Coaching for Differentiation

Coaching for Differentiation
By Lori Comallie-Caplan

Yuezheng, in fourth century B.C. Chinese treatise, Xue Ji
The success of education depends on adapting teaching to individual differences among learners. Yuezheng, in fourth century B.C. Chinese treatise, Xue Ji (Snow, 1982)

Differentiation Is a teacher’s response to learner’s needs
Guided by general principles of differentiation Respectful tasks Flexible grouping Continual assessment Teachers can differentiate through Building Community Quality Curriculum Content Product Affect/Environment Process According to students’ Readiness Interest Learning Profile Through a variety of instructional strategies such as: Choice Menus, Anchor Activities, Cubing, RAFTS, 6 Thinking Hats, Structured Academic Controversy, The profiler, Tri-minder, etc

to Differentiate Content
Ways to Differentiate Content Reading Partners / Reading Buddies Read/Summarize Read/Question/Answer Visual Organizer/Summarizer Parallel Reading with Teacher Prompt Choral Reading/Antiphonal Reading Flip Books Split Journals (Double Entry – Triple Entry) Books on Tape Highlights on Tape Digests/ “Cliff Notes” Notetaking Organizers Varied Texts Varied Supplementary Materials Highlighted Texts Think-Pair-Share/Preview-Midview-Postview Tomlinson – ‘00

TO DIFFERENTIATE PROCESS
WAYS TO DIFFERENTIATE PROCESS Fun & Games RAFTs Cubing, Think Dots Choices (Intelligences) Centers Tiered lessons Contracts

to Differentiate Product
Ways to Differentiate Product Choices based on readiness, interest, and learning profile Clear expectations Timelines Agreements Product Guides Rubrics Evaluation

A Differentiated Classroom in Balance
Teacher-Student Partnerships F L E X I B Solid Curriculum Shared Vision Shared goals Inviting Shared responsibility Focused Concept- based A Growth Orientation Product Oriented Sense Of Community Resource On-going assessment to determine need Feedback and grading Time Groups Respect For Group ZPD Target Approaches to teaching and learning Safe Respect for individual Affirming Shared Challenge Tomlinson-oo

Differentiation is responsive teaching rather than one-size-fits-all teaching.

“It means teachers proactively plan varied approaches to what students need to learn, how they will learn it, and/or how they will show what they have learned in order to increase the likelihood that each student will learn as much as he or she can, as efficiently as possible.”

What is differentiation?
Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning. -Tomlinson (2001) Show overhead 7-if time

“Differentiation is making sure that the right students get the right learning tasks at the right time. Once you have a sense of what each student holds as ‘given’ or ‘known’ and what he or she needs in order to learn, differentiation is no longer an option; it is an obvious response.” Assessment as Learning: Using Classroom Assessment to Maximize Student Learning Lorna M. Earl Corwin Press, Inc. – 2003 – pp

“It’s a way of thinking about the classroom with the goals of honoring each student’s learning needs and maximizing each student’s learning capacity while developing a solid community of learners.”

Differentiation doesn’t suggest that a teacher can be all things to all individuals all the time. It does, however, mandate that a teacher create a reasonable range of approaches to learning much of the time, so that most students find learning a fit much of the time.

differentiating instruction means “shaking up” what
At its most basic level, differentiating instruction means “shaking up” what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.

Not just inclusion, but inclusive teaching.
It’s teaching so that “typical” students; students with disabilities; students who are gifted; and students from a range of cultural, ethnic, and language groups can learn together, well. Not just inclusion, but inclusive teaching. Based on Peterson, J., & Hitte, M. (2003). Inclusive teaching: Creating effective schools for all learners. Boston: Allyn & Bacon, p. xix.

Differentiating Instruction: Rules of Thumb
Be clear on the key concepts and generalizations or principles that give meaning and structure to the topic, chapter, unit, or lesson you are planning. Lessons for all students should emphasize critical thinking. Lessons for all students should be engaging. In a diffentiated classroom, there should be a balance between student-selected and teacher-assigned tasks and working arrangements.

It Begins with Good Instruction
Lynn Erickson: We know from brain research that students need to see patterns and connections, and any learner is looking at information and trying to pattern and sort it into what they already have in their brains as far as past experience, past learnings. And if they have no way to make sense of this massive amount of information that's coming at them, then they tend to get confused. We also know that they tend to forget a lot of what they have learned. It just becomes "traipsing over trivia" because it doesn't make much sense to them. So, moving to a conceptual level for the structure of that information is going to be beneficial to students.

Planning a Focused Curriculum Means Clarity About What Students Should …
KNOW Facts Vocabulary Definitions UNDERSTAND Principles/ generalizations Big ideas of the discipline BE ABLE TO DO Processes Skills

KNOW Facts, names, dates, places, information
There are 50 states in the US Thomas Jefferson 1492 The Continental Divide The multiplication tables

UNDERSTAND Essential truths that give meaning to the topic
Stated as a full sentence Begin with, “I want students to understand THAT…” (not HOW… or WHY… or WHAT) Multiplication is another way to do addition. People migrate to meet basic needs. All cultures contain the same elements. Entropy and enthalpy are competing forces in the natural world. Voice reflects the author.

Understanding Understanding is more a matter of what people can DO than something they HAVE. Understanding involves action more than possession. D.N. Perkins, Educational Leadership, 10/91

BE ABLE TO DO Skills (basic skills, skills of the discipline, skills of independence, social skills, skills of production) Verbs or phrases (not the whole activity) Analyze Solve a problem to find perimeter Write a well supported argument Evaluate work according to specific criteria Contribute to the success of a group or team Use graphics to represent data appropriately

“There is no such thing as genuine knowledge and fruitful understanding except as the offspring of doing… This is the lesson which all education has to learn.” --John Dewey

KNOW (facts, vocabulary, dates, rules, people, etc.)
ecosystem, elements of culture (housing/shelter, customs, values, geography) UNDERSTAND (complete sentence, statement of truth or insight - want students to understand that . . .) DO (basic skills, thinking skills, social skills, skills of the discipline, planning skills---verbs) Compare and contrast Draw conclusions Work collaboratively Develop a timeline Use maps as data Compare and contrast Write a unified paragraph Examine varied perspectives Tomlinson • 02

Differentiated Classroom
Ongoing Assessment: The Key to A Differentiated Classroom

“Assessment is today’s means of
understanding how to modify tomorrow’s instruction.” Carol Tomlinson

WHAT CAN BE ASSESSED? READINESS LEARNING PROFILE INTEREST Content
Areas of Strength and Weakness Work Preferences Self Awareness Interest Surveys Interest Centers Self-Selection Content Knowledge Skills Concepts

“Assessment should always have
more to do with helping students grow than with cataloging their mistakes.” Carol Tomlinson

When Do You Assess? Most teachers assess students at the
end of an instructional unit or sequence. When assessment and instruction are interwoven, both the students and the teacher benefit. The next slide suggests a diagnostic continuum for ongoing assessment.

On-going Assessment: A Diagnostic Continuum
Preassessment (Finding Out) Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making sure)

On-going Assessment: A Diagnostic Continuum
Feedback and Goal Setting Preassessment (Finding Out) Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making sure) Pre-test Graphing for Greatness Inventory KWL Checklist Observation Self-evaluation Questioning Conference Exit Card Peer evaluation Portfolio Check 3-minute pause Quiz Observation Journal Entry Talkaround Self-evaluation Questioning Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review

Preassessment Is... Any method, strategy or process used to determine a student’s current level of readiness or interest in order to plan for appropriate instruction. Preassessment: provides data that can determine options for students to to take in information, construct meaning, and to demonstrate understanding of new information helps teachers anticipate differences before planning challenging and respectful learning experiences allows teachers to meet students where they are

Formative Assessment Is...
A process of accumulating information about a student’s progress to help make instructional decisions that will improve his/her understandings and achievement levels. Formative Assessment: depicts student’s life as a learner used to make instructional adjustments alerts the teacher about student misconceptions “early warning signal” allows students to build on previous experiences provides regular feedback provides evidence of progress aligns with instructional/curricular outcomes

Summative Assessment Is...
A means to determine a student’s mastery and understanding of information, skills, concepts, or processes. Summative Assessment: should reflect formative assessments that precede it should match material taught may determine student’s exit achievement may be tied to a final decision, grade or report should align with instructional/curricular outcomes may be a form of alternative assessment

GET TO KNOW YOUR KIDS

Student Traits There are four student traits that teachers must often address to ensure effective and efficient learning. Those are readiness, interest, learning profile, and affect.

