Differentiation Strategies for High-End Learners:
A Response to InstructionFor Elementary Teachers
RAFTs & TIC-TAC-TOESWhat does it mean to provide a student with choice?
According to research, allowing a choice
• a feeling of being more in control of their learning• more enjoyment in their work• greater participation in activities and less
behavior problems• growth of students’ independence• more successful learning with deeper
understandings
What are RAFTS & TIC-TAC-TOES?
They are two types of student choice boards that engage students creating active participants in learning.
RAFTs & TIC-TAC-TOES
Have you ever used RAFTS or TIC-TAC-TOES?
A. Yes
B. No
C. Maybe
D. Not Sure
RAFTs & TIC-TAC-TOES
Have you ever used any type of student choice?
A. Yes
B. No
C. Maybe
D. Not Sure
RAFTs & TIC-TAC-TOES
Student Choice Boards-Advantages
• Increased student participation in activities• Increased growth with independent work• Increased successful learning with deeper
understandings• Increased student efficacy
• Feeling of having some control in their learning
•Choice of activities•Order of completion
• Increased enjoyment in doing their work•Decreased behavior problems
Student Choice Boards– General
Can be based on Bloom’s Taxonomy of thinkingMultiple Intelligences Kaplan’s Depth and Complexity Ryan’s Thinker Keys Interests Learning Styles
Can set parameters require gifted learners to choose from higher levels
Student Choice Boards– General
Can take one class period to several weeks to accomplish
Can leave one space for student choice
Can include challenge and enrichment activities recommended from textbook and/or course materials
Provides a way to individualize instruction without writing an IEP for each student
Student Choice Boards
Presents activities clearly focused on learning goals or academic standards Presents activities involving a process or product that all students have previously experienced Presents activities reflecting multiple learning processes Organizes tasks in ways that control choices to benefit students Offers engaging, interesting choices for all students Represents a variety of tasks purposefully differentiated by learning preference, readiness and challenge and/or complexity (one board for ALL students
OR Represents tasks specifically differentiated and prescribed to respond to the needs of a particular group of learners (several boards, each assigned to a group based on learning needs)
Non-Negotiables
Heacox, D; 2009
Gifted Students
Enter school with 50-60% of content and skills mastered
Have special learning needs in their area(s) of giftedness
Depth ComplexityAccelerated PacingCreative ExpressionAffective Needs
Deserve to learn something new everyday!
Knowledgelist, define, tell, describe,
identify, show, label, collect,
examine, quote, name, who,
when, where
Comprehensionsummarize, describe,
interpret, contrast, predict,
associate, distinguish,
estimate, discuss, extend
Applicationapply, demonstrate,
calculate, complete,
illustrate, show, solve,
examine, modify, relate,
change, classify, experiment,
Applicationapply, demonstrate,
calculate, complete,
illustrate, show, solve,
examine, modify, relate,
change, classify, experiment,
FREE
CHOICE
Analysisanalyze, separate, order,
explain, connect, classify,
arrange, divide, compare,
select, explain, infer
Analysisanalyze, separate, order,
explain, connect, classify,
arrange, divide, compare,
select, explain, infer
Synthesiscombine, integrate, modify,
rearrange, substitute, plan,
create, design, invent, what
if?, compose, formulate,
prepare, generalize, rewrite
Evaluationassess, decide, rank, grade,
test, measure, recommend,
convince, select, judge,
explain, discriminate,
support, conclude, compare
TIC-TAC-TOES-TEMPLATE
TIC-TAC-TOES-TEMPLATE
CollectFacts or ideas which are important
to you.
(Knowledge)
TeachA lesson about your topic to our
class. Include as least one visual
aid.
(Synthesis)
DrawA diagram, map or picture of your
topic.
(Application)
JudgeTwo different viewpoints about an
issue. Explain your decision.
(Evaluation)
PhotographVideotape, or film part of your
presentation.
(Synthesis)
DemonstrateSomething to show what you have
learned.
(Application)
GraphSome part of your study to show
how many or how few.
(Analysis)
CreateAn original poem, dance, picture,
song, or story.
(Synthesis)
DramatizeSomething to show what you have
learned.
(Synthesis)
SurveyOthers to learn their opinions
about some fact, idea, or feature of
your study.
(Analysis)
ForecastHow your topic will change in the
next 10 years.
(Synthesis)
BuildA model or diorama to illustrate
what you have learned.
(Application)
CreateAn original game using the facts
you have learned.
(Synthesis)
MemorizeAnd recite a quote or a short list of
facts about your topic.
(Knowledge)
WriteAn editorial for the student
newspaper or draw an editorial
cartoon.
(Evaluation)
CompareTwo things from your study. Look
for ways they are alike and
different.
(Analysis)
RAFTS
R A F T
ROLE AUDIENCE FORMAT TOPIC
Know: (facts, vocab)ProductDo: (verb)
Understand: (statement)
What do they need to know, research, etc?
Earth Sun PoemYou Light Up
My Life
FORMATS may include
Diary / Journal Entry
Op Ed Piece
Note hidden in a tree
Advice Column
Owner’s Guide
Paste Up “Ransom” Note
Obituary
Speech
Full Page Newspaper Ad
Petition
Set of Directions
Urgent Email
Consumer Alert Message for TV Broadcast
Role play or simulation
Illustrated Poster or flow chart
Jingle, rap, or chant
List of questions
Late Night’s Top 10 List
Song
Opinion Statement
Energizer Bunny Commercial
Poem
Persuasive Speech
Debate
Wanted poster
Invitation to Family Reunion
Video
Comic Strip
Story Board
Riddle Personal Ad
Nursery Rhyme
Reconciliation Letter
Recipe
Application Form
Instruction Manual
Monologue
Conversation
Acceptance Speech
Motivational Speaker
Letter
TIC-TAC-TOES-Science
1) Make and present a 3D model of a particular organ from one of the human body systems.
2) Write and recite a poem that shows the importance of one of the human body systems to humans, including appropriate, relevant vocabulary.
3) Write and perform a rap song that teaches the organs and functions of one of the human body systems.
4) Write a children’s story from the perspective of a red blood cell as it makes its way through the body, from the bone marrow, through the heart, to an extremity, and back to the heart.
5) Write a children’s story from the perspective of a banana through the human digestive system
6) Write an essay on your views of the school cafeteria lunch program. Include the following: student’s perspective, lunchroom lady’s perspective, and parent’s perspective.
7) Create a game for learning the organs and structures of the circulatory system, including blood flow, using a PowerPoint format. Includes pictures/diagrams of organs, etc.
8) Create a PowerPoint that could be used to teach students about the negative health aspects of obesity. Use graphs, charts, etc. to show the increase in obesity and the increase in related health issues.
9) Create a game for learning the organs and structures of the digestive system, using a PowerPoint format. Includes pictures/diagrams of organs, etc
RAFTs-ScienceROLE AUDIENCE FORMAT TOPIC
Water drop Other water drops Travel guideJourney through
water cycle
Bean Self DiaryProcess of
germination
Frog Tadpole Letter Life cycle
ElectronFourth grade
studentsLetter
Journey through a parallel circuit
Limestone rock Cave visitors PostcardChemical weathering
process
Statue Dear Abby readers Advice column Effect of acid rain
Wheat Thin Other Wheat Thins Travel GuideJourney through the
digestive system
Plant Sun Thank-you noteSun's role in plant's
growth
Leaf Roots Rap Suck it Up!
TIC-TAC-TOES-Math
1) Write clear directions for performing the math
computation skillsfrom this unit
2) Solve two of the five challenge problems
3) Create a math rap orrhyme that will helpsomeone remember
a concept from this unit
4) Create three wordproblems from
information learnedin this unit
5) Student ChoiceActivity
(with teacher approval)
6) Define the unit’svocabulary words withsketches or drawings
7) Complete the reviewproblems in
the text book
8) Develop a game usingskills learned
in this unit
9) Identify fourways the concepts in
this unit are usedin the real world
RAFTs-Math
ROLE AUDIENCE FORMAT TOPIC
Acute triangle Obtuse triangle LetterExplain differences
of triangles
Variable Equations Letter Role of variables
Container Self DiaryComparing volume
measurements
Parts of a graph TV audience Script How to read a graph
Square Root Whole Number Love letter Explain relationship
TIC-TAC-TOES-Social Studies
RAFTs-Social Studies
ROLE AUDIENCE FORMAT TOPIC
Bird Wright Brothers ComplaintNew invention disrupts skies
Rain Forest Humans Complaint Deforestation
Ben Franklin Dear Abby Advice columnMy son likes the
British
Dead Confederate Soldier
Robert E. Lee Complaint Pickett's Charge
2nd grader 1st gradersTop 10 list in order
of importanceCommunity helpers
One community helper
Another community helper
LetterWhy I am more
important than you
Community helper Community SpeechWhy you can't do
without me
2nd graderNewcomer to the
communityHow-to list or set
of directions
How to get your needs
met in our community
TIC-TAC-TOES –Language Arts
Create a character map or web for
your favorite character in the story.
