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