1. Differentiating according to interest This provides motivation for students. I am into – Music – Art – Dancing – Writing – Skateboarding – Sports – Gaming – Socializing – Movies Allows students to explore things they really like. I would love to learn more about – History – Inventions – How things work – Where people came from – The motivation behind an author’s choice – My hobby – How to do…

2. Differentiating on the basis of readiness This scares teachers but is actually easy to do. – Where are your students? Based on pre assessments Based on standardized test scores Based on Formative assessments Based on Data discussed in data meetings – What do you want your students to be able to do? Work on basic skills? Enrichment? Focus on improving a developing skill? Improve in an area they are weak in? This type of differentiation assists with student growth. Moves students from where they are to where you want them to be.

3. Differentiation according to Learning Profile Sternberg’s Three Intelligences CreativeAnalytical Practical

4. Learning Preferences Kinesthetic Visual Auditory Oral

5. Strategies to Use RAFTS Tiered Assignments Think-Tac-Toe Menus

6. How do I differentiate based on color? Use sorting cards to group students by their personality color Provide assignments with choices that appeal to each color group

7. Characteristics of the Colors BLUE—tend to feel things deeply and look for purpose in life GOLD—believe in rules and organization and are detail oriented GREEN—value intelligence and can be oblivious to other people’s feelings ORANGE—value freedom, fun and spontenaity

8. Sample DI Based on Colors BlueOrangeGoldGreen What are your initial feelings about incorporating differentiated instruction into your lessons? What skills do you already possess that will make incorporating differentiated instruction a positive experience? How do you think the organization of your lessons will have to change to incorporate differentiated instruction? What new understandings would you want to develop before incorporating differentiated instruction into your classes?

9. Sample DI Based on Sternberg’s Intelligences 1.Pick a column. 2.Write Silently. 3.Be ready to share when the time is called. Write a definition of what it means to factor – include a description of the process and include an example to illustrate. Write a letter to a friend, explaining what it means to factor a GCF from a polynomial Develop a metaphor, analogy, or visual symbol you think represents and clarifies the process of factoring a GCF from a polynomial.

10. A RAFT is …an engaging high-level strategy that encourages writing across the curriculum …a way to encourage students to… – Assume a role – Consider their audience – Examine a topic from a relevant perspective – Write in a particular format All of the above can serve as motivators by giving students choice, appealing to their interests, and learning profiles, and adapting to student readiness levels.

11. Raft Planning Sheet Know: (facts, vocab.) [Use these in Role or Audience] Understand: (statement) [Use this in topic] Do: (verb) [This might be the guide for the format] RoleAudienceFormatTopic

12. RAFT assignments Definition: RAFT is an acronym for Role, Audience, Format, Topic. Various creative options are presented in chart format to allow students many inventive ways to write about what they know. For example: ROLEAUDIENCEFORMATTOPIC Abraham Lincoln Dear Abby Advice Column Problems with his generals Chemist Chemical company InstructionsCombinations to avoid Wheat Thin Other Wheat Thins Travel Guide Journey through the digestive system PlantSun Thank-you note Sun's role in plant's growth Square RootWhole NumberLove letterExplain relationship

13. Sample Raft

14. Tiered Assignments In a differentiated classroom, a teacher uses varied levels of tasks to ensure that students explore ideas and use skills at a level that builds on their prior knowledge and prompts continued growth. While students work at varied degrees of difficulty on their tasks, they all explore the essential ideas and work at high levels of thought. Assessment-based tiering allows students to work in their “Zone of Proximal Development” or in a state of moderate change.

15. Think-Tac-Toe This is a type of learning contract or anchor activity designed to give students control over when to work, give them a choice about presentation options, and can be tiered so that challenge levels of problems, texts, or skills practiced are suitable for each student. They are laid out like a tic-tac-toe board and students must complete three tasks in a row, diagonally, vertically, or horizontally.

16. Quadratics Think-Tac-Toe (Math) Find 3 parabolas in the world around us (newspaper, magazine, website, photograph). Make a flowchart / poster explaining the different ways to factor. Write a narrative that explains the steps of solving a quadratic equation by graphing (Must contain a minimum of 2 paragraphs). Write a short story or cartoon strip about one way to solve a quadratic equation (square roots, graphing, factoring.) Present a step-by-step approach to solving quadratics using the quadratic formula. Write a set of instructions to explain to someone how to solve a quadratic equation (be sure to address 3 different methods). Create an acrostic or poem that helps you remember how to solve quadratic equations by factoring. Give a definition of each method of solving quadratics in your own words and give an example of each. Write a letter to an underclassman explaining how to solve quadratic equations using square roots.

17. character Create a pair of collages that compares you and a character from the book. Compare and contrast physical and personality traits. Label your collages so viewers understand what you are 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. setting 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 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’ lives. Make 2 timelines. The first should illustrate and describe at least 6-8 shifts in settings in the book. The second should explain and illustrate how the mood changes with the change in setting. theme Using books of proverbs and or 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 novel to find out what lessons he/she thinks we should learn from events in the book. Use a Parade Magazine (or other suitable interview article) 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 Think-Tac-Toe (English): 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.

18. Develop a flow chart for the correct steps used in the identification of minerals. Write a poem/rap or song that explains the characteristics a material must meet to be classified as a mineral. The song must have a title and at least 5 verses. On the front and back of an index card, explain how minerals are used in your favorite activity (e.g. football, dance, karate, etc.) Must use at least 100 words. On the front and back of an index card, explain how minerals are used in your favorite activity (e.g. football, dance, karate, etc.) Must use at least 100 words Create a Wordle for one of the minerals listed below. The Wordle should include the name of the mineral, 7 items that you use or see daily which contain the mineral and 4 of the minerals properties (one property must be hardness). Write a song or poem to describe the steps of mineral identification. The song must have a title and at least 2 verses. Write a song, rap, or poem that teaches the rest of the class about at least 5 of the physical properties of minerals. The song must have a title and at least 5 verses. Write a narrative that explains the steps of mineral identification to someone who has missed earth science class. Must contain a minimum of 2 paragraphs Using the five characteristics required to be classified as a mineral, make a collage showing minerals vs not mineral. Minerals Think-Tac-Toe Project Guide (Science)

19. Menus A menu can be an anchor activity, learning contract, or review activity, as well as a culminating activity. This strategy allows students a CHOICE of “appetizers, side items, or desserts” from a menu of activities. Each student MUST complete entrée, which is the meat and potatoes of the project, so each student deals with the objectives/basic information and then has a choice of other activities to complete a “meal.”

20. Main Dish (Complete all)  Draw a picture illustrating how energy changes from one form to another. Needs to be at least four changes within the cycle.  Create a Venn diagram that compares and contrasts kinetic and potential energy  Write a letter to the government describing how it is important to conserve the energy that we have as you now know that energy cannot be created nor destroyed. DUE: Side Dish (Select two of the four to complete)  Write a creative story about a child on a rollercoaster. Include where potential and kinetic energy are changing in the rollercoaster ride and how the child is affected by the changes.  Pretend you are a melting popsicle and discuss how your molecules are being affected by the change in kinetic energy.  Draw an illustration of how the molecules change from steam back into an ice cube.  Research online a graph that represents global warming on the polar ice caps. DUE: Dessert (Select one of the following)  Draw a cartoon of a melting snowman and discuss his molecules changing due to kinetic energy.  Draw a cartoon of a bird watching a rollercoaster go up and down and its reaction to the people screaming at various stages of the ride.  Draw an illustration of a piece of bread and how it has gone through six of the forms of energy. DUE: Forms of Energy Menu Planner Due: All items in the main dish and the specified number of side dishes must be completed by the due date. You may select among the side dishes as indicated, and you may decide to do some of the dessert items as well.