Transcript 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.

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.
Story Response: Choice Board
(Triarchic Intelligences)
TARGET:
I can create graphs from
data.
I can read the data shown
on graphs.
Analytical
Students will analyze two sets of tally tables and bar
graphs showing what food items (cupcakes, ice cream
cake, or cookies) the class would prefer for the Valentine
party. They must first determine which set contains
matching information, and they will use that set to
answer questions. (Data on student preferences will
have been collected earlier.)
Practical
Students will use data collected earlier to determine
which activities (pin the wings on Cupid, Valentine bingo,
or Valentine tic-tac-toe) students would prefer to do
during their holiday party. Information will be tallied on a
tally table and graphed on a vertical or horizontal bar
graph. Students will complete a form letting the teacher
know which activities were chosen by the fewest and
greatest number of students.
Creative
Students will use the collected data on food items (as
presented in a tally table) to create graphs. They may
use the materials provided or may request to use
something available in the room that the teacher has not
considered.
Rules and Laws: Choice Board
(Triarchic Intelligences)
TARGET:
I can explain the reasons
for rules and laws and the
consequences for people
who violate rules and laws.
Analytical
Use a graphic organizer to list rules or
laws in your school or community and
what the consequences might be if they
were broken.
Practical
Create a scenario, radio show or TV show
that demonstrates what your city or town
would be like if there were no laws and
then a second where there were laws and
consequences.
Creative
Create a fable and write or act it out. In
the fable, describe what would happen if
there were no laws in a certain situation.
Include a moral to 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 10 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.
Rhyme : Tic-Tac-Toe Board
(Multiple Intelligences)
TARGETS:
•I can recognize if two words rhyme.
•I can supply a rhyme for a given word.
•I can isolate and name the ending sound of a
pair of rhyming words.
•I can produce and verbalize a pair of rhyming
words.
•I can identify the letters that make up the
ending sound of a rhyme.
•I can identify word family words that rhyme.
Rhyme Time Choices
1. Feel a Rhyme
.
2. Act out a Nursery Rhyme.
4. Mother Goose
Listening Center
5. Retell a Nursery Rhyme
with the Flannel Board.
7. Rhyming Puzzles
.
8. Writing Rhyming
Word Families
3. Write your own
Nursery Rhyme.
6. Rhyming Buckets
9. Computer:
Starfall or Gamequarium
Descriptions of Rhyme Time Choice Times
Feel a Rhyme-The student will look for, feel, and verbally name each item in the disc.
As the student names the items he/she should be listening for the rhyme and trying
to identify the common rhyming sound.
(Kinesthetic/Visual-Spatial/Linguistic)
Act out a Nursery Rhyme-With one or two other people, the student will use items
from our classroom dress up box to act out a Nursery Rhyme.
(Kinesthetic/Linguistic/Interpersonal)
Write Your Own Nursery Rhyme-The student will use his/her knowledge of rhyme
and familiarity with Mother Goose rhymes to make up his/her own rhyme, using
words and/or pictures to tell the rhyme.
(Linguistic/Intrapersonal)
Mother Goose Listening Center-Alone or with up to 3 other students, the student will
listen to a Mother Goose rhymes and follow along in the book.
(Linguistic/Musical-Rhythmic/Interpersonal)
Retell a Nursery Rhyme with the Flannel Board-Alone or with a friend, the student
will retell a Nursery Rhyme using the correct sequence.
(Linguistic/Visual-Spatial/Kinesthetic/Interpersonal)
Rhyming Buckets-Alone or with a friend, the student will use the items in the buckets
to recognize rhyming sounds, verbalize the sounds, and match the items to the
correct buckets.
(Linguistic/Visual-Spatial/Kinesthetic/Interpersonal)
Rhyming Puzzles-Alone or with a friend, the student will find the rhyming word pair
puzzle pieces that match, by either saying the names of the pictures, reading the
words, or fitting the pieces together. After fitting the pieces together the student
is to verbalize the rhyme.
(Mathematical-Logical/Visual-Spatial/Kinesthetic/Linguistic)
Writing Rhyming Word Families-The student will use the ending sound that is
supplied on the mat, to create rhyming word family words, by supplying the
beginning consonant sound.
(Linguistic/Intrapersonal)
Computer Starfall or Gamequarium-On either www.starfall.com or
www.gamequarium.com/rhymes.html the student will work at his/her ability level
on one or more computer activities focusing on rhyme and word families.
(Linguistic/Visual-Spatial)
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)
Folk Tales: Learning Menu
(Multiple Intelligences)
Target:
I can write and describe
folk tales.
Novel (Maniac Magee: Learning Menu
(Multiple Intelligences)
Target:
I can explain the
vocabulary, main
character, setting, and
main theme of the novel.
Forearm Pass: Learning Menu
(Multiple Intelligences)
Targets:
•I can identify the cue
words of a forearm pass.
• I can accurately perform
the forearm pass.
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
Fractions:
Choice Board
TARGET:
I can demonstrate what a
fraction looks like.
Fractions:
Choice
Board
The teachers gives
students simple or
more complex
fractions to
represent, depending
on their level of
readiness.
Students should
represent their
fractions in as many
ways as possible in
the time frame given,
choosing from the
Pizza Choice Board.
Use a
geoboard to
show the
fraction
Use Unifix
cubes to
show the
fraction
Fold paper
to show the
fraction
Draw a
picture to
show the
fraction
Use a grid
to show the
fraction
Use paper
strips to
show the
fraction
Use pattern
blocks to
show the
fraction
Use
Cuisenaire
rods to
show the
fraction
Graphing:
Cubes (novelty)
TARGET:
I can use different types
of graphs to find
information about a
survey question.
Graphing:
Vertical Bar Graph
Cubes
(novelty)
Pie Graph
Tally
Students create
survey questions.
The cube is rolled
to determine how
they will represent
their data.
Students collect
data and display
the data in graph
form.
Horizontal Bar Graph
Line Graph
Pictograph
Rights and Responsibilities:
Cubes (novelty)
TARGET:
I can demonstrate an
understanding of a
citizen’s rights and
responsibilities.
Rights and
Responsibilities:
Cubes (novelty)
Roll the Rights and
Responsibilities
Cube, Description
Cube and Product
Cube to determine
how the topic will
be represented.
Right
Responsibility
Right
Right
Responsibility
Responsibility
Rights and
Responsibilities:
Cubes (novelty)
Roll the Rights and
Responsibilities
Cube, Description
Cube and Product
Cube to determine
how the topic will
be represented.
School
Home
Food
Safety
Doctors/
Medicine
Water
Rights and
Responsibilities:
Cubes (novelty)
Roll the Rights and
Responsibilities
Cube, Description
Cube and Product
Cube to determine
how the topic will
be represented.
Brochure
Original Song
or Rhyme
Adapted from a
Nursery
Rhyme
Talk Show
Cartoon
Advice
Column
Public Service
Announcement
Reading Comprehension: Cubing
TARGET:
I can describe the five Ws
(+ How) from a reading
passage.
This cube can be used for any
subject or level where reading
comprehension is required in
both fiction and nonfiction texts.
Students could roll the die
individually and then respond to
the question that lands face up.
Sharing could take place in a
small group or as a whole
class.
Seat students in a circle and
give them a cube to roll after
reading a story or other text.
Students take turns rolling the
die and providing an answer to
the question that lands face up
on the die.
Who
What
Where
Why
How
When
Book Report: Story Events Cube
(Multiple Intelligences)
TARGET:
I can describe the main
events of a chosen book.
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
Rhyme : RAFT
TARGETS:
I can….
•recognize if two words rhyme.
•produce and verbalize a pair of
rhyming words.
•retell a nursery rhyme.
•create my own original nursery
rhyme.
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.
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!
Character Map: Tiered Assignment
Graphic Organizer
TARGET:
I can discuss characters and
character development.
Basic Tiered Activity Example: Completing a Character Map
Tier 1. (Low)
Describe:
-How the character looks
-What the character says
-How the character thinks or acts
-The most important thing to know about the character
Tier 2. (Middle)
Describe:
-What the character says or does
-What the character really means to say or do
-What goals does the character have
-What the character would mostly like us to know about him or her
-What changes the character went through
Tier 3. (High)
Describe:
-Clues the author gives us about the character
-Why the author gives these clues
-The author’s bottom line about this character
Character Map
Character
Name____________
How the character
looks
How the character
thinks or acts
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
Most important thing to know about the
character
____________
_______________________
_______________________
_______________________
_______________________
_______________________
Character Map
Character
Name____________
What the character
says or does
____________
____________
____________
____________
____________
What the character
really MEANS to say or
do
____________
____________
____________
____________
____________
____________
What the character would mostly like
us to know about him or her
_______________________
_______________________
_______________________
________________
Character Map
Character
Name____________
Clues the author
gives us about the
character
____________
____________
____________
____________
Why the author
gives THESE clues
____________
____________
____________
____________
____________
The author’s bottom line about this
character
_______________________
_______________________
_______________________
_______________________
__________
Scholastic
Teaching Reading –
through differentiated
instruction using
leveled graphic
organizers.
Teaching
Vocabulary– through
differentiated
instruction using
leveled graphic
organizers.
Teaching Writing –
through differentiated
instruction using
leveled graphic
organizers.
Experimental Design: Tiered Assignment
Cubes or Think Dots
TARGET:
I can explain the various
stages in the experimental
design process.
Story Elements: Tiered Assignment
Cubes or Think Dots
TARGET:
I can describe the story
elements of a particular story
or novel.
Basic
Abstract
Grade 1 – Story Elements
(Basic)
●
Name the characters in
the story.
●●
What would you do if you
were the main character?
●●●
What was the problem in
the story?
●●
●●
What is the setting of the
story?
●●
●
●●
What was your favorite
part of the story?
●●●
●●●
How did they solve the
problem in the story?
Grade 1 – Story Elements
(Abstract)
●
Describe a character in
the story.
●●
How would you solve the
problem in the story?
●●●
What caused the problem
in the story?
●●
●●
Make up a new setting for
the story.
●●
●
●●
What was your favorite
part of the story and why?
●●●
●●●
Make up a different
ending to the story.
Review the strategies for
READINESS
• Task cards
• Graphic organizers
• 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.
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)