Student Traits Tomlinson, 2003
Readiness refers to a student’s knowledge, understanding, and skill related to a particular sequence of learning. Only when a student works at a level of difficulty that is both challenging and attainable for that student does learning take place. Tomlinson, 2003

Interest refers to those topics or pursuits that evoke curiosity and passion in a learner. Thus, highly effective teachers attend both to developing interests and as yet undiscovered interests in their students. Tomlinson, 2003

Learning profile refers to how students learn best. Those include learning style, intelligence preference, culture and gender. If classrooms can offer and support different modes of learning, it is likely that more students will learn effectively and efficiently. Tomlinson, 2003

Affect has to do with how students feel about themselves, their work, and the classroom as a whole. Student affect is the gateway to helping each student become more fully engaged and successful in learning. Tomlinson, 2003

Learner Profile Card Gender Stripe Auditory, Visual, Kinesthetic
Analytical, Creative, Practical Student’s Interests Multiple Intelligence Preference Favorite Subject NOTE: Put the student’s name on the back of the card so decisions can initially be made without knowing the particular student.

Intelligence Preference
Human brains are “wired” differently in different individuals. Although all normally functioning people use all parts of their brains, each of us is “wired” to be better in some areas than in others (Gardner, Sternberg). Differentiation based on a student’s intelligence preference generally suggests allowing the student to work in a preferred mode to develop that capacity further. Sometimes teachers also ask students to extend their preferred modes of working, or they opt to use a student’s preferred areas to support growth in less comfortable areas.

Sternberg’s Three Intelligences
Creative Analytical Practical We all have some of each of these intelligences, but are usually stronger in one or two areas than in others. We should strive to develop as fully each of these intelligences in students… …but also recognize where students’ strengths lie and teach through those intelligences as often as possible, particularly when introducing new ideas.

Using Anchor(ing) Activities

Anchor Activities A task to which a student automatically moves
when an assigned task is finished, TRAITS OF EFFECTIVE ANCHOR ACTIVITIES: Important—related to key knowledge, understanding, and skill, Interesting—appeals to student curiosity, interest, learning preference, Allow Choice—students can select from a range of options Clear Routines and Expectations—students know what they are to do, how to do it, how to keep records, etc. Seldom Graded—teachers should examine the work as they move around the room. Students may turn in work for feedback. Students may get a grade for working effectively, but seldom for the work itself. The motivation is interest and/or improved achievement.

RAPID ROBIN The “Dreaded Early Finisher”

“I’m Not Finished” Freddie
“It takes him an hour-and-a-half to watch 60 Minutes.”

One premise in a differentiated classroom:
“ In this class we are never finished--- Learning is a process that never ends.”

Anchor Activities Anchor activities are ongoing assignments that students can work on independently throughout a unit of study or longer.

The Purpose of an Anchor Activity is to:
Provide meaningful work for students when they finish an assignment or project, when they first enter the class or when they are “stumped”. Provide ongoing tasks that tie to the content and instruction. Free up the classroom teacher to work with other groups of students or individuals.

Using Anchor Activities to Create Groups
1 Teach the whole class to work independently and quietly on the anchor activity. 2 Flip-Flop Half the class works on anchor activity. Other half works on a different activity. 3 1/3 works with teacher---direct instruction. 1/3 works on anchor activity. 1/3 works on a different activity.

ANCHOR ACTIVITIES Can be: used in any subject whole class assignments
small group or individual assignments tiered to meet the needs of different readiness levels Interdisciplinary for use across content areas or teams

ANCHOR ACTIVITIES Work best:
when expectations are clear and the tasks are taught and practiced prior to use. when students are held accountable for on task behavior and/or task completion.

Planning for Anchor Activities
Subject/Content Area: Name and description of anchor activity: How will activity be introduced to students? How will the activity be managed and monitored? - Points - Percentage of Final Grade - Rubric - Portfolio Check - Checklist - Teacher/Student Conference - Random Check - Peer Review - On Task Behaviors - Other _______________

Some Anchor Activities
“Brain Busters” Learning Packets Activity Box Learning/Interest Centers Vocabulary Work Accelerated Reader Investigations MSPAP or CRT Practice Activities Magazine Articles with Generic Questions or Activities Listening Stations Research Questions or Projects Commercial Kits and Materials Journals or Learning Logs Silent Reading (Content Related?)

Examples of Possible Anchor Activities
Skills practice at the computer Reading from supplementary material Completing math applications Working on final products Free reading Journal writing Analyzing cases (or writing them) Vocabulary extension Learning about the people behind ideas Learning about key ideas at work in the world Independent Studies Orbitals Current events reading Designing or completing “virtual” science experiments Developing or completing relevant organizers An idea for an improvement, invention, innovation ETC. Generally, homework is not an acceptable anchor activity—and anchor activities are typically completed individually.

Beginning Anchor Activities…
Teach one key anchor activity to the whole class very carefully. Later, it can serve as a point of departure for other anchors. Explain the rationale. Let students know you intend the activities to be helpful and/or interesting to them. Help them understand why it’s important for them to work productively. Make sure directions are clear and accessible, materials readily available, and working conditions support success. Think about starting with one or two anchor options and expanding the options as students become proficient with the first ones. Monitor student effectiveness with anchors and analyze the way they are working with your students. Encourage your students to propose anchor options. Remember that anchor activities need to stem from and be part of building a positive community of learners.

Directions: Complete the chart to show what you know about ________________ Write as much as you can. Description Description of the Strategy Steps in Developing It Useful For Place to Use It in the Curriculum Tomlinson - 02

Choice Menu’s

CHOICE Menus Learning menus outline a variety of instructional options targeted toward important learning goals. Students are able to select the choices which most appeal to them. The teacher directs the menu process, but the student is given control over his/her choice of options, order of completion, etc.

Kinds of Menus 􀁺 MENU: Main Dishes, Side Dishes, and Desserts (for younger learners). 􀁺 THINK TAC TOE: Complete a row, column or diagonal line of activities. All three options can be differentiated according to interest, learning profile, or readiness (see enclosed examples).

Appetizers Main Course Microorganism Menu Soups/Salads Desserts
Something I can always be working on. These are assignments that will reinforce concepts. Vocabulary Words/Definitions Word Searches Idea Maps Matching Worksheets Label the Microorganism/Cell Main Course Required These labs must be completed and turned in for credit. Enormous E Focus on Scopes Pond Water Culture Your Choice Chapter 8 Test Microorganism Menu Name: Class: Appetizers: Can always work on Soups/Salads: Homework Main Course: Required Desserts: Challenges Soups/Salads Homework Assignments All homework must be completed and turned in for a grade. Transparency #13 Transparency #16 Study Guide 8.1 Study Guide 8.2 Study Guide 8.3 Desserts Things I can do to challenge myself. These are not required unless you have been given specific instructions. Movie Notes Make a Slide Guess the Disease Write a Letter Microbe Mysteries Created by Meri-Lyn Stark Elementary Science Coordinator Park City School District

Diner Menu – Photosynthesis
Appetizer (Everyone Shares) Write the chemical equation for photosynthesis. Entrée (Select One) Draw a picture that shows what happens during photosynthesis. Write two paragraphs about what happens during photosynthesis. Create a rap that explains what happens during photosynthesis. Side Dishes (Select at Least Two) Define respiration, in writing. Compare photosynthesis to respiration using a Venn Diagram. Write a journal entry from the point of view of a green plant. With a partner, create and perform a skit that shows the differences between photosynthesis and respiration. Dessert (Optional) Create a test to assess the teacher’s knowledge of photosynthesis.

Application or Evaluation Knowledge or Analysis
Comprehension Application Analysis Synthesis Evaluation Comprehension or Evaluation Application or Evaluation Knowledge or Analysis

Application or Evaluation Knowledge or Analysis
list, define, tell, describe, identify, show, label, collect, examine, quote, name, who, when, where Comprehension summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, discuss, extend Application apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, Analysis analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer Synthesis combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite Evaluation assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare Comprehension or Evaluation Application or Evaluation Knowledge or Analysis

THINK-TAC-TOE Book Report Draw a picture of the main character.
Perform a play that shows the conclusion of a story. Write a song about one of the main events. Write a poem about two main events in the story. Make a poster that shows the order of events in the story. Dress up as your favorite character and perform a speech telling who you are. Create a Venn diagram comparing and contrasting the introduction to the closing. Write two paragraphs about the main character. Write two paragraphs about the setting.

Cubing Activities

What is Cubing Cubing is an instructional strategy that asks students to consider a concept from a variety of different perspectives. The cubes are six-sided figures that have a different activity on each side of the cube. A student rolls the cube and does the activity that comes up.

Cubing Connect It Describe It Look at the subject closely (perhaps with your senses in mind). Compare It What is it similar to? What is it different from? Associate It What does it make you think of? What comes to your mind when you think of it? Perhaps people? Places? Things? Feelings? Let your mind go and see what feelings you have for the subject. Analyze It Tell how it is made. If you can’t really know, use your imagination. Apply It Tell what you can do with it. How can it be used? Argue for It or Against It Take a stand. Use any kind of reasoning you want—logical, silly, anywhere in between. Illustrate It Change It Evaluate It Solve It Rearrange It Question It Satirize It Cartoon It

Example diagram sketch question timeline storyboard explain

Creating a Cubing Exercise
Compare one of the story characters to yourself. How are you alike and how are you different? Start by deciding which part of your unit lends itself to optional activities. Decide which concepts in this unit can you create a cube for. Is it possible for you to make 3 cubes for 3 different interests, levels, or topics? First Step: (use one of the cubes) Write 6 questions that ask for information on the selected unit. Use your 6 levels of Bloom, intelligence levels, or any of the cubing statements to design questions. Make questions that use these levels that probe the specifics of your unit. Keep one question opinion based-no right or wrong. Second Step: (use other cubes) Use the first cube as your “average” cube, create 2 more using one as a lower level and one as a higher level. Remember all cubes need to cover the same type of questions, just geared to the level, don’t water down or make too busy! Label your cubes so you know which level of readiness you are addressing. Hand your partner the cubes and ask if they can tell high, medium, or low. If they can’t tell, adjust slightly. Third Step: Always remember to have an easy problem on each cube and a hard one regardless the levels. Color code the cubes for easy identification and also if students change cubes for questions. Decide on the rules: Will the students be asked to do all 6 sides? Roll and do any 4 sides? Do any two questions on each of the 3 cubes? Places to get questions: Old quizzes, worksheets, textbook-study problems, students generated.

Ideas for Kinesthetic Cube
Arrange _________into a 3-D collage to show_________ Make a body sculpture to show__________________ Create a dance to show_______________________ Do a mime to help us understand_________________ Present an interior monologue with dramatic movement that________________________ Build/construct a representation of________________ Make a living mobile that shows and balances the elements of __________________ Create authentic sound effects to accompany a reading of ________________ Show the principle of _____________with a rhythm pattern you create. Explain to us how that works.

Ideas for Cubing in Math…
Describe how you would solve_____________ Analyze how this problem helps us use mathematical thinking and problem solving. Compare this problem to one on p._____ Contrast it too. Demonstrate how a professional (or just a regular person) could apply this kind of problem to their work or life. Change one or more numbers (elements, signs) in the problem. Give a rule for what that change does. Create an interesting and challenging word problem from the number problem. (Show us how to solve it too) Diagram or Illustrate the solution to the problem. Interpret the visual so we understand.

Cubing Fractions Each student at a table rolls two dice a designated number of times. The 1st dice/cube tells students what to do with a fraction. Order/compare all the fractions from the smallest number to the largest. Add 2 rolled fractions together. Subtract 2 rolled fractions. Divide 2 rolled fractions. Multiply 2 rolled fractions. Model 2 rolled fractions using circles or bars of paper. The 2nd cube/dice contains the fraction which can vary in complexity based on student number readiness. Lynne Beauprey, Illinois

The Cube First graders have been studying weather. They visit the Review Center at various times throughout the week as a way to review what they have learned about weather. Draw it Associate it Divide your paper into 4 sections. Choose one type of weather. Label each section with a season and Create a web with this weather in the draw what the playground might look like. Center. Write words in the bubble connecting to the center that describe Compare it how you feel when you see it. Choose 2 seasons. Use a Venn diagram to compare them. Describe it Work with a partner. Draw a card from the jar. Explain it Describe the weather type on the card Talk with a partner about your favorite so your partner can guess. type of weather. Analyze it Read a book about rain. Talk about why we need rain. Jessica Ramsey/2004 Adapted slightly from:

Third Grade Unit: Cubing Example
Adapted by Joy Peters, Nebraska Compare your favorite picture in the story to a similar activity in your life. You may use words and/or pictures. Describe your favorite picture in the Story Family Pictures. Tell why you picked that one. List words that describe your feelings about the Mexican as you look at each picture in the story. Using a Venn Diagram, chart your favorite things and compare them to the favorite things you found in the story. Find common areas that you and the story share. Justify why it is important to meet people who speak a different language and have a different culture. Analyze the favorite things in the story by understanding why these might be traditions in the culture. If you were a researcher asked about the important things in the Mexican culture, what would you say? Red Cube Using Family Pictures by Carmen Lomas Garza

Orange Cube Third Grade Unit: Cubing Example
Adapted by Joy Peters, Nebraska Compare, using the compare and contrast graphic organizer and look at areas of food, shelter, traditions, family life, and recreational activities. Describe the Mexican culture using at least three sentences with three describing words in each sentence. Choreograph a dance or mime to represent the three main ideas that you learned about the Mexican culture. Find and critique another story at the reading center. Compare it to Family Pictures and discuss what elements you liked and did not like of either story. Pretend that you are a child from Mexico. Tell me about your day. What would your chores be? What would you eat? How would you spend your free time? Tell me why? Create your own family album by drawing at least five special activities your family shares. Orange Cube

Cubing with Charlotte’s Web
Basic Cube Draw Charlotte as you think she looks. Use a Venn diagram and compare Charlotte and Fern. Use a comic strip to tell what happened in this chapter. Shut your eyes and describe the barn. Jot down your ideas. Predict what will happen in the next chapter using symbols. In your opinion, why is Charlotte a good friend? Abstract Cube Use a graphics program on the computer and create a character web for Wilbur. Use symbols on a Venn diagram to compare Wilbur and Charlotte. Draw the farm and label the items, people, and buildings. Use a storyboard to show the progress of the plot to this point. What is the message that you think the writer wants people to remember? Draw a symbol that illustrates your ideas. When you think of the title, do you agree or disagree that it is a good choice? Why or why not?

ThinkDots An Instructional Strategy for Differentiation by
Readiness, Interest or Learning Style Kay Brimijoin, 1999

ThinkDOTs After a conceptual unit has been presented and students are familiar with the ideas and associated skills, “Think DOTS” is an excellent activity for students to construct meaning for themselves about the concept they are studying. The instructor first defines readiness levels, interests or learning styles in the class, using on-going assessment. Each student is given a set of activity cards on a ring, a die, and an activity sheet. Each student rolls the die and completes the activity on the card that corresponds to the dots thrown on the die. Each student then completes the activity on the activity sheet. Materials: 1. 8 ½ x 11 inch paper 2. Hole punch 3. Metal or plastic rings 4. Dice 5. Scissors 6. Markers or dots 7. Laminating materials

ThinkDOTs pg. 2 Construction:
1. For each readiness level, six activities should be created. 2. On an 8 ½ x 11 inch page divided into six sections (this can be done easily on the computer by creating a 2 x 3 cell table and saving it as a template), the activities should be written or typed in each section. 3. On the back of each page, dots corresponding to the dots on the faces of a die should be either drawn or affixed (you can use Avery adhesive dots) on each of the six sections of the page. 4. The pages should be laminated for durability. 5. Then each page should be cut into the six sections. 6. Use a hole punch to make holes in one corner or in the top of each activity card. 7. Use a metal or plastic ring to hold each set of six cards together (you can get 100 metal rings from Office Suppliers in Roanoke for $9.00) 8. Create an Activity Sheet to correspond to the lesson for easy recording and management.

ThinkDOTs pg. 3 Suggestions:
1. Use colored paper and/or colored dots to indicate different readiness levels, interests or learning styles. 2. Have students work in pairs. 3. Let students choose which activities – for example: roll the die and choose any three; create complex activities and have students choose just one to work on over a number of days. 4. After students have worked on activity cards individually, have them come together in groups by levels, interest or learning style to synthesize

ThinkDOTs pg. 4 Application:
1. Use “ThinkDOTS” to lead students into deeper exploration of a concept. 2. Use “ThinkDOTS” for review before assessment. 3. Use “ThinkDOTS” as an assessment.

Think Dots: Grade 2 Math What students should know
Count by fives Count up to sixty Tell time to the half hour 4 quarters is equal $1.00 3 fives makes fifteen There is quarter after and a quarter till Clock is divided into 4 parts and is similar to 4 quarters equaling $1.00 What students should understand Time helps people plan their lives better. Time helps people communicate. What students should be able to do Tell time to the quarter hour

Think Dots: Grade 2 Math ● ●● ●●● ●● ●● ●● ● ●●● ●●●
Students will tell and write time to the quarter hour, using analog and digital clock. Think Dots Version 1: Time ● How many fives are in the number 60? ●● If it is 5:15pm, how many minutes after 5 is it? ●●● How many minutes are in quarter after 2:00? ●● ●● A soccer player has practice at 6:00pm. Draw what the clock face would look like if soccer practice were an hour and fifteen minutes. ●● ● How many minutes are in quarter till 3:00? ●●● ●●● Create an interesting word problem using the times 4:00pm and 5:15pm. The Think Dots could be used the following ways: Anchor Activity, Pre-assessment, Review, Post-assessment Dawn LoCassale

Think Dots: Grade 2 Math ● ●● ●●● ●● ●● ●● ● ●●● ●●●
Students will tell and write time to the quarter hour, using analog and digital clock. Think Dots Version 2: Time ● Explain the similarities between quarter till and quarter after. ●● It is 4:15pm and dinner starts at 6:00pm. How many minutes until dinner? ●●● Explain the difference between 5:15 and 5:45. ●● ●● It’s 3:15 in Egypt. What do you think the people of Egypt are doing? ●● ● Create a word problem using the times 9:00pm and 7:00am. ●●● ●●● Explain the difference between 12:00am and 12:00pm. The Think Dots could be used the following ways: Anchor Activity, Pre-assessment, Review, Post-assessment Dawn LoCassale

“Generic” ThinkDOTS for High School Literature – Concept : Prejudice
Discuss how prejudice and discrimination are not only harmful to the victim, but also to those who practice them. Scapegoating Imagine a group of people that could be scapegoats. List and describe stereotypes of this group and the treatments they received because of them. Articles Read the article. What could be reasons for the persecution? How can you justify and minds of those responsible? Photography Photographs tell stories. Write a caption for the photo and explain why you chose it. Genetics Certain characteristics are blamed on genetics. Do genetics impact the characteristics of your group? Explain the reasoning behind your answer. Use your science knowledge. Stereotypes Your group was persecuted. Identify a group who has been persecuted in more recent years. Compare the two and give reasons why.

Prejudice Is it possible to grow to adulthood without harboring some prejudice? Why or why not? Scapegoating What is scapegoating? Explore the word’s etymology and hypothesize about its present day meaning. How was your group scapegoated? Articles Read the article. What is genocide? Did the people in your article face genocide? Why? Photography Look at the clothing, hair, setting, body language, and objects to help determine social, economic, country of origin and so on. Can you see the emotions in the people? How? Do you think they are related? Genetics Do genetics cause brown hair? How? List one way genetics affects your group (in your opinion). If genetics don’t affect your group explain why. Stereotypes Identify stereotypes your group faced. Pick a clique in the school and discuss the traits of that group. Are they stereotyped?

Discuss the following statement: “Genocide can never be eliminated because it is deeply rooted in human nature.” Do you agree or disagree? Provide evidence from your readings for your position. Scapegoating Identify and discuss the scapegoating that took place in your group. Compare the scapegoating of your group to that of a present day group. Articles Read the article. If you were the person behind the persecution and were asked why you did what you did, what would you say? Photography Compare two photographs taken of similar events. What are the similarities and differences? What might be the significance of these similarities and differences? Genetic Did genetics have an impact on the Aryan race? Why? Does it in the group you are studying? Why? Stereotypes Name a group you stereotype and discuss those traits that you stereotype. What were the stereotypes your group had?

R A F T RAFT Doug Buehl cited in: Teaching Reading in the Content Areas: If Not Me Then Who BillMeyer & Martin, 1998

The ROLE of writer, speaker, artist, historian, etc.
R A F T ING HELPS A STUDENT UNDERSTAND: The ROLE of writer, speaker, artist, historian, etc. An AUDIENCE of fellow writers, students, citizens, characters, etc. How to produce a written, spoken, drawn, acted, etc. FORMAT A deeper level of content within the TOPIC studied.

RAFT RAFT is an acronym that stands for
Role of the writer. What is the writer’s role: reporter, observer, eyewitness? Audience. Who will be reading this writing: the teacher, other students, a parent, people in the community, an editor? Format. What is the best way to present this writing: in a letter, an article, a report, a poem? Topic. Who or what is the subject of this writing: a famous mathematician, a prehistoric cave dweller, a reaction to a specific event?

RAFT Activities Role Audience Format Topic Gingerbread Man Our Class
Oral Response I never should have listened to the fox Squanto Other Native Americans Pictographs I can help the inept settlers Band Member Other Band Members Demo Tape Here’s how it goes Monet Van Gogh Letter I wish you’d shed more light on the subject Water Vapor Water A Love Letter You make me so hot Battery Loose Wire A Newspaper Article Man has shocking experience Multiplication Fact Division Fact Invitation to a Family Reunion Here’s how we’re related

RAFT Activities Role Audience Format Topic Semicolon Middle Schoolers
Diary entry I Wish You Really Understood Where I Belong N.Y.Times public Op Ed piece How our Language Defines Who We Are Huck Finn Tom Sawyer Note hidden in a tree knot A Few Things You Should Know Rain Drop Future Droplets Advice Column The Beauty of Cycles Lung Owner Owner’s Guide To Maximize Product Life Rain Forest John Q. Citizen Paste Up “Ransom” Note Before It’s Too Late Reporter Public Obituary Hitler is Dead Martin Luther King TV audience of 2010 Speech The Dream Revisited Thomas Jefferson Current Residents of Virginia Full page Newspaper Ad If I Could Talk to You Now Fractions Whole Numbers Petition To Be Considered A Part of the Family A word problem Students in your class Set of Directions How to Get to Know Me Language Arts & Literature Science History Math Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who? Billmeyer and Martin, 1998

Grade 6 Social Studies RAFT
Students will Know: Names and roles of groups in the feudal class system. Understand: Roles in the feudal system were interdependent. A person’s role in the feudal system will shape his/her perspective on events. Be Able to Do: Research See events through varied perspectives Share research & perspectives with peers

Feudal System Raft cont’d
Role Audience Format Topic King The Subjects Proclamation Read My Lips, New Taxes Knight Squire Job Description Chivalry, Is it for You? Lord Contract Let’s Make a Deal Serf Animals Lament Poem My So Called Life Monk Masses Illuminated Manuscript Do As I Say, Not As I Do Lady Pages Song ABC, 123 Following the RAFT activity, students will share their research and perspectives in mixed role groups of approximately five. Groups will have a “discussion agenda” to guide their conversation Kathryn Seaman

Self Portrait RAFT High School Art
Students will Know: Characteristics of self portrait Appropriate use of artistic materials Principles of Design Definition of artistic expression Understand: Each artist has a personal style Personal style reflects the individual’s culture, time, and personal experiences. Use of materials and style are related Be Able to Do: Analyze an artist’s personal style and use of materials Create a facsimile of an artist’s personal style and use of materials

Self Portrait RAFT Role Audience Format Topic Norman Rockwell Masses
Illustration What You See is What You Get Van Gogh Self Oil Painting Can I Find Myself In Here? Andy Warhol Someone you want to know the true you Photograph Now you see Me, Now you Don’t Rueben Props Make the Person Goya School Charcoal On the Side, but Central

Technology Safety R.A.F.T.
Directions: • Select one of the following prompts, The “Role” is the character you will become, and from those perspective that you will write. The “Audience” is to whom that character will be writing. The “Format” is the form in which the opinion will be expressed. The “Topic” is just that -- your topic! “Points of Discussion” are those things that you should be sure to include in your project. • All products must ...1) Include all necessary “Points of Discussion,” 2) Use a combination of words and pictures, Communicate the topic clearly and forcefully, and 4) Be of Professional quality - fit for publication for next year’s class. Role Audience Format Topic Points of Discussion Middle School “Tech-thletes” Instructional Playbook A Computer who “works” in the Tech Lab Power Point Presentation Middle school Students Double-page Magazine spread “Here’s what’s ‘IN’ in Technology-Education Fashion Teen magazine’s Fashion Editor Eye wear; ear-wear; long hair; baggy clothes; jewelry; long sleeves “Instant Replay Out-takes: Fouls in the Technology Lab” Running: horseplay; injuries; anchor activities; Referee “Wanted: Students Caught In the Act of Breaking Clean-up Laws” Your three primary “clean-up” in your work area The Technology The Public Wanted Posters “Undercover in the TMS Tech Lab: What Materials Talk About at Night” Fauquier Times Democrat Reader Proper handling of hand tools, heavy items, materials; Newspaper Writer Expose’ Cover Story Drill Press: speed, chuck key;long end of Board Scroll Saw: cut line & fingers; when the blade binds; hold-down; upper guide adjustment Both; brush; holding work flat on table Scroll Saw And Drill Press “What We Wish Middle School Students Knew About How to Handle Us...” Each Other Comic Strip A “New” Computer on his 1st day at work All items on “Technology Computer Rules” handout “These Are Your Rights!” Kristina Doubet - University of Virginia

Technology Safety R.A.F.T.
Circle the ROLE that you plan to pursue. Decide what materials you’ll need (digital camera, computer, poster, etc.) Plan your presentation, and clear. It with your teacher before you begin working. You may use your notes to help you. Directions: As your classmates present their RAFTS, take notes on what you learn about lab safety from their projects. SUBJECT CLASSMATE NOTES PRESENTING KRISTINA DOUBET -- UNIVERSITY OF VIRGINIA

RAFT Assignments: Grade 10 English
Know: Voice, Tone, Style Understand: Each writer has a voice. Voice is shaped by life experiences & reflects the writer. Voice shapes expression. Voice affects communication. Voice and style are related. Be Able to Do: Describe a writer’s voice and style. Mimic a writer’s voice and style. Create a piece of writing that reflects a writer’s voice & style. Role Audience Format Topic Edgar Allen Poe 10th grade writers Letter Here’s How I Found My Voice Garrison Keillor Emily Dickinson Self Diary Entry Looking For My Voice 10th Grader English Teacher Formal request Please Help Me Find My Voice Teacher 10th graders Interior monologue Finding a Balance Between Voice and Expectation 3 Authors The public Visual symbols/logos annotated Here’s What Represents My Voice 3 Authors from different genres One another Conversation What Shaped My Voice and Style

Tom Sawyer’s R.A.F.T. Overview Raft Goals Students should KNOW…
(Page 1) Overview This RAFT is designed for use by students when they have finished reading the novel, Tom Sawyer, by Mark Twain. The RAFT synthesizes the unit’s exploration of characterization and allows students to “step into the skin” of one of the supporting characters to get a look at the protagonist from his/her perspective. A final jigsaw activity allows students to view Tom form multiple perspectives in order to reinforce the unit’s essential understandings (students share their RAFTs in mixed groups and complete a synthesis writing piece in which they draw conclusions about Tom based on all perspectives aired in the group). Raft Goals Students should KNOW… The definition of characterization The six supporting characters’ relationships with Tom Sawyer Students should UNDERSTAND that… Individuals have their own unique perspectives determined by their experiences and relationships. In order to gain a true understanding of a person or event, multiple perspectives must be considered. Students should BE ABLE TO… Assume the voice of a supporting character Characterize Tom Sawyer using the methods discussed in class Draw conclusions synthesizing multiple and varied perspectives

Tom Sawyer’s R.A.F.T. (Page 2) Differentiation: This RAFT is differentiated according to readiness and interest. Readiness: The first three strips should be given to more advanced students, as these three options are more conceptual. The roles and topics represent less accessible points of view and are designed for student who are ready to tackle the novel at a more abstract level and/or The formats are designed for students who are reading and writing on or above grade level (and are thus able to handle more complex modes of expression). The second three “strips” offer options that are simpler and more straightforward. The roles and topics represent more accessible views and are designed for students who understand the novel at a more basic level, and/or The formats are accessible for students who are struggling readers/writers. Interest: Each student has three options from which to choose, so he/she can select a “strip” that appeals to them in some way (affinity with a character, interest/talent in the format’s expression, interest in the topic, etc.)

Tom Sawyer’s R.A.F.T. ROLE AUDIENCE FORMAT TOPIC Sid Aunt Polly
Directions: Select one of the following prompts. The “Role” refers to the character’s perspective that you will assume. The “Audience” refers to whom that character will be addressing his/her opinion; The “Format” refers to the form in which the opinion will be expressed; The “Topic” is just that - your topic! Circle the ROLE that you plan to pursue, and clear it with your teacher before you begin working. Use your text to help you. ROLE AUDIENCE FORMAT TOPIC Sid Aunt Polly Affidavit Why Tom should get a lickin’ Huck Self Poem or Song Who am I without my friend, Tom? Widow Douglas Dialogue Nobody knows the troubles I’ve seen (because of Tom)! Becky Tom Letter How I really feel about you… Injun Joe Drawing of Dream Why I’m going to get even with Tom Sawyer… and HOW I’ll do it! Muff Potter Townspeople Speech Why I thank goodness for Tom Sawyer…. Authors: Kristina Doubet, Marla Capper, and Christie Reed

Primary RAFT Example RAFT EXAMPLE ROLE AUDIENCE FORMAT TOPIC The Earth
This RAFT is designed to be used by student in a second grade class as they are learning about endangered and extinct animals in science and natural resources in social studies. Students have been studying both topics for a number of days before they do the RAFT. The activity serves as a culmination to this period of study. Know: Basic needs of plants and animals The role of natural resources in lives of people and animals Understand: Our actions affect the balance of life on Earth. Animals become endangered or extinct when natural resources they need are damaged or limited. Natural resources are not unlimited and must be used wisely. Be Able To: Identify causes of problems with misuse of natural resources. Propose a useful solution to the problems. Primary RAFT Example ROLE AUDIENCE FORMAT TOPIC The Earth Aliens who might want to live on earth A written set of rules with reasons What you need to know and do if you want to live here An endangered animal Humans A poster with an exhibit card to explain it Why I need you and you can help save me A natural resource Our class A speech What people need to know about using us well and why that matters anyhow Directions: Pick one of these rows to help you show what you know and why taking care of natural resources is important to the balance of life in our world.

Characteristics of Discrete and Continuous Random Variables
AP Statistics RAFT Characteristics of Discrete and Continuous Random Variables Know: Definitions of discrete and continuous random variables What graphs of discrete and continuous random variables look like Understand: Discrete and continuous random variables have distinct, identifiable attributes. Be Able to Do: Look at a graph and identify whether it represents discrete or continuous random variables Interpret a word problem to determine whether it involves discrete or continuous random variables Draw a probability histogram of discrete and continuous

Directions for the RAFT ACTIVITY
Students will pick one of four RAFT groups located in the four corners of the room, with the understanding that the groups must have equal numbers of participants. Students will work with their groups for 30 minutes to develop their RAFT assignment. During the last 15 minutes of class, students will meet in groups of 4 that contain a representative of each of the RAFT strips to present their work and see the other formats (2-3 minutes each). The teacher will move around the class and may select one example of each strip for presentation at the beginning of the next day’s class.

The RAFT Activity Role Audience Format Topic
Recruiter for continuous random variables Discrete random variables Persuasive campaign to join continuous RV Why it’s worth your while to become a continuous RV Recruiter for discrete random variables Continuous random variables Persuasive campaign to join discrete RV Why it’s worth your while to become a discrete RV Bounty Hunter Variable population Wanted posters for discrete and continuous random variables Here’s what to look for Designer AP Stats Students A design representing discrete and continuous random variables Here’s the plan Kathie Emerson, Timberline High School, Boise, ID

High School Biology RAFT
Know: (See terms below the RAFT) Understand: Plants and animals have a symbiotic relationship with photosynthesis and respiration. Photosynthesis and respiration are essential to human life. Be Able to Do: Explain the relationship between photosynthesis in plants and respiration in humans Explain and connect the equations for photosynthesis and respiration Explain the nature of human dependence on plants

Annette Hanson, Timberline High School, Boise, Idaho
ROLE AUDIENCE FORMAT TOPIC An animal of your choice A plant of your choice Song Why I am grateful to you Trees & shrubs in the local park Real Estate Developer Numbered List Our needs, why you should care, and what you should do about them Athlete Coach Letter (with sketches, if you’d like) For better or worse: What plants have to do with my performance this year High school biology student 3rd Grader Annotated diagram What plants have to do with you Scientist preparing for a Mars mission Financial backers for the trip Presentation Plants—and plant substitutes: The unsung heroes of the mission A kid Mom Conversation The lettuce is turning yellow! Are we threatening the balance of nature?! Important Terms: photosynthesis, respiration, carbon dioxide, sunlight, blue light or green light (or other colors), sugar, water, mitochondria, chloroplast, stoma (stomata), lactic acid, aerobic respiration, anaerobic respiration, autotroph, heterotroph, sunny, cloudy, cool, warm, long sunny days, short days, lungs, light energy, food energy Annette Hanson, Timberline High School, Boise, Idaho

RAFT Planning Sheet Know Role Audience Format Topic Understand Do
How to Differentiate: Tiered? (See Equalizer) Profile? (Differentiate Format) Interest? (Keep options equivalent in learning) Other? Role Audience Format Topic

Six Thinking Hats

Procedures for Thinking Hats Analysis
Explain that the purpose of this activity is to practice analyzing a topic as a class using multiple Thinking Hats. Present the topic to analyze. One by one, go through each Thinking Hat and ask students to call out ideas or suggestions for analysis of the topic using the specific hat. Record student input on the presentation material. Provide feedback throughout. Lead the class in a discussion of the points made from all of the different Thinking Hats. Summarize the results of the activity.

Procedures for Thinking Hats Jigsaw
Explain that the purpose of this activity is to practice analyzing a topic in groups using a specific Thinking Hat. Divide students into small groups. Provide each group with the handout of the topic to analyze. Assign each group a Thinking Hat with which to analyze the topic. Have students analyze the topic from the perspective of their assigned Thinking Hat. Have each group present the results of their analysis. Provide feedback. Summarize the results of the activity.

Procedures for Changing Hats
Explain that the purpose of this activity is to practice analyzing a topic in groups using multiple Thinking Hats. Divide students into small groups. Provide each group with the handout of the topic to analyze. Assign each group a Thinking Hat with which to analyze the topic. Have students analyze the topic from the perspective of their assigned Thinking Hat within a specific time frame. When time is up, assign each group a new Thinking Hat to analyze the topic within a specific time frame. Continue this until all of the groups have analyzed the topic with all of the Thinking Hats. Have a few groups present their analysis. Provide feedback throughout. Summarize the results of the activity.

Structured Academic Controvery

SAC promotes Consensus-building Expansion of content knowledge
Expansion of students' world views Motivation (Mead & Scharmann)

SAC promotes… Sense of learning community
Respect for multiple perspectives Acceptance that an individual can use multiple ways of knowing the world

SAC Does NOT Present right or wrong Ask students personal beliefs
Marginalize unique views Accept all types of knowledge as equivalent Allow Debate

1. Assign each pair of students the following tasks:
a.) Learning their position and its supporting arguments and information b.) Researching all information relevant to their position c.) Giving the opposing pair any information found supporting the opposing position d.) Preparing a persuasive presentation to be given to the other pair e.) Preparing a series of persuasive arguments to be used in the discussion with the opposing pair

2. Have each pair PRESENT ITS POSITION to the other.
Presentations should involve more than one medium and persuasively advocate the best case for the position. There is no arguing during this time. Students should listen carefully to the opposing position. Students are told: As a pair, present your position forcefully and persuasively. Listen carefully and learn the opposing position. Take notes, and clarify anything that you do not understand.

3. Have students openly DISCUSS THE ISSUE by freely exchanging their information and ideas.
For higher-level reasoning and critical thinking to occur, it is necessary to prove and push each other’s statements, clarify rationales, and show why their position is a rationale one. Students refute the claims being made by the opposing pair and rebut the attacks on their own position. Students are to follow the specific rules for constructive controversy. Students should also take careful notes on and carefully study the opposing position. Sometimes a “time out” period needs to be provided so that pairs can caucus and prepare new arguments. Teachers encourage more spirited arguing, take sides when a pair is in trouble, play devils’ advocate, ask one group to observe another group engaging in a spirited argument, and generally stir up the discussions.

4. Have the pairs REVERSE PERSPECTIVES AND POSITIONS by presenting the opposing position as sincerely and forcefully as they can. It helps to have the pairs change chairs. They can use their own notes, but may not see the materials developed by the opposing pair.

5. Have the group members drop their advocacy positions and REACH A DECISION BY CONSENSUS.
This process will likely require looking at the nuances of both sides and seeking a moderate position between the two extreme positions. The group should prepare a consensus paper, project, or other statement that expresses the collective understanding and opinions of all group members.

The Profiler

What is “The Profiler”? A way to assess and provide activities geared toward the different intelligence types/learning styles represented in the classroom A means of providing students with connections to the working world, as well as with roles and/or audiences for their work A tool useful for introducing new material or synthesizing previously learned material

How to Create a “Profiler” Assignment
The teacher selects the knowledge, skills, and essential understandings that s/he would like students to either 1) begin to explore, or 2) synthesize and demonstrate mastery of. through which students could demonstrate this learning. selects jobs/occupations that are associated with the different learning styles

Examples of intelligence preferences and associated jobs/occupations Visual-Spatial – Artist, Cartoonist, Magazine layout editor Logical-Mathematical – Architect, Engineer, Mathematician Interpersonal – Counselor, Tour Guide, Teacher Musical/Rhythmic – Songwriter, Performing Artist Verbal-Linguistic – Writer, Commentator, Announcer Bodily-Kinesthetic – Actor, Builder Intrapersonal – Poet, Songwriter Naturalistic – Forest Ranger, Botanist

Remember that… … many intelligence preferences overlap with one another, and …most children have more than one preference;… …therefore, it is not necessary to use them all! Simply select those that are most conducive to the demonstration of your learning goals.

The Maturation of Tom Sawyer
The Adventures of Tom Sawyer by Mark Twain This culminating product assignment is designed to examine the character of Tom Sawyer in terms of his maturation in the novel. Below are multiple approaches to this examination. Students may choose the entry point that is most appealing to them; the teacher will then determine the level that is best suited for each student. Actual student handouts of assignment descriptions/instructions are attached.

Level 1 – On or below grade level Level 2 – On or above grade level
Learning Preference: Level 1 – On or below grade level Level 2 – On or above grade level Artist The Writing’s on the Wall You ARE Tom Sawyer. You will create a “Growth Mural” of yourself to give to Becky in order to show her how much you’ve matured. Life is Like a Box of Chocolates Illustrate Tom’s growth or maturation through the use of an extended metaphor or simile that compares Tom’s growth process to _______________. Announcer: Hannibal on a Wire Create an audio recording of the scene that you feel was the most important to Tom’s growth. Tommy Goes to Hollywood Create and produce an NPR (National Public Radio) segment in which the hosts of the show interview Steven Spielberg about his upcoming film adaptation of The Adventures of Tom Sawyer. Writer: Growth Report Card You are a psychologist hired by Aunt Polly to examine Tom’s behavior and assess his growth. Investigative Report Develop a Private investigator’s Report about Tom’s emotional and mental growth and well-being. Actor: Lights, Camera, Action! Choose an important scene that demonstrates Tom’s growth of character, and act it out using props, costumes, etc. Live with Dr. Phil! Act out an episode of the Dr. Phil show in which characters from the book will discuss whether or not they believe that Tom has grown or changed and how.

TRI-MIND Successful Intelligence Practical Intelligence
Creative Intelligence Successful Intelligence Analytic Intelligence

Sternberg’s Three Intelligences
Creative Analytical Practical We all have some of each of these intelligences, but are usually stronger in one or two areas than in others. We should strive to develop as fully each of these intelligences in students… …but also recognize where students’ strengths lie and teach through those intelligences as often as possible, particularly when introducing new ideas.

Three Minds are Better than One…
TriMind is a planning tool to use in order to differentiate for different thinking styles. Robert Sternberg’s Triarchic Theory of Intelligence (see included slides) posits that people have strengths in one or more types of intelligences: creative, analytical, or practical. Successful intelligence is the ability to recognize which strengths we possess, and to steer toward careers/activities which require these strengths.

For ANALYTICAL Thinkers
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 _____.

For PRACTICAL Thinkers
Practical = Street Smart – 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
For CREATIVE Thinkers 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” perspective to help us think about __________.

I Like… CREATIVE Designing new things Coming up with ideas
Using my imagination Playing make-believe and pretend games Thinking of alternative solutions Noticing things people usually tend to ignore Thinking in pictures and images Inventing (new recipes, words, games) Supposing that things were different Thinking about what would have happened if certain aspects of the world were different Composing (new songs, melodies) Acting and role playing CREATIVE How many of these statements describe you? Read list and mark ones you like to do Sternberg & Grigorenko, 2000

I Like… PRACTICAL Advising my friends on their problems
Convincing someone to do something Learning by interacting with others Applying my knowledge Working and being with others Adapting to new situations PRACTICAL Taking things apart and fixing them Learning through hands on activities Making and maintaining friends Understanding and respecting others Putting into practice things I learned Resolving conflicts Read list and mark ones you like to do Sternberg & Grigorenko, 2000

I Like… ANALYTICAL Appealing to logic
Judging my & others’ behavior Explaining difficult problems to others Solving logical problems Making inferences & deriving conclusions Sorting & classifying Thinking about things ANALYTICAL Analyzing characters when I’m reading or listening to a story Comparing & contrasting points of view Criticizing my own & others’ work Thinking clearly & analytically Evaluating my & others’ points of view Read list and mark ones you like to do Sternberg & Grigorenko, 2000

Tips for Teaching Triarchically
Some of the time, teach analytically, helping students learn to analyze, evaluate, compare and contrast, critique, and judge. Some of the time, teach creatively, helping students learn to create, invent, imagine, discover, explore, and suppose. Some of the time, teach practically, helping students learn to apply, use, utilize, contextualize, implement, and put into practice. Some of the time, enable all students to capitalize on their strengths. Most of the time, enable all students to correct or compensate for their weaknesses. Make sure your assessments match your teaching, calling upon analytical, creative, and practical as well as memory skills. Value the diverse patterns of abilities in all students.

TRI-MIND Template Learning Goals for Activities: Practical Assignment
Creative Assignment Topic Analytic Assignment

TRI-MIND Template Understanding Number Practical Task: Creative Task:
Find as many things as you can at school and at home that have something to do with 5. Share what you find with us so we can see and understand what you did. Creative Task: Write and/or recite a riddle poem about 5 that helps us understand the number in many, unusual, and interesting ways. Analytic Task: Make a number chart that shows all ways you can think of to show 5.

Tiered Assignments In a heterogeneous classroom, a teacher uses varied levels of activities to ensure that students explore ideas at a level that builds on their prior knowledge and prompts continued growth. Student groups use varied approaches to exploration of essential ideas.

Tiered Assignments Rationale for Use Blends assessment and instruction
Allows students to begin learning where they are Allows students to work with appropriately challenging tasks Allows for reinforcement or extension of concepts and principles based on student readiness Allows modification of working conditions based on learning style Avoids work that is anxiety-production (too hard) or boredom-producing (too easy) Promotes success and is therefore motivating

Tiered Assignments Guidelines for Use
Be sure the task is focused on a key concept or generalization essential to the study Use a variety of resource materials at differing levels of complexity and associated with different learning modes Adjust the task by complexity, abstractness, number of steps, concreteness, and independence to ensure appropriate challenge Be certain there are clear criteria for quality and success

What Zone Am I In? THIS is the place to be…
On Target I know some things… I have to think… I have to work… I have to persist… I hit some walls… I’m on my toes… I have to re-group… I feel challenged… Effort leads to success… Too Hard I don’t know where to start… I can’t figure it out… I’m spinning my wheels… I’m missing key skills… I feel frustrated… I feel angry This makes no sense… Effort doesn’t pay off… Too Easy I get it right away… I already know how… This is a cinch… I’m sure to make an A… I’m coasting… I feel relaxed… I’m bored… No big effort necessary… THIS is the place to be… THIS is the achievement zone…

Tiering a Lesson What range of learning needs are you likely to address? What should students know, understand, and be able to do as a result of the lesson? Know: Understand: Be Able to Do: What’s your “starting point lesson?” How will you hook the students? What’s your first cloned version? What’s your second cloned version of this activity? What’s your third cloned version of this activity?

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 “Zones of Proximal Development” or in a state of “moderate challenge.”

Student Learning Contracts
An agreement between teacher and student(s).

Learning Contracts Are:
Written agreements between teachers & students that outline: what students will learn how they will learn it the time period for the learning experience how they will be evaluated

CONTRACTS--- help students learn to make decisions about their learning help students learn to manage their time may involve the student in curriculum planning can be used to support students with learning difficulties can be used to facilitate learning for other students help the teacher manage group work, individual projects or investigations, learning centers or curriculum compacting

Types of Contracts Structured Partially Structured Mutually Structured
Unstructured

Contract Components OUTCOMES RESOURCES LEARNING ALTERNATIVES
REPORTING ALTERNATIVES & ASSESSMENT

Components of Contracts:
1. Outcome(s) - specify what is to be accomplished, the conditions under which learning will be demonstrated, and the level of proficiency required to meet the outcome. 2. Resources - including print, media, and human 3. Learning Alternatives - include reading, writing, viewing, creating, interviewing, and other activities the student experiences to accomplish the outcome. 4. Reporting Alternatives and Assessment - should provide evidence as to whether the outcomes have been accomplished. Conferences, tests, projects, presentations, real world products, portfolios of work are examples of reporting alternatives.

Contract Do’s & Don’ts DO: explain the role & function of contracts
start small (1 or 2 day) contracts negotiate contracts with students whenever possible help set realistic deadlines renegotiate the contract if it isn’t working solicit student feedback on process gradually involve students in contract development

Contract Do’s & Don’ts Don’t: expect all students to use contracts
effectively at the beginning expect all students to like contracts. assume contracts can take the place of regular instruction use contracts without a good management system

Some Thoughts about Learning Contracts:
Contracts provide efficient means of prescribing for students, based on assessed needs, strengths, or interests. Contracts are usually negotiated between the teacher and the student and sometimes the parent. Both the teacher and the student(s) share responsibility for the completion of the terms of the contract. A contract may require a student to use certain resources or to contact other people in the school or in the community. A contract may have certain prerequisites as conditions that the student has to meet before beginning a study or investigation.

Designing a Differentiated Learning Contract
A Learning Contract has the following components A Skills Component Focus is on skills-based tasks Assignments are based on pre-assessment of students’ readiness Students work at their own level and pace A content component Focus is on applying, extending, or enriching key content (ideas, understandings) Requires sense making and production Assignment is based on readiness or interest A Time Line Teacher sets completion date and check-in requirements Students select order of work (except for required meetings and homework) 4. The Agreement The teacher agrees to let students have freedom to plan their time Students agree to use the time responsibly Guidelines for working are spelled out Consequences for ineffective use of freedom are delineated Signatures of the teacher, student and parent (if appropriate) are placed on the agreement Differentiating Instruction: Facilitator’s Guide, ASCD, 1997

Name_________________ Poetry Contract
Creating a Rhyming Wheel Use your spelling lists as a way to get started Use Your Rhyming Wheel To write a poem that sounds like Shel Silverstein might have written it Write an Acrostic Poem Be sure it includes alliteration Write A cinquain (check that you have the right pattern) Computer Art Use kid pix or other clip art to illustrate a simile, metaphor, or analogy on our class list, or ones you create Write About You Use good descriptive words in a poem that helps us know and understand something important about you Interpret “How to Eat a Poem” Research a Famous Person Take notes, Write a clerihew that uses what you learned Illustrate a Poem Find a poem we’ve read that you like, illustrate ii to help show its meaning. Student choice #1 ___________________ Student choice #2 Student choice #3

Name_________________ Poetry Contract
Creating a Rhyming Wheel Use your vocabulary lists as a way to get started Use Your Rhyming Wheel To write a poem that includes humor that would make Shel Silverstein smile Write an Acrostic Poem Be sure it includes alliteration, onomatopoeia, and allusion Write A diamante (check that you have the right pattern) Computer Art Use kid pix or other clip art to illustrate a simile, metaphor, & analogy for one idea or image. Write About You Use good figurative language in a poem that helps us know and understand something important about you Interpret “Unfolding Bud” Research a Famous Person Take notes, Write a bio-poem that uses what you learned Illustrate a Poem Find a poem we’ve read that you like. Illustrate it to help reveal its meaning. Student choice #1 ___________________ Student choice #2 Student choice #3

Assessment Idea! EXIT CARDS

EXIT CARDS Exit Cards (AKA “Tickets To Leave”) are used to gather information on student readiness levels, interests, and/or learning profiles. The teacher hands out index cards to students at the end of an instructional sequence or class period. The teacher asks the students to respond to a pre-determined prompt on their index cards and then turn them in as they leave the classroom or transition to another subject. The teacher reviews the student responses and separates the cards into instructional groups based on preset criteria.