Show both character traits and
events.
Produce a 3 minute video news
report about an incident in the story
involving one or more characters.
Decide on 5 or more criteria by
which to judge characters. Design a
report card using these criteria,
and make a separate report card for
at least 3 characters. Include grades
and a comment section for each
where you write specific comments
about the character.
Create a Dialog Book Jacket
where you write a description of 1
character on the left side flap of the
book jacket and another character
on the right side flap. Write a dialog
between the 2 characters on the
middle panel. Illustrate your book
jacket on the outside of the middle
panel.
Do a geometric character
analysis of several characters,
Select 1 geometric shape to
represent each character. Place
each shape on a piece of paper so
that you show their relationships
with one another. Explain your
shapes, color, size, placement, and
connecting lines by referring to
specific details in the story.
Dress like your favorite character
and role play an important part of
the story.
Draw a Venn Diagram to compare
and contrast 2 characters in the
story.
Write an epilogue to the story that
tells what happened to 1 character
after the story is over.
Write a letter to a character in the
story telling how his or her life is like
yours OR how it is very different
from yours.
RAFTs–Language Arts
ROLE AUDIENCE FORMAT TOPIC
Nouns Verbs Poem You Move Me!
Comma StudentsJournal/Diary
EntryI Wish You Knew When to Use Me
Student Choice-Menu Planner
Menu: ________________________________________________
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, and you may decide to do some of the dessert items, as well.
Main Dish (Complete all)
Side Dish (select _________ )
Dessert (Optional OR Select ______)
Student Choice-Menu PlannerAppetizer (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 or song 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.
The Access Center, a project of the American Institutes for Research, is funded by the U.S. Department of Education, Office of Special Education Programs
Cooperative Agreement #H326K020003
Student Choice-Totally 10
Teacher assigns each task a score of 2, 4, 6, 10 (or teacher determined scores).
Tasks with higher scores reflecting greater challengeand complexity
Students select tasks that add up to 10, or whatever total the teacher determines.
Students will choose rigor to do fewer projects. Totally 10 may also be used to design an assessment. Students choose which questions they will answer as long as
the total point score equals 10. This gives students choice and lets them think they are
making up their own test
(Heacox, 2002).
Student Choice-I Can
Research changes in vocabulary brought about by America’s entry into WWI.
Make a comic strip about the different American perspectives on entering the war.
Write an editorial about the viewpoint on one of the sides. Have a debate on why the US should/should not enter the war. Research technological changes in warfare. Provide a scenario describing the events leading up to WWI and
complete the first three steps of Future Problem Solving (FPS). Create a technological product (website, documentary, podcast), etc.)
of important figures involved and why they were important. Compare and contrast the League of Nations and the 14 points. Write a poem from the viewpoint prior to entering the war and the
viewpoint after the war.
I CAN….. Research oil spill clean up methods from other countries
and present to class.
Make a comic strip about the Gulf oil Spill and its affects.
Create an editorial cartoon.
Make a difference and raise money to send to the Relief/Clean Up Fund
Write a book about the oil spill to help others understand and to not be afraid.
THINKER KEYS
12 ways to incorporate divergent and convergent thinking about a topic.
THINKER KEYS
What If?
You can pose virtually any "What If" question. Students can use a concept map, pictures, write a story, etc.
Ex. What if the oil had entered Mobile Bay? What if a hurricane had gone through the oil spill? What if there was no oil in the world?
Reverse Listing
Place words such as cannot, never or not in a sentence.
Ex. Name 10 things you use that is not dependent on oil for energy or production of that item
Disadvantages
Select any item and ask students to list its disadvantages. Students then brainstorm various ways of correcting or eliminating the disadvantages.
Ex. Solar Energy, nuclear energy, oil spill in ocean
THINKER KEYS
Combinations
Students list the attributes of two dissimilar or unrelated objects (e.g. newspaper and swimming goggles). Then they combine the attributes into a single object.
Ex. Ocean and oil, marsh grass and computer
BAR
Make an item BIGGER, ADD something to it, REPLACE something on it.
Ex. Alternate Energy Sources, Oil Cap, Drilling Deepwater Wells
Alphabet
Choose an object or topic and compile a list of words from A-Z which have relevance to the current unit being studied. Students may expand on these.
Ex. Gulf Oil Spill, Parts of the _____________System,
THINKER KEYS
Variations
Start each question with “How many ways can you…” Students brainstorm different solutions or ways to meet the challenge.
Ex. “How many ways can you clean up/prevent an oil spill?
Picture
Draw a simple diagram, sketch or drawing and students work out ways to link it to the current topic they are studying.
Ex.
Prediction
Students respond to a situation or circumstance by predicting a series of possibilities.
Ex. Predict what the Alabama Coast will be like in 6 months/1 year/ 5 years?
THINKER KEYS
Question
Provide students with an answer. Students think of five questions that give only that answer.
Ex. Marsh grass, crabs, shrimp, fish, tides
Brainstorming
State a problem which needs to be solved. Students work individually or in groups to brainstorm a list of practical, creative or innovative solutions.
Ex. How can we clean up the oil spill with minimal damage to the coastal marshes?
Inventions
Students may be presented with a design challenge of brief. Students can outline their ideas/ design on paper and then possibly construct their invention using a variety of materials.
Ex. Invent: a device to clean oil from sand or from the water
THINKER KEYS
Different Uses
Students list some different uses for items from their topic or theme (with an emphasis on reusing and recycling).
Ex. plastic gloves, spilled oil, dead marsh reeds
Ridiculous
Make a ridiculous statement that would be virtually impossible to implement. Students then attempt to substantiate, justify the idea by developing a case to support it.
Ex. Every home should have an oil well and refinery. No oil should be extracted from the earth.
Commonality
Decide on 2 objects which would normally have nothing in common, and try to find common points between them.
Ex. Your school and the Gulf of Mexico
THINKER KEYS
Brick Wall
Make a statement which could not generally be questioned or disputed, and then try to "break down the wall" by outlining other ways of dealing with the situation.
Ex. We must have oil in order to have electricity for homes and gasoline in our cars
Construction
Pose a construction problem-solving task and provide readily available material for students to use. Students can work individually or in groups to build their construction.
Ex. Clean up an oil spill with flour, a cup and a slotted spoon
Forced Relationship
Develop a solution to a problem using 3 totally dissimilar objects. Students cannot use the objects in the way they were intended to be used.
Ex. Create an energy source with a beach chair, kite, and a rubber band.
THINKER KEYS
Alternative
Students think of a number of ways to complete a task without the normal tools or equipment.
Ex. Work out three ways to remove oil from the ocean floor.
Interpretation
Describe an unusual situation. Students think of different ways to explain that situation.
Ex. A fiddler crab is knocking at your door.
Bibliography
Campbell, B. 1992. Teaching and Learning through Multiple Intelligences. Boston, MA: Allyn & Bacon
Coil, C. 2004. Activities and assessments for the differentiated classroom. Marion, IL: Pieces of Learning
Heacox, D. (2002). Differentiating instruction in the regular classroom. Minneapolis, MN: Free Spirit Publishing Inc.
Heacox, D. (2009). Making differentiation a habit: how to ensure success in academically diverse classrooms. Minneapolis, MN: Free Spirit Publishing Inc.
Bibliography
Tomlinson, C.A. (1999). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: ASCD.
Winebrenner, S. 2001. Teaching gifted kids in the regular classroom. Minneapolis, MN: Free Spirit Publishing Inc.
Wormeli, Rick. 2006. Fair Isn’t Always Equal: Assessing & Grading in the Differentiated Classroom. Portland, ME: Stenhouse.
Websites
http://daretodifferentiate.wikispaces.com/Choice+Boards
http://home.cogeco.ca/~rayser3/litera1.htm
http://www.webenglishteacher.com/20ways.html
Upload your lesson plan to the Moodle Class website. Elementary: http://atim.cc/course/view.php?id=397
Secondary: http://atim.cc/course/view.php?id=398
Teach the lesson
Follow-Up: Webinar to discuss the effectiveness of the lesson and how
to continue improvement Date: January 25, 2011
WIKI to write a minimum of four paragraphs reflecting on the effectiveness of the lesson and how to continue improvement. In addition, post feedback to two other teacher postings.
RAFTs & TIC-TAC-TOES
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