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PUTTING DIFFERENTIATION INTO PRACTICE WHAT IS DIFFERENTIATION? WHO ARE YOUR STUDENTS? WHAT DO STUDENTS NEED?

Putting Differentiation Into Practice Maria Montalvo

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Page 1: Putting Differentiation Into Practice   Maria Montalvo

PUTTING DIFFERENTIATION INTO PRACTICE

WHAT IS DIFFERENTIATION?

WHO ARE YOUR STUDENTS?

WHAT DO STUDENTS NEED?

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Welcome!

On one side of your name tent using a marker, write your first name in large letters.

Donnella Donnella

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Putting Differentiation Into Practice

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Your Name Write A Famous Title

Of Yourself

Things I Do BestHow I Learn Best

Three Little Known

Facts About YOU!

Add Additional

Details, Items, Facts,

about

yourself

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ENERGIZING PARTNERS

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QUOTE SELECTION

• Read over the quotes listed and choose the one that best reflects your thinking.

• At your table read and discuss each selected quote.

• In your group, decide on a commonly agreed upon quote and select a person from your group to share with the entire group.

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PUTTING DIFFERENTIATION INTO PRACTICE

WHAT IS DIFFERENTIATION?

WHAT DO STUDENTS NEED?

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Traditional Classroom

• Student differences are masked or acted upon when problematic

• Assessment is most common at the end of learning to see “who gets it”

• A relatively narrow sense of intelligence prevails

• A single definition of excellence exists• Student interest is infrequently tapped• Relatively few learning profile options are

taken into account• Whole-class instruction dominates• Coverage of texts and curriculum guides

derives instruction• Mastery of facts and skills out-of-context are

the focus of learning.• Single option assignments are the norm • Time is relatively inflexible• A single text prevails• Single interpretations of ideas and events may

be sought• The teacher solves problems• The teacher provides whole-class standards

for grading • A single form of assessment is often used.

Differentiated Classroom

• Student differences are studied as a basis for planning

• Assessment is ongoing and diagnostic to understand how to make instruction more responsive to learner needs

• Focus on multiple forms of intelligence is evident• Excellence is defined in large measure by

individual growth from a starting point• Students are frequently guided in making

interest-based learning choices.• Many learning profile options are provided for• Many instructional arrangements are used• Student readiness, interest, and learning profile

shape instruction.• Use of essential skills to make sense of and

understand key concepts and principles is the focus of learning

• Multi-option assignments are frequently used• Time is used flexibly in accordance with student

need• Multiple materials are provided • Multiple perspectives on ideas and events are

routinely sought• The teacher facilitates students’ skills at

becoming more self-reliant learners• Students help other students and the teacher solve

problems• Students work with the teacher to establish both

whole-class and individual learning goals• Students are assessed in multiple ways

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Traditional vs. Differentiated RIGHT SIDE OF THE ROOM

• In your groups, read through the characteristics of a traditional classroom and illustrate what you visualize a Traditional classroom would look like.

LEFT SIDE OF THE ROOM

• In your groups, read through the characteristics of a differentiated classroom and illustrate what you visualize a DI classroom would look like.

• You have 10-15 minutes for this activity.

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Assessing the Learning

• Choose a graphic organizer for comparing and contrasting to indicate how the teachers are similar and different. Chart your information.

• Write a summary statement below your graphic organizer.

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Compare and Contrast Diagram

SUMMARY

How Different?

With Regard To:

ALIKE DIFFERENT

Assessments

Instruction

Students

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The Square Compare and Contrast Diagram

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Same and different ways of thinking

Topic:

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Comparison/Contrast FeetLeft Footprint—Write three things that are the same.Right Footprint—Write three things that are different.

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Define Differentiation?

• How would you define Differentiation? • Discuss your definition with an energizing

partner.

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ENERGIZING PARTNERS

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What is Differentiation?

Differentiating instruction means changing the pace, level, or kind of instruction you provide in response to individual learners’ needs, styles, or interests.

-- Diane Heacox, Ed.D. “Differentiating Instruction in the Regular Classroom”

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Snapshot of A Differentiated Classroom

Carol Ann Tomlinson (1999) Differentiated Classroom…

one in which the teacher responds to the unique needs of students.

Content … Process…. Product

are differentiated

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DI

ENVIRONMENT

How should the environment of the classroom support

learning?

BRAIN

What brain- compatible practices

keep students on task?

CONTENT

What resources and content are students expected to know?

PROCESS

What are the instructional practices that

support learning?

PRODUCT

What gives evidence of understanding?

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EXPECTATIONS

•On a sticky note write down what you would like to better understand about using differentiated instruction.

•Discuss your expectations with your group.

•Together decide on two expectations that represents the entire group.

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PUTTING DIFFERENTIATION INTO PRACTICE

WHAT IS DIFFERENTIATION?

WHO ARE YOUR STUDENTS?

WHAT DO STUDENTS NEED?

