the
1st step of math induction
involves “Assume”?
CREATE
You: Write 2 probability reallife problems—one involving
independent events & one
about mutually exclusive
events.
Partner: Solve your partner’s
problems.
Think Dots Record Page
Record your work and answers to the activity here. For each exercise, write your initials to indicate
who began and who ended each box.
4. APPLY
“You”:
_____
Permutation situation:
______________________________________________________________________________
1. RECALL
“You”:
_____
Geometric Sequence formula: _________________________
Variable
What it represents
______________________________________________________________________________
“Partner”:
_____
Combination situation:
an
______________________________________________________________________________
a1
______________________________________________________________________________
r
5. ANALYZE
n
“Partner”:
_____
Permutation of n things taken r at a time: ______________________
“You”:
_____
“Math Induction proofs are like playing dominoes…each one knocks down the next as it falls.”
Agree OR Disagree?
2. COMPREHEND
______________________________________________________________________________
“You”:
_____
Why a “zeroeth” row?
______________________________________________________________________________
______________________________________________________________________________
“Partner”:
_____
What I think about the “Assume” step:
______________________________________________________________________________
______________________________________________________________________________
“Partner”:
_____
Arithmetic vs. Geometric Sequences
______________________________________________________________________________
______________________________________________________________________________
6. CREATE
______________________________________________________________________________
“You”:
_____
Problem with independent events:
Problem with mutually exclusive events:
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
3. EVALUATE
“You”:
_____
Pascal’s 5th row (show work here):
_______________________________
“Partner”:
_____
4th term in the expansion of (2a + 3b)5
(show work here):
_______________________________
“Partner”:
_____
Problems solved: 
Basic Elements Defining
the Core Curriculum
Process:
Thinking
Skills
Content
Process:
Research
Skills
Product
Thinking Skill
Subject Matter
Research
Skills and/or
Resources
Culmination or
Exhibition
List
The causes
and effects of
the Industrial
Revolution
After reading
the text, pages
42-49.
Write a
paragraph to
share the
information.
Differentiating the Core:
Modifying the Process Element – Thinking
Skills
Process:
Thinking
Skills
Content
Process:
Research
Skills
Product
List
The causes
and effects of
the Industrial
Revolution
After reading
the text, pages
42-49.
Write a
paragraph to
share the
information.
Judge with
criteria
The causes
and effects of
the Industrial
Revolution
After reading
the text, pages
42-49.
Write a
paragraph to
share the
information.
Differentiating the Core:
Modifying the Process Element – Research
Skills
Process:
Thinking
Skills
List
Judge with
criteria
Content
The causes
and effects of
the Industrial
Revolution
The causes
and effects of
the Industrial
Revolution
Process:
Research
Skills
Product
After reading
the text, pages
42-49.
Write a
paragraph to
share the
information.
Interview an
American history
professor at the
university; use
the Internet; and
read the text,
Chapter IV.
Write a
paragraph to
share the
information.
Differentiating the Core:
Modifying the Product Element
Process:
Thinking
Skills
List
Judge with
criteria
Content
The causes
and effects of
the Industrial
Revolution
The causes
and effects of
the Industrial
Revolution
Process:
Research
Skills
Product
After reading
the text, pages
42-49.
Write a
paragraph to
share the
information.
Interview an
American history
professor at the
university; use
the Internet; and
read the text,
Chapter IV.
Write an editorial
and debate the
positive and
negative
consequences of
the Industrial
Revolution.
Differentiating the Core:
Modifying the Content Element
Process:
Thinking
Skills
List
Judge
with
criteria
Content
The causes
and effects of
the Industrial
Revolution
The patterns in the
behaviors and trends of
consumers and producers
who contributed to the
causes and subsequent
effects of the Industrial
Revolution.
Process:
Research
Skills
Product
After reading
the text, pages
42-49.
Write a
paragraph to
share the
information.
Interview an
American history
professor at the
university; use
the Internet; and
read the text,
Chapter IV.
Write an editorial
and debate the
positive and
negative
consequences of
the Industrial
Revolution.
Review the strategies for
READINESS
• Task cards
• Think dots
With a partner:
Describe your upcoming unit and a TARGET or 2 that you will be addressing
Choose one of the above strategies and describe how you will use it in your classroom.
How will you connect this learning activity to the TARGET(s)
Choices involving Learning Profile
The “Profiler”
What is your preferred Learning Profile?
• Write
• Draw
• Act
• Sing
• Build
http://www.niehs.nih.gov/kids/music.htm#index
• You have just attended a stimulating
workshop
on differentiated
instruction and
Differentiation
“Profiler”
you feel motivated to let the world know
more about differentiated instruction. Your
“world” might be a group of students,
parents, fellow teachers, and/or the general
public. You will join a group of workshop
participants who are as motivated as you
are and share your excitement about
differentiate instruction to spread the news
about this teaching and learning
philosophy!
TARGET:
I can explain key elements of differentiated
instruction.
Differentiation “Musician”
Your mission is to write and perform a song (any style of
music) about the experience of observing in a
classroom which is focused on developing units and
using strategies that help to differentiated instruction.
You can make up a new tune or write new lyrics that fit
with an existing melody.
• You should have at least one verse about each of the
FOUR elements that should be the focus of a
differentiated classroom.
• Include a chorus about the goal of differentiated
instruction.
• Make it personal and fun.
Differentiation “Writers”
Your task is to write an article for USA Today telling the
public how differentiated instruction helps teacher to meet
the needs of diverse learners in their classrooms. You
should minimally include the following information:
• How students differ as learners.
• How student learning differences affect how students
learn.
• Evidence you have that explains that students work
harder when what they are asked to do connect to
something they are interested in doing and/or connects to
their learning profile.
• Identify classroom techniques/strategies that support the
achievement of students who have different readiness
levels, different interests and/or different learning profiles.
Differentiation “Builders”
• Your group has been commissioned to build a
model of a differentiated classroom for a local
museum featuring best practices in education.
Your model must accurately reflect the FOUR
elements of differentiated instruction in a
classroom where these elements are being
practiced. You must be able to explain your
model to museum officials.
Differentiation “Actors”
Your job is to create and perform an episode of a
children's or teenager’s television program. This
episode should be all about differentiated
instruction.
• Be sure to include the following information:
• What is differentiated instruction.
• What it is like being in a classroom where
differentiated instruction is practiced.
• How you (the student) will benefit from being
in a classroom where differentiated instruction
is practiced.
Differentiation “Artists”
• Create a poster – or series of posters – that
clearly illustrates the key points of what it
means to differentiate instruction. Your
poster(s) will be designed for those who are
unable to read, so it/they must communicate
clearly through pictures and graphics, and
should not rely heavily on captions. Your
posters should depict the three sets of FOUR
elements of differentiated instruction. Poster
paper, markers and other materials are
available; let your instructor know what else
you need.
Rock Musician
(musical/rhythmic)
Rock Radio
Commentator
(Verbal-Linguistic)
Rock Cycle
Cartoonist
You are a singer who is creating a song about the
continuous change that happens in the rock cycle. Use
a familiar jingle to create a song that describes what the
rock cycle is and must include key terms such as
layering, pressure, hardening, heat, melting, cooling,
weathering, and erosion to describe the processes that
happen throughout the rock cycle.
You are a radio commentator witnessing the rock cycle
as it happens. Write and perform a commentary that
gives a play-by-play account of what happens during
the processes that form sedimentary, metamorphic and
igneous rocks. Be sure to include key terms such as
layering, pressure, hardening, heat, melting, cooling,
weathering, and erosion to describe the processes that
happen throughout the rock cycle.
You are a cartoonist who is creating a series of
cartoons to describe all of the different processes that
take place in the rock cycle. Drawings must depict the
ideas such as layering, pressure, hardening, heat,
melting, cooling, weathering, and erosion to show the
processes that happen throughout the rock cycle.
(Visual-Spatial)
Tour Guide
(Interpersonal)
You are a rock cycle tour guide. You are designing a
brochure to help visitors find their way through the
rock cycle. The brochure will point out the highlights
and describe what visitors will see such as layering,
pressure, hardening, heat, melting, cooling, weathering,
and erosion.
Review the strategies for
LEARNING PROFILE
• The “Profiler”
With a partner:
Describe your upcoming unit and a TARGET or 2 that you will be addressing
Describe how you will use this strategy in your classroom.
How will you connect this learning activity to the TARGET(s)