EXIT CARD GROUPINGS Readiness Groups Group 2 Students with Group 1
some understanding of concept or skill Group 1 Students who are struggling with the concept or skill Group 3 Students who understand the concept or skill Readiness Groups

Examples of Exit Cards Let’s take a look at some examples---

EXIT CARDS Today you began to learn about decimal fractions
List three things you learned Write at least one question you have about this topic

EXIT CARDS Today you began to learn about hyperbole.
List three things you learned. Write at least one question you have about this topic.

EXIT CARDS We have been learning about The Greenhouse Effect. Explain or depict your understanding of this important environmental issue. What questions do you have about this topic?

EXIT CARDS We have begun a study of author’s craft.
List and identify three examples of figurative language used in the novel Morning Girl by Michael Dorris.

EXIT CARDS On your Exit Card--- Explain the difference
between prime and composite numbers. You may wish to give some examples of each as part of your explanation.

EXIT CARDS On your exit card--- Explain the difference
between simile and metaphor. Give some examples of each as part of your explanation.

EXIT CARDS - Learning Profile
We used the following learning strategies in this lesson: 3 minute pause T-P-S Visualizing What learning strategy or strategies seemed to work best for you?

3-2-1 Summarizer 3 revisions I can make to improve
After reading over my rough draft--- 3 revisions I can make to improve my draft. 2 resources I can use to help improve 1 thing I really like about my first draft.

These ideas square with my beliefs:
Three points I want to remember: These are the ideas that are going around in my head: Some of the ideas I am leaving here with today are….. This made me wiggle in my seat:

Simulation

Modeling Differentiation through Professional Development
Do as I Do Modeling Differentiation through Professional Development

Agenda Introduction Top ten misunderstandings about differentiation
Model differentiated staff development activity (by interest)

Steps in a Differentiated Lesson
Identification of Common Learning Goals Pre-Assessment Differentiated Activity Whole-Group Discussion Post-Assessment Further Instruction

Differentiate Staff Development Experiences By…
Readiness Interest/Choice Learning Profile

10 Common Misunderstandings about Differentiation
Differentiation is a set of strategies. DI is an entire teaching philosophy grounded in knowing students and responding to their needs. Differentiation is group work. Differentiation employs thoughtful, purposeful flexible grouping. Sometimes students work alone, sometimes in pairs, sometimes as a whole class, and sometimes in small groups– depending upon demonstrated student need

10 Common Misunderstandings
“I already differentiate.” While many of us may use a strategy associated with differentiation or may differentiate reactively, few have fully, proactively differentiated classrooms– these classrooms develop and grow over time in response to student need. Differentiated lessons have to be creative, “cute,” and fun. While engaging students is an important part of differentiation, it is more important that the lesson be grounded rich curriculum.

Differentiation is just the next educational fad. Because differentiation is a philosophy of meeting a broad range of students’ needs, only when students cease being different will the need for differentiation disappear. Providing choice= differentiation. Different activities have to be held together by clear learning goals.

Differentiation isn’t fair. Fair does not always mean “the same.” In order for students to reach the same goals, they may need to take different paths to get there. Differentiation means “dumbing down” the curriculum for less advanced learners. Differentiation means providing appropriate scaffolding to help all learners reach common learning goals.

Differentiation only works when kids are well-behaved. Creating a responsive classroom can be a great way to improve student behavior, as students’ needs are being met. Preparing a differentiated lesson takes a huge amount of time. Creating any high-quality lesson takes time. As we get our heads wrapped around the process, we become more efficient and develop storehouses of differentiated lessons to adapt.

Goals for the Lesson KNOW: UNDERSTAND: DO:
Strategies for differentiation (TriMind, Cubing, etc.) Differentiation is NOT simply a set of strategies UNDERSTAND: Differentiation is a teacher’s proactive response to individual student needs. DO: Analyze teaching situations and consider a variety of appropriate teaching strategies for those situations

Strategies Jigsaw You will choose one of the following strategies on which to become an expert: Anchor Activities Choice Menus/Think Tac Toe Cubing/Think Dots Rafts Six Thinking Hats Structured Academic Controversy The Profiler The Tri-Minder

Today’s Strategies Jigsaw
Anchor Activities: a storehouse of activities that you create that students work on when they’ve completed other work. A great strategy for dealing with “ragged time.” Can be completed independently, in pairs, or in groups Choice Menus: a type of learning contract that provides a “menu” of activities– some that all students must do, and some that allow students choices. Great for providing students with a sense of control over their own learning. Six Thinking Hats: an approach that encourages students to think about the various ways they think about ideas– through judgment, optimism, metacognition, objectivity, creativity, or emotions. Teaches students about various ways of thinking and encourages them to switch between modes. Encourages students to be aware of and flexible with various modes of thinking.

Structured Academic Controversy: A strategy, based on the principles of information gathering, synthesis, and debate, that encourages students to consider all sides of an issue before making a decision. GREAT for gifted students. Cubing/Think Dots: Cubing is an instructional strategy that asks students to consider a concept from a variety of different perspectives. Rafts: …is a creative, fun strategy that encourages writing across the curriculum. Great for all subjects, but ideal for English. a way to encourage students to assume a role, consider their audience, while examining a topic from their chosen perspective, and writing in a particular format The Profiler The Tri-Minder

The Profiler: A way to assess and provide activities geared toward the different intelligence types/learning styles represented in the classroom. A means of providing students with connections to the working world, as well as with roles and/or audiences for their work. The Tri-Minder: The idea behind TriMind is that you provide students with assignments, centered around the same learning goals, that are designed for their intelligence strengths. This way, students learn the material more efficiently and successfully.

Jigsaw A cooperative learning strategy in which all students become experts on a small piece of a topic and then teach each other.

Jigsaw Format Home Group Expert Expert Expert Home Group
Whole Class Discussion Individual Understanding Check

Strategies Jigsaw Procedures
Read the materials about your strategy in the folder you were provided at your table Together with the people at your table, discuss what the strategy is, how it works, and what you think the pros & cons of the strategy are Create a sample activity using this strategy to take back and share with your home groups

Jigsaw Seven Choices Learning Centers At your table….. Cubing
RAFT Think DOTS Journal Prompts Exit Cards Learning Contracts At your table….. Decide who will be responsible for working with others and reviewing the information in your packet for a particular strategy at each station group Representatives becomes the expert about the strategy and returns to the table to share her/his expertise with the group.

Jigsaw Graphic Organizer
Strategy What it is Why you’d like to use it What you like Considerations Anchor Choice Six Hats Cubing Structured Academic Controversy The Profiler Tri-Minder Rafts

Where Do I Begin? Start small – but start!
First Steps: * Next Steps * Leaps Who will help or support you? ___________________ * Bounds *

Exit Card Name: Which strategy/strategies seemed most applicable to your classroom: What questions do you still have about these strategies? What do you think the purpose of an instructional strategy is? Define “differentiation.”

I hope in your classroom that……
Discovery is a given Doing is a way of life All students learn to do better than what they perceive to be their best School is the place to be Learning is the thing to do! Adapted from: Tomlinson, C.A. (2003). Deciding to teach them all. Educational Leadership, 61 (2), 7-11.

Reference and Resources
Differentiation: Simplified, Realistic, and Effective by Bertie Kingore ISBN Differentiated Instruction: A Hotlist of Web Sites Differentiated Instruction

Coaching for Differentiation

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