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Bounce On Over…

Go to the corner that best describes how much you know about tennis…

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Pre-Assessment Squaring Off

I know very little

Dirt RoadI know some

Paved Road

I know all about it

Yellow Brick Road

I know a lot

Highway

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Join ForcesI know very little

Dirt RoadI know some

Paved Road

I know all about this

Yellow Brick Road

I know a lot

Highway

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DEBRIEF

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It’s what our students learn after their time with us that matters

In my experience, there are teachers who put 100 percent of the responsibility on the kids, teachers who share the responsibility, and teachers who take 100 percent of the responsibility. Teachers in that middle category seem to be the most successful at my school.

The thing is, if I look at my end grades and saw a huge percentage of F’s, I’d be disturbed. I’d look for causes (missing work, low scores, etc.) and figure out what types of strategies to try with those students. I am the teacher, and so it is up to me to teach the kids I have, be they unprepared, irresponsible, etc… I’m not saying that’s easy, but if what we’re doing isn’t getting us the desired results, doing the same thing over and over and expecting something different is not only nonproductive, it creates stress and unhappiness in our lives.

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PRE-ASSESSMENT

•Pre-assessments are diagnostic and determine the students’ levels of readiness regarding the topics.

•The purpose of pre-assessment is to determine what students know about a topic before it is taught.

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Assessing for Differentiation

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Brainstorm Assessments Tools

In your groups, brainstorm as many different methods of assessments that can be used in the classroom.

CONDITIONS2 minutes.

Name first then writeThe more the better

CODEF for formative

S for summative

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Assessment Strategies teacher prepared pretest Teacher observations KWL charts and other

graphic organizers writing prompts/samples questioning picture interpretation prediction teacher

observation/checklists student demonstrations

and discussions brainstorming informational surveys/

questionnaires/inventories

student interviews student products and work

samples self-evaluations portfolio analysis game activities show of hands to

determine understanding: every pupil response

drawing related to topic or content

standardized test information

reader response survey anticipation journals Pre-test Think-pair-share

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ASSESSMENTS

FORMATIVE SUMMATIVE

What defines summative?

What defines formative?

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Formative Assessments are

• continuous checkpoints. • done frequently.• informative on student understanding and

progress.• helpful to teachers in determining next steps.

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Summative Assessments are

•given periodically at a particular point in time to evaluate understanding.•given to students at the end of the learning.

•reflective of the essential and enduring knowledge.

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ASSESSMENTS

FORMATIVE SUMMATIVE

•State assessments •District benchmark or interim assessments •End-of-unit or chapter tests •End-of-term or semester exams •Scores that are used for accountability for schools (AYP) and students (report card grades).

•Observations

•Questioning strategies

•Self and peer assessment

•Admit and Exit Tickets

•Conferences

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Assessment Strategies teacher prepared pretest Teacher observations KWL charts and other

graphic organizers writing prompts/samples questioning picture interpretation prediction teacher

observation/checklists student demonstrations

and discussions brainstorming informational surveys/

questionnaires/inventories

student interviews student products and work

samples self-evaluations portfolio analysis game activities show of hands to

determine understanding: every pupil response

drawing related to topic or content

standardized test information

reader response survey anticipation journals Pre-test Think-pair-share

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CONNECT WITH YOUR

ENERGIZING PARTNER

Explain the difference in formative and summative with

your energizing partner.

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Student Feedback

“ The most powerful single innovation that

enhances achievement is feedback.” --John Hattie

Read the research done by John Hattie and Marzano.

HO

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Based on research, where should teachers spend most of their time

in assessment preparation?

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KNOWING THE INTEREST, LEARNING STYLE AND MULTIPLE INTELLIGENCES

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Knowing the Interest of the Students

Look at the interest inventory in your notebook and discuss how it can help with differentiating

instruction. Refer to the T-shirt activity.

How can that be used as an interest inventory?

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Body Kinesthetic

Musical Rhythmic

Naturalist

Verbal Linguistic

Logical

Mathematical

Visual Spatial

Interpersonal

Intrapersonal

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ENERGIZING PARTNERS

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SELECT A TOPIC

A. With your partner select a content topic : Examples: Language Arts … Speaking, Listening, Reading, Writing Science … Experiments, Observations, Physical Science, Earth Science, Environmental Science Math … Geometry, Number Sense, Algebra, Probability Social Studies … World History, American History,

Geography, Economics, Civics

B. Create three different ways to teach your topic around the Multiple Intelligences. Chart your ideas using a graphic organizer.

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PUTTING DIFFERENTIATION INTO PRACTICE

WHAT IS DIFFERENTIATION?

WHAT DO STUDENTS NEED?

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PROCESS

Process.. the way it is delivered and taught.

Ways to differentiate process:Questioning StrategiesProjectsChoice Board/ Tic Tac Toe

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PRODUCTS

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•A good product is not just something students do for enjoyment at theend of the day.

•It must cause students to think about, apply, and even expand on all the key understandings and skills of the learning it represents.

•It has to align to the standards.

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MapDiagramSculptureDiscussionDemonstrationPoemProfileChartPlayDanceCampaignCassetteQuiz ShowBannerBrochureDebateFlow ChartPuppet ShowTour

LectureEditorialPaