Cubing Rae Pitchford Spring, 2006

Differentiated Instruction “Differentiation is simply attending to the learning needs of a particular student or small groups of students rather than the more typical pattern of teaching the class as though all individuals were basically the same.” “Differentiation is simply attending to the learning needs of a particular student or small groups of students rather than the more typical pattern of teaching the class as though all individuals were basically the same.” Carol Ann Tomlinson Carol Ann Tomlinson

Types of Differentiation Expert Groups Expert Groups Tiered Assignments Tiered Assignments Anchoring Activities Anchoring Activities Cubing Cubing

Ways to Differentiate Student Readiness Student Readiness Curriculum Content Curriculum Content Student Interest Student Interest Products/Evidence of Learning Products/Evidence of Learning Process of Learning Process of Learning Student Learning Preference Student Learning Preference Any Combination of the Above Any Combination of the Above

Cubing Similar to a contract Similar to a contract Helps students think about a topic from many different perspectives Helps students think about a topic from many different perspectives Based on readiness, interest, and/or learning style Based on readiness, interest, and/or learning style

Making Cubes All students are exploring the same topic or idea All students are exploring the same topic or idea Create different cubes for different students or groups of students Create different cubes for different students or groups of students Tasks are placed on the six sides of a cube Tasks are placed on the six sides of a cube A number cube can be used instead A number cube can be used instead

Cubing Benefits Can be used to differentiate on basis of interest, readiness, or learning style. Can be used to differentiate on basis of interest, readiness, or learning style. Promotes thinking skills Promotes thinking skills Allows students some choice Allows students some choice Allows students some control Allows students some control Engaging Engaging

Cubing as a Anchoring Activity Option 1 Teacher meets with a small group to review, reinforce, or assess a concept. Teacher meets with a small group to review, reinforce, or assess a concept. Rest of the class engages in a cubing activity. Rest of the class engages in a cubing activity. Students are given designated number of times they must roll the cube. Students are given designated number of times they must roll the cube. Students are assessed on completed work. Students are assessed on completed work.

Cubing as a Anchoring Activity Option 2 Students are given designated number of times they must roll the cube. Students are given designated number of times they must roll the cube. Students are assessed on completed work. Students are assessed on completed work. The activities are to be completed over a period of time – anywhere from a week to a grading period. The activities are to be completed over a period of time – anywhere from a week to a grading period. Activities are completed independent of the teacher. Activities are completed independent of the teacher. Activities maybe completed individual or with a partner. Activities maybe completed individual or with a partner.

Learning Activity Cubes are designed based on readiness, interest, and/or learning style. Cubes are designed based on readiness, interest, and/or learning style. Some faces are the same Some faces are the same Some faces are required Some faces are required Cubes are manipulated, not rolled Cubes are manipulated, not rolled