TOP 10 STRATEGIES TO DIFFERENTIATE INSTRUCTION Jacque Melin [email protected] www.formativedifferentiated.com Thank you for listening to this presentation • You can expect: • Learning about differentiated instruction!!!
Download ReportTranscript TOP 10 STRATEGIES TO DIFFERENTIATE INSTRUCTION Jacque Melin [email protected] www.formativedifferentiated.com Thank you for listening to this presentation • You can expect: • Learning about differentiated instruction!!!
TOP 10 STRATEGIES TO DIFFERENTIATE INSTRUCTION Jacque Melin [email protected] www.formativedifferentiated.com Thank you for listening to this presentation • You can expect: • Learning about differentiated instruction!!! I’m counting on you to… • learn from one another • actively participate • commit to a partnership in this journey [email protected] 616-450-0998 (cell) 616-331-6209 (office) www.formativedifferentiated.com A Definition of Differentiated Instruction (DI) • Diane Ravitch defines differentiating instruction as a form of instruction that seeks to "maximize each student's growth by recognizing that students have different ways of learning, different interests, and different ways of responding to instruction.” (continued) • "In practice, it involves offering several different learning experiences in response to students' varied needs. Educators may vary learning activities and materials by difficulty, so as to challenge students at different readiness levels; by topic, in response to students' interests; and by students' preferred ways of learning or expressing themselves" (p. 75). Dr. Carol Ann Tomlinson • University of Virginia Distinguished Professor • ASCD and Solution Tree Author Researcher Theodore Sizer says: “… while it may be inconvenient that students differ, it is an irrefutable fact of life in the classroom.” (Source of slide: Cornelius Watts, LF, GaDOE) What do you predict will be the top 10 differentiated instructional strategies? • 10 •9 •8 •7 •6 •5 •4 •3 •2 •1 # Pre-assessment • Not the least important because it is number 10. • You cannot differentiate for readiness until you pre-assess. • Can be formal or informal. • Use data to plan lessons for diverse readiness levels. Types of informal pre-assessments • Quick Write - might sound very ordinary, but as a pre-assessment it can reveal a lot by asking a ‘big idea’ question; student answers can uncover what they understand, what misconceptions they may have, or the reasoning processes they are using. They are given only 1-3 minutes to write an answer (thus 'quick write') Example: "How do electrical devices work?" Graphic Organizer - there are so many - you might want to consider a Venn diagram, a word/idea web, a cause/effect chart, a flow-chart, a sequence chart; something you’ve used as a pre-write; (KWL is really common, so don’t use for this assignment please). Word Splash Activity - content vocabulary is placed on a board, chart, large paper in a random ‘splash’. Students are asked to use the words in sentences, a paragraph, captioned drawing, or diagram. • Cloze Writing - fill in the blank using a vocabulary bank Line Continuum - usually used with 5-10 agree/disagree or true/false statements about the upcoming topic/unit; students place themselves on a continuum line about what level of comfort they may have with answering the question; for each question there usually is new movement. Graffiti Wall - Use large butcher paper and title it with a theme or big idea or topic from unit (i.e. Underground Railroad) Students over a certain amount of time (a day-a week) write thoughts/ideas/opinions that come to mind regarding the title. Have them initial each. Keep track of what students record. The graffiti wall then can be used throughout the unit by adding new information, correcting misconceptions, categorizing, developing vocabulary, etc. for you to listen to later. Science Sequence/steps/cycles/processes Scientific principles Content-area vocabulary Math Steps in a process Social Studies Important events/turning points/conflicts Elements of civilization Highlights of an era Content-area vocabulary ELA Character/key figures/attributes Setting/conflict/problems & solutions Beginning, middle, end Symbols/themes Types of informal pre-assessments • Quick Write - might sound very ordinary, but as a pre-assessment it can reveal a lot by asking a ‘big idea’ question; student answers can uncover what they understand, what misconceptions they may have, or the reasoning processes they are using. They are given only 1-3 minutes to write an answer (thus 'quick write') Example: "How do electrical devices work?" Graphic Organizer - there are so many - you might want to consider a Venn diagram, a word/idea web, a cause/effect chart, a flow-chart, a sequence chart; something you’ve used as a pre-write; (KWL is really common, so don’t use for this assessment please). Word Splash Activity - content vocabulary is placed on a board, chart, large paper in a random ‘splash’. Students are asked to use the words in sentences, a paragraph, captioned drawing, or diagram. • Cloze Writing - fill in the blank using a vocabulary bank Line Continuum - usually used with 5-10 agree/disagree or true/false statements about the upcoming topic/unit; students place themselves on a continuum line about what level of comfort they may have with answering the question; for each question there usually is new movement. Graffiti Wall - Use large butcher paper and title it with a theme or big idea or topic from unit (i.e. Underground Railroad) Students over a certain amount of time (a day-a week) write thoughts/ideas/opinions that come to mind regarding the title. Have them initial each. Keep track of what students record. The graffiti wall then can be used throughout the unit by adding new information, correcting misconceptions, categorizing, developing vocabulary, etc. for you to listen to later. Types of informal pre-assessments • Quick Write - might sound very ordinary, but as a pre-assessment it can reveal a lot by asking a ‘big idea’ question; student answers can uncover what they understand, what misconceptions they may have, or the reasoning processes they are using. They are given only 1-3 minutes to write an answer (thus 'quick write') Example: "How do electrical devices work?" Graphic Organizer - there are so many - you might want to consider a Venn diagram, a word/idea web, a cause/effect chart, a flow-chart, a sequence chart; something you’ve used as a pre-write; (KWL is really common, so don’t use for this assignment please). Word Splash Activity - content vocabulary is placed on a board, chart, large paper in a random ‘splash’. Students are asked to use the words in sentences, a paragraph, captioned drawing, or diagram. • Cloze Writing - fill in the blank using a vocabulary bank Line Continuum - usually used with 5-10 agree/disagree or true/false statements about the upcoming topic/unit; students place themselves on a continuum line about what level of comfort they may have with answering the question; for each question there usually is new movement. Graffiti Wall - Use large butcher paper and title it with a theme or big idea or topic from unit (i.e. Underground Railroad) Students over a certain amount of time (a day-a week) write thoughts/ideas/opinions that come to mind regarding the title. Have them initial each. Keep track of what students record. The graffiti wall then can be used throughout the unit by adding new information, correcting misconceptions, categorizing, developing vocabulary, etc. for you to listen to later. Other types of pre-assessments • Yes/No Cards - Students make a large index card with Yes (or "Got It") on one side, No ("No clue") on the other side. Teachers ask an introductory or review question. Students who know the answer hold up the Yes card, if they might have the answer they hold the No card. Then do a quick Think/Pair/Share. This short assessment can give a quick look at what the group is ready for/understands/'gets'. Example: Use when introducing vocabulary words that students need as a knowledge base for a specific unit of study. Entrance Cards- As students enter for the day give them a small index card and ask them to respond to a displayed sentence or short paragraph which shares a specific idea that will be taught during the unit displayed in the room. They might ask questions or add more information to the displayed statement. Square Off/or 4 Corners - Place a card in each corner of the room labeled as: No Path, Rocky Path, Smooth Path, and Paved Path. Teach them the meaning of the analogy of "path" in their learning. Make a statement or ask a question about the topic/unit of study (i.e. "The moon has no gravity.") Instruct the students to go to the corner of the room that matches their comfort level with what they are thinking or where they are with the statement. As a group, those in each corner discuss what they know about the statement/question. Briefly visit each corner to listen to their conversations or they can record the conversations onto an audio tape iPad Pre-assessment Apps • Traffic Light • Screen Chomp • Show Me Other technology tools for Pre-assessments • Socrative • Room 7615 • Poll Anywhere # Curriculum Compacting • A three-step process that: • a) assesses what a student knows about material to be studied, • b) plans for learning what is not known, • c) plans for freed-up time to be spent in enriched or accelerated study. Learning/Working Conditions • Learning Conditions: • ___I will spend the required amount of time working on my Science Independent Study • • • • • • • • Project. ___I will complete all required projects and keep them at school. ___ I will keep a daily log of my progress. ___I will leave my project to participate in designated whole-class activities or lessons the teacher asks. ___I will share progress reports about my project to designated audiences once a week. Working Conditions: ___I will not call attention to the fact that I am doing different work than others. ___I will work on my project for the entire class period. ___I will carry this paper with me to any room in which I am working on my project, and I will return it to my classroom at the end of each session. • Student Signature: ___________________________________ • Teacher Signature: ___________________________________ From Susan Winebrenner # Learning Contracts • Written agreements between students and teachers that grant the student certain freedoms/choices about completing tasks yet require the student to meet certain specifications. • They outline what the students will learn, how they will learn it, how long they will have to learn it, and how they will be graded or evaluated. • Often times contain “working conditions” or rules to be followed. Learning Contract #1 Name _______________________ My question or topic is: To find out about my question or topic… I will read: I will look at and listen to: I will draw: Here’s how I will share what I know: I will finish by this date: I will need: I will write: Learning Contract #2 To demonstrate what I have learned about ____________________, I want to _ Write a report _ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model _ Design a mural _ Write a song _ Make a movie (Podcast) _ Create a graphic organizer or diagram _ Other This will be a good way to demonstrate understanding of this concept because ______________________________________________________________ To do this project, I will need help with ______________________________________________________________ My Action Plan is________________________________________________ The criteria/rubric which will be used to assess my final product is _________ ______________________________________________________________ My project will be completed by this date _____________________________ Student signature: ________________________________ Date __/__/__ Teacher signature: ________________________________ Date __/__/__ # Most Difficult First • Used for skill-based subjects (like math); • If student shows mastery, move on to independent work; • Give credit for the assignment # Flexible Grouping • Based on: • Readiness • Interest • Learning Profile Grouping Methods • TAPS • Teacher Assigned • Student Selected • Random # Questioning • Rigor and Relevance • Plan ahead # Open Ended Tasks • Require more than remembering a fact or reproducing a skill, • Students can learn from answering the questions; teachers can learn about the students, • May be several acceptable answers. • PBL connects to this strategy • Science Inquiry connects to this strategy Open Ended Math Examples • Write down everything you know about the number 12. • Using a store catalog select a range of gifts to buy for 4 friends or family members. What is the total cost? If you put them on layaway, how much would you need to pay every week to have it paid off in 6 weeks? • Use the digits of the current year and any number of the operations. How many number sentences can you make in 5 minutes? • If the average of 6 numbers was 58, what could the 6 numbers be? Instead of…. Find the difference between 6 and 1 can become …. The difference between two numbers is 5. What might the two numbers be? Instead of… 731 – 256 = Can become… Arrange the digits (1,2,3,5,6,7) so that the difference is between 400 and 500 (regrouping must be used). PROJECT BASED LEARNING Project Based Learning (PBL) • The Buck Institute for Education www.bie.org • West Virginia Department of Education http://wvde.state.wv.us/teach21/pbl.html From “Google-able” to open-ended: What were the major developments in the Renaissance? Was the Renaissance a rebirth, or a whole new baby? From “too big” to answerable: How have humans changed the environment? How has our (state, city, etc.) changed in the past 50 years? From too general to more concrete and challenging: How do architects use geometry? How can we design a theatre that meets specifications with the greatest number of seats? From too abstract to more relevant and engaging: What is a hero? Who are the heroes in my life? From too general to more concrete and localized: What are the characteristics of healthy soil? Is our soil healthy enough to support a vegetable garden? From “sounds like a teacher” to student-friendly: How does the author use voice and perspective in The House on Mango Street to reflect on her childhood and community? How does our childhood shape who we are as teenagers? SCIENCE INQUIRY Llewellyn Seven Segments of Scientific Inquiry • The Question • 1. Exploring a Phenomenon • 2. Focusing on a Question • The Procedure • 3. Planning the Investigation • 4. Conducting the Investigation • The • 5. • 6. • 7. Results Analyzing the Data and Evidence Construction New Knowledge Communicating the Knowledge Llewellyn Approaches to Inquiry • Demonstrated Inquiry • Structured Inquiry • Guided Inquiry • Self-Directed Inquiry • Students formulate the question • Students plan and carry out the procedure • Students analyze the results • Students communicate what was learned (this could also be differentiated) Levels of Inquiry (Llewellyn) Demonstrated Inquiry or Discrepant Event Structured Inquiry Guided Inquiry or TeacherInitiated Inquiry Self-Directed Inquiry or StudentInitiated Inquiry Posing the question Teacher Teacher Teacher Student Planning the procedure Teacher Teacher Student Student Analyzing the results Teacher Student Student Student uestion Application xplanation Knowledge Probe valuation Data Analysis rediction Investigative Plan bservation Habits of Mind Goal: Self-Direction Other Habits of Mind Explain a Structured Investigation with M&M’s Can you predict the number of each color of M&M’s in this king-sized bag? Explain a Guided Investigation with M&M’s • What would happen if you placed an M&M in a container of water? As students are working on planning the procedure and organizing the results, are students… • Using qualitative and quantitative observations? • Stating claim/evidence (reasoning)? Learning about collecting data Qualitative Observations: Data I collect using by five senses (feeling, seeing, hearing, smelling, or tasting). I check with my teacher about tasting. Record by writing descriptions, making sketches, taking photos, using video/audio, samples Quantitative Observations: Data I collect by taking measurements and by counting. Recorded using numbers. Need to be labeled. CER Graphic What would happen if you placed an M&M in a container of water? • Claim: (answers the question): The outside colored coating dissolves into the water and the “m” floats to the top of the water. • Evidence: (how do you know that happened): We put a blue plain M&M with the “M” facing up in a paper bowl filled with room temperature water. We observed the colored shell dissolving into the water, then the “m” floated to the top. This took 3 minutes to happen. • Reasoning: (why?): The “m” on M&Ms are printed in edible white ink. The ink won't dissolve in water. When the candy shell dissolves, the letters peel off and float to the top. Do Self-Directed Inquiry with M&M’s Self-Directed Investigation with M&M’s (differentiated) Explanation of …….(Question) • Do plain M&M’s dissolve at the same rate as peanut M&M’s? • Claim (Using sentences, answer your original Question): • Evidence (Summarize how the data you gathered is used to support your claim, include specific examples): • Reasoning: • How does your data support or challenge your personal knowledge? What would YOU like to investigate? Students present findings • Lab report • Video • Speech/presentation • Blog • Pictures • Website • Etc. Partner Sharing Time # Tiering • Based on readiness level • -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 formative work, NOT as an assessment task to be graded. • -Learn from each other – share work! Motivation to Learn • Students cannot learn when they are unmotivated by things far too difficult or things far too easy. • Students learn more enthusiastically when they are motivated by those things that connect to their interests. --Tomlinson, The Differentiated Classroom GaDOE THINKDOTS OR CUBING S H A P E # Choice Boards • Help to manage a differentiated classroom • Independent work • Used to extend and refine learning targets Motivation to Learn • Students cannot learn when they are unmotivated by things far too difficult or things far too easy. • Students learn more enthusiastically when they are motivated by those things that connect to their interests. --Tomlinson, The Differentiated Classroom GaDOE TIC TAC TOE BOARDS One way to design a TTT board in a “universal design” manner B C B C C C B C B Learning Targets – Industrialization and Urbanization • The learning targets for this assignment: • • Students will be able to… • Identify individuals who played a major role in expanding industry. • Identify individuals who responded to the growth of industry through • • • • the organization of workers. Identify the reasons why the United States was able to turn into a major industrial power during this era. Identify the reasons why there was a growth in labor unions during this time period. Identify historical themes that are found throughout a historical era. Identify the cause and effect relationship of historical events. INDUSTRIALIZATION AND URBANIZATION TIC-TAC-TOE CHOICE BOARD (1) News Story You are a journalist during the Gilded Age and have been asked by your boss to write a front-page article about either the booming steel industry in Pittsburg, PA or the growth of oil. You must interview Andrew Carnegie or John D. Rockefeller, as well as a steel mill worker or oil refinery work. Other than these requirements, you are free to write what you want! (2) Obituary A well-known industrial baron or union leader has passed away. Choose which figure you want to write an obituary about from the list below. Be sure to cover the impact that individual had on society, as well as his/her accomplishments and failures. -A. Carnegie -J. Rockefeller -C. Vanderbilt. -E. Debs -S. Gompers -T. Powderly (3) Cause and Effect Chart Create a cause and effect chart for two of the following events. Be sure to identify and explain each of your chosen events, and then identify and explain 3 impacts. -Completion of the Transcontinental Railroad -Bessemer Process -Electricity -Big Business (4) Primary Source Analyzer Find a primary source that dates to the Gilded Age, specifically the growth of big business, and complete the APART handout. Be sure to answer each part of the acronym. (5) Recruiter Advertisement Henry Fisk of Carnegie Steel. Co. has hired you to create an advertisement flyer to recruit new employees for the steel mill in Homestead, PA. He fears that a strike may be coming and wants to be able to recruit new employees if the current ones stop working. (6) Poem/Rap/Song Write a poem/rap/song about the Gilded Age. It can be general about the era, or you can select a specific part of the era. Either way, it must be 5-6 stanzas in length, with each stanza have 4-5 lines of more than 8 words. (7) One Pager Complete a one-pager documenting one of the historical themes (BAGPIPE) from US History seen in the Gilded Age. Find the one-pager instructions for more information, or see me for an example. (8) Timeline Create a timeline on either a poster-board or on the website www.timetoast.com. Select what you believe to be the TOP 10 events of the Gilded Age. For each, provide a description and then explain why you chose it as a top 10 event from the era. (9) Schematic Drawing/Model You are an architect and your firm has just been hired to develop a new factory town outside of Chicago. A rival firm just complete George Pullman’s complex, and the people who hired you want a similar design. Create either a detail schematic drawing, or a 3 dimensional model of what your factory will look like and include. Tic Tac Toe Board: The Pythagorean Theorem Rhyme Time Think-Aloud Poster (musical) (verbal/linguistic & logical/mathematical) (visual/spatial & logical/mathematical) Create three story problems involving the Pythagorean Theorem. As you write and solve each problem, write a think-aloud, including your reasons as to why you chose the problems and numbers that you chose. Create a poster for the class that shows examples of how to solve for the missing side of a right triangle by using the Pythagorean Theorem. You may take pictures, draw pictures, or use the internet. Game Time Review Time Photo Book (interpersonal) Free Space (naturalist & visual/spatial) Make a rhyme or chant to help you and others remember the formula to the Pythagorean Theorem. Write it down. With a partner, create a game about the Pythagorean Theorem. Agree on and write down directions so that you can explain the game to the class. You will find a creative way to review for the test. Make sure your review includes at least two items from each section that we’ve covered in our unit. Take photos of right triangles at home or around the classroom. Put the photos together to create a book about the Pythagorean Theorem. Then identify the legs, hypotenuse, and the right angle on the triangles. Family Time Formula Diagram Dance Time (interpersonal & visual/spatial & verbal/linguistic) (logical/mathematical & visual/spatial) (body/kinesthetic & musical) Draw a diagram to support the formula of the Pythagorean Theorem: the sum of the area of the two squares on the legs of a right triangle equals the area of the square of the hypotenuse. Make up a rap or a dance that explains the Pythagorean Theorem. Write it down and be prepared to teach the class. Interview a family member or friend to see if they know how they use the Pythagorean Theorem. If he/she does not know how to use the Pythagorean Theorem, teach it to him/her on a piece of paper. If he/she does know the Pythagorean Theorem, have him/her teach it to you on a piece of paper. Novel Study: Ender’s Game 1. Letter Home You are a “launchie” Write a letter to a family member back on earth. Explain what your new life is like in battle school by describing two activities the cadets do for training. Also, write about an encounter you had with one of the characters in the book; Ender, Petra, Bean, Bonzo, etc. This should give insight into their personality. 2. In The News 3. Locke/Demosthenes Research Pretend you are a writer for the “Vids.” Write a half page news report praising or condemning Ender’s zenocide. This news report should give reasons why the world should treat Ender like a savior or a mass murderer. Jump on a computer and research who Locke and Demosthenes were in real life. Create some kind of report (power point, poster, short paper, etc.) explaining who they were and why their names were chosen by Peter. 4. Design a Battle Arena 5. Continue the Series 6. Poster It is your chance to make a cheat sheet for your classroom! Design and make a poster that includes the important plot points, characters, and concepts from Ender’s Game. If all of your information is accurate and professional looking I may or may not allow this up as a cheat sheet! (I suggest a divide and conquer approach. Find what other classmates are doing and choose something different…maybe all of the test info will be on the walls!) Sketch out a battle arena “star” plan. After sketching, write a brief explanation why the stars were placed where you placed them. What sort of strategy do you hope the cadets will come up with in your arena (best way to win). 7. You tell me Choose to follow either Ender with Ender in Flight or Speaker of the Dead, Bean with Ender’s Shadow or back track to a young Mazer Rackham with Earth Unaware by reading the first chapter in any of those books. Write a brief response describing how it connects with an event in Ender’s Game. 8. Comic Strip Free box, if you can think of anything else, Create a comic strip that illustrates your run it past me with point values and we favorite scene in Ender’s Game. Be sure will try to make it happen to use illustrations and captions 9. Movie Night Watch the movie Ender’s Game. Complete a Venn Diagram that illustrates the similarities (5) and differences (10) between the book and movie. Write 1 paragraph explaining which you like better. Rhyme : Tic-Tac-Toe Board 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 Shapes : Tic-Tac-Toe Board TARGETS: Know: that there are geometric shapes everywhere in our world. Understand: how geometry relates to the real world. Be able to: • recognize geometric shapes in the physical world; • use other subjects besides mathematics to represent understanding of geometry; • explain understanding of geometry and how it relates to the world. Choice Board Anchor Activity: Think-Tac-Toe Board – 4th grade Economics Unit LEARNING MENUS The Pythagorean Theorem Choice Menu Main Dish (complete all): •Create and write down a real-world two-dimensional problem to solve by using the Pythagorean Theorem. Make sure to create an answer key and show your work on how to solve it. Then have a friend solve it. •Create and write down a real-world three-dimensional problem to solve by using the Pythagorean Theorem. Make sure to create an answer key and show your work on how to solve it. Then have a friend solve it. Side Dish (choose two): •Create a rap or song about the Pythagorean Theorem. Please try to incorporate as many of the eight vocabulary words as possible (Pythagorean Theorem, Pythagorean Theorem Converse, proof, right angle, right triangle, square root, hypotenuse, and legs). Create a game to remember and practice the spelling of the eight vocabulary words (Pythagorean Theorem, Pythagorean Theorem Converse, proof, right angle, right triangle, square root, hypotenuse, and legs). Write instructions so other classmates can play it. •Use a large piece of paper to write the letters pythagorean theorem. Use these letters to create new words by rearranging the letters. You do not need to use all of the letters. For example, the word “got” and “python” could be two possible words. See how many words you can make. Challenge your friends. Dessert (optional and can only be completed after the other two courses): •Use the puzzlemaker.com website to create a crossword puzzle for the eight vocabulary words (Pythagorean Theorem, Pythagorean Theorem Converse, proof, right angle, right triangle, square root, hypotenuse, and legs). Then you or a friend can solve it. Use the computer to create a brochure using Publisher or create a PowerPoint presentation. You should explain the steps on how to solve for a missing side of a right triangle by using the Pythagorean Theorem. Pizza Builder Choice Board Orchestra Task: Build a ‘Pizza’ that represents a genre or style of music that is interesting to you Pizza Builder!! Crust Choices: (Select one) • Thin Crust: A solo work for an unaccompanied instrument or voice • Hand Tossed Crust: A work for a chamber ensemble of 2-15 performers • Deep Dish Crust: A work for large ensemble, over 16 performers • Gluten Free Crust: A work for mechanical or computer based sound generators Pizza Builder! Sauce Choices: (Select one) • Red Sauce: represents music created for no specific occasion but simply as entertainment. • White Sauce: represents uplifting music created for a specific purpose or cultural event. • Pesto Sauce: represents somber music created for a specific purpose or cultural event. • Barbeque Sauce: represents music created for a festive occasion or cultural event. Pizza Builder! • Toppings: (Select your favorite!) • The Middle Ages: A delicious pizza topped with the sounds of singing Monks, recorders, shawms, and citterns. Note: peasants will be served on traditional wooden utensils; nobles will be served on gold plates. • The Renaissance: A very festive pizza topped with the sounds of crumhorns, hurdy-gurdies, lutes, and essence of sackbut. Note: some toppings have been aged to preserve their potency. Pizza Builder! • Toppings – Con’t: (Select your favorite!) • The Baroque: More refined than the Renaissance, this pizza includes the sounds of the viol family and the harpsichord. Depending on your sauce, you may detect a note of certain brass instruments. Note: This pizza served by a celebrity impersonator dressed as J. S. Bach • The Classical: Very formal in design, this square pizza features the sounds of strings and woodwinds with percussion and occasional brass instruments. You must wear a powdered wig when ordering this pizza. Pizza Builder! • Toppings – Con’t: (Select your favorite!) • The Romantic: A house favorite, this super-sized pizza features your traditional orchestral instrument family – but in twice the proportion. Earplugs recommended. • The Modern: an unusual pizza, this pie pushes forms and shapes to an extreme. Order it with any combination of toppings. Note: crust will be asymmetrical. • The Jazz: you may order the ‘big band’ or ‘combo’ version of this pizza. Each features excellent rhythm and improvised solos. Note: this pizza may not be available if the chef is between sets. Pizza Builder! • Bake and Deliver Your Pizza: • You may use the media center as your information ‘Oven’. Use the media sources available to you to find a piece of music that represents the pizza you have created. You will be preparing your pizza for consumption by the class. When you ‘Serve’ your pizza, be prepared to play either an audio or video with audio clip of the music. Pizza Builder! • Assessment Rubric: • Meets or exceeds expectations: • Crust, sauce, and toppings well thought out to produce a representative piece of music with an example that includes the ingredients. Pizza well baked and arrives hot! • Some expectations met: • Crust, sauce, and toppings do not combine in a completely logical way – representative music difficult to categorize, and ingredients not well represented. Pizza may have been baked for too short a time. • Expectations not met: • Pizza was missing a major ingredient, or was not baked sufficiently. Novel (Maniac Magee: Learning Menu Target: I can explain the vocabulary, main character, setting, and main theme of the novel. RAFTS ROLE AUDIENCE FORMAT TOPIC News Reporter TV Audience Script Give the audience directions on how to find the distance between two points in a coordinate system. Newspaper Writer Newspaper Reader Advice Column Explain the proof of the Pythagorean Theorem. Then explain the proof of the converse of the Pythagorean Theorem. Yourself Absent Friend In Class Instructions Explain how to create a right triangle on a coordinate grid given two points. Teacher Student Instructions Explain how to solve a real-world mathematical problem using the Pythagorean Theorem to find the missing side in a right triangle in three-dimensions. RAFT Writing Pythagorean Theorem ROLE Robber Baron INDUSTRIALIZATION ERA RAFT AUDIENCE Your business’ shareholders FORMAT Report Member of Congress Other members of Congress Legislation Immigrant Worker Family in Homeland Letter Populist Reformer Inventor Immigrants Your employees Invitation Inspirational Speech TOPIC You are the head of a major industry and need to keep your shareholders happy by explaining to them how you are going to continue to make money. You need to outline your plan to them. You and many of your colleagues are shareholders of several big companies making large profits. You want to make sure this continues. Draft a bill that will guarantee support for big business. Explain what your life in America is like to your loved ones back home. Focus on your job and opportunities for work. You are beginning to see how immigrants are being taken advantage of in the work place as a source of cheap labor. You want to learn more about their situation in the factories. Invite them to a dinner to discuss their status as laborers There is quick money to be made with every new invention that is created. Inspire your company workers to invent the next big one! Role – What is your role as the artist? Audience – Who will be looking at your art? Format – What is the best way to present your art? Topic – Who or what is the subject of the artwork? Directions: Choose a role. Consider the audience. Complete the assignment in your sketchbook using the format and topic for that role. You may use colored pencil for this project. Use the checklist on the next page to make sure you are doing your best work. Role Audience Format Topic Paintbrush Peers Cartoon The World is full of Color. Emotional Colors Elementary Students Children’s Book Cover Weather. Warm or cool colors The Public Warning Ad Warning! Don’t………. Analogous Color Scheme Dole & Gabbana Paper People Wardrobe What to wear for the new fall design. Spanish: RAFT TARGET: I can use Spanish words and sentences to tell where things are located in the classroom. RAFT Assignment Theme: Classroom – Use classroom objects, present conjugation of activities done in class, and prepositions of a location to talk about where things are located. Language/Level: Spanish 1 Honors Role 1. Student Audience Format Exchange Student coming to RHS next semester Email A Desk Admission of jealousy (tener cellos – to be jealous) 2. Chair Phone call for help 3. Sra Frye Another teacher 4. Student 8th grade students Love Song/Poem Topic Describe the class, what time it is, what we do in the class. Also, describe what the class looks like and where things are located. Explain what the students do with the desk. Explain where everything is located in the classroom and why the desk is lucky (tener suerte – to be lucky) to be a part of it all. Sra. Frye is sick and needs another teacher to teach her class. Explain how the class is, where everything is located and what we do on a regular basis. Explain why Spanish 1 Honors is the best class to take your freshman year. Explain what cool things/people are in the classroom and where they are located. Sing about what we do. RAFT Assignment – 4th grade economics • Directions: • For this assignment, choose two of the four options below. Each activity will prove an “I can” statement that correlates. Please circle the two RAFT assignments that you have chosen. Be sure to look at the attached rubric before handing in your two RAFT completed activities! RAFT Assignment TRI-MIND OR TRIARCHIC 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 ____________. Art and Color (Triarchic Intelligences) Target: I can analyze the use of color in painting. Analytical After you have looked at Monet’s Paintings 6.24 and 6.25 in your book. Select one painting and write a paragraph describing and analyzing it’s tone. Tone is associated with the feeling that Monet has about the scene, how he conveys the feeling to the viewer, and how he encourages the viewer to respond with emotions to the scene, First make a list of adjectives for the colors and forms in the painting. Then begin a paragraph using your list of words and make specific references to the painting. Practical Make a painting or a collage that focuses on major events in your life. Use color to indicate the emotional connection you have with the specific event. Creative Poets use color in their poetry, sometimes to describe objects but also as metaphors of feelings, moods, or scenes. Look in Bartlett’s Familiar Quotations for literary references to each color. You will find under red, a reference to Percy Bysshe Shelley’s “Ode to the West Wind.” Find a copy of the poem and locate his description of autumn leaves. Write your own color metaphors. Physical Education (Triarchic Intelligences) TARGET: I can communicate, cooperate, be a member of a team and enjoy participating in physical activity. Analytical Analyze the task you have ahead of you. What will you need to succeed? What obstacles are you likely to encounter? What is the best way to go about this task so that everyone participates/everyone exploits his or her strengths/you meet the lesson goals. Complete the task. Critique your performance – focus on team performance rather than individual. Compare this activity to other team endeavors. What this task a good way to learn about teamwork? Why or why not? Practical Perform this task in a way which takes the: least physical effort; moderate physical effort; highest level of physical effort; relies on each member equally; relies on each member’s special strengths; uses the least/most equipment, expenses, etc. Discuss: When might you need to use each approach? What are the +/- of each? How can this exercise help you in real life? Creative Complete the task to the best of your ability. Change the rules and try it again; repeat (make sure the task stays safe!). Design another such task that encourages cooperation and communication in a different way – perhaps nonverbal communication. What if you didn’t have the equipment you were given? How could you accomplish the task? What equipment is necessary? Nice to have? Unnecessary? Immigration (Triarchic Intelligences) TARGET: I can explain the meaning of “melting pot,” “mosaic,” and “salad bowl” as they relate to immigration in America. Analytic 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. Show your analysis in a diagram. 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 in a Podcast. 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. Shapes: Choice Board (Triarchic Intelligences) TARGET: Know: • how to solve problems using geometric relationships and attributes. • how to use shapes to create other shapes. Be able to: • compose and decompose two- and three-dimensional figures to make new ones. • use geometry to solve problems. • draw and/or build two- and three-dimensional geometric shapes. SHOW AND TELL 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 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 Kindergarten Show & Tell THE “PROFILER” What is your preferred Learning Profile? • Write • Draw • Act • Sing • Build http://www.niehs.nih.gov/kids/music.htm#index Response to Big Business – Rise of Labor Unions Learning Preference Artist Tasks Create a poster that could be placed on the door of the union office at your job site. The goal of the poster is to communicate what workers want—higher pay and better conditions at the job site. The poster must be on an 11X14 piece of paper. See me once you complete a rough draft. Builder You have been asked by the union leader to build a model replica of your work site and to use it in a presentation at the next community meeting. The goal is to show others in the community what life in your work site is like, and to rally public support for the union. Draw out what your model will look like, and then it’ll have to be completed at home. Tour Guide A member of Congress is coming to your work site to examine the conditions. You have been selected to give the member of Congress a tour. Put together a tour itinerary of the places you want to show him (for this choice, assume you are working in a steel mill, dealing with hot molten iron-ore and other equipment). Make it your goal that this member of Congress goes back to Washington DC to fight for new legislation to help workers! Musician Writer Life in the factory can get pretty boring, and one of the things workers do to pass time is sing. Write a catchy song that you and your co-workers can sing that describes your working conditions and what improves you want as a laborer. You have been contacted by a local newspaper and been asked to write a opinion piece in the Sunday paper about working conditions at your job site. Write a 750-800 work article about the conditions and what improvements you want to see. Artist Announcer The Pythagorean Theorem: Profiler Writer Draw a picture that explains the relationship of the areas of the squares on the sides of a right triangle for the Pythagorean Theorem. Announce the words and definitions of the Pythagorean Theorem, right triangle, right angle, legs a & b, hypotenuse, square root, proof, and the Pythagorean Theorem Converse like if you were announcing players at a professional basketball game. Write down what you would say. Write out the proof of the Pythagorean Theorem and the Pythagorean Theorem Converse. Then write down similarities and differences between the two proofs. Actor Act out what a right triangle is composed of and then create a rap about the Pythagorean Theorem. Role Artist Level 1: On or Below Grade Level Draw or design an advertisement with descriptions of various clothing items, include the opinions of fashion experts. Level 2: On or Above Grade Level Draw or design an advertisement with descriptions of various clothing items, include opinions from fashion experts. Make up a new clothing item that is not invented yet. Singer/ Songwriter Write and perform a song or poem describing modern day clothing which includes public opinion of the clothing. Write and perform a song describing modern day clothing which includes public opinion of the clothing. Include a comparison to clothing worn when you were younger. Online Ad Writer Write an “online” advertisement for clothes with descriptions and customer reviews. Actor Write an “online” advertisement for clothes with descriptions and customer reviews. Include a respectful comparison to clothing from other stores. Act out a fashion show which includes a Act out a fashion show which includes a complete description of the models’ complete description of the models’ clothing and critiques from journalists. clothing and critiques from journalists. Include a comparison of the models’ clothing to the previous model. Artist Draw or design an advertisement with descriptions of various clothing items, include opinions from fashion experts. Corte Inglés, a Spanish department store, is hoping to expand to the United States. They want to appeal to the younger Spanish-speaking population with their first advertisement. They also want to feature fashion expert opinions in their ad to make it more meaningful. They heard you were a fantastic artist with an eye for detail. Please draw or design an advertisement with various clothing items with opinions from fashion experts. Pick 10 items of clothing from our clothing list on Page 161 of your text book. Draw or design pictures of the 10 items clothing including patterns and colors (can be done freehand or on the computer). Write appealing descriptions for each item of clothing. Be sure to include: demonstrative adjectives colors available material it is made of patterns available Design an appealing way to give a fashion expert’s opinion of the clothing items. Write the expert opinion and place in the advertisement by the proper clothing item. (Make up a new clothing item that is not invented yet.) Singer/Songwriter Write and perform a song describing modern day clothing which includes public opinion of the clothing. Corte Inglés, a Spanish department store, is hoping to expand to the United States. They want to appeal to the younger Spanish-speaking population with their first advertisement jingle. They also want to include positive opinions of their products in their ad to make it more meaningful. They heard you were a talented musician with a ton of creativity and potential. Please write a song with various clothing items and positive opinions. Pick 10 items of clothing from our clothing list on Page 161 of your text book. Write an advertisement jingle describing clothing (can be done using a popular tune). Write appealing descriptions for each item of clothing. Be sure to include: demonstrative adjectives colors of the clothing material it is made of patterns of the clothing Design an appealing way to give opinions of the clothing items (you can use celebrity endorsement). (Include a comparison to clothing worn when you were younger.) Writer – Online Advertiser Write an “online” advertisement for clothes with descriptions and customer reviews. Corte Inglés, a Spanish department store, is hoping to expand to the United States. They want to appeal to the younger Spanish-speaking population with on-line advertisement. They also want to include positive customer opinions of their products in their ad to make it more meaningful. They heard you were a talented writer with a ton of creativity and can describe things really well. Please write an on-line advertisement with various clothing items and positive opinions. Pick 10 items of clothing from our clothing list on Page 161 of your text book. Write an on-line advertisement (can include pictures). Write appealing descriptions for each item of clothing. Be sure to include: demonstrative adjectives colors available material it is made of patterns available Write the customer reviews below the on-line advertisement (you can include pictures and the “star” system to make it more authentic) (Include a respectful comparison to clothing from other stores.) Actor/Actress Act out a fashion show which includes a complete description of the models’ clothing and critiques from journalists. Corte Inglés, a Spanish department store, is hoping to expand to the United States. They want to appeal to the younger Spanish-speaking population by kicking off their ad campaign with an huge fashion show. They heard you were a quite the actor/model and would like you to use those skills to walk the runway in their clothing. They would also like you to express your positive opinions of the other clothing you see in the fashion show. Please write a script with descriptions of various clothing items, what you will be wearing and positive opinions of your clothing items and the clothing items of others also in the show. Pick 10 items of clothing from our clothing list on Page 161 of your text book. Write a script to include ten items that will be worn in the fashion show. Write vivid descriptions for each item of clothing. Be sure to include: demonstrative adjectives colors available material it is made of patterns available Write your opinions of each of the clothing items in the fashion show. (Include a comparison of the models’ clothing to the previous model.) Geometry– Cubes and Spheres “Profiler” # Independent Projects • Ultimate in autonomous learning; • Huge student buy in; • Even the unexpected will help you and the student learn something; • Fun and Learning!! Nothing beats that! Genius Hour Daretodifferentiate • http://daretodifferentiate.wikispaces.com/ As a team of educators: Discuss with your peers the differentiated instructional ideas and strategies that you recommend for implementation in your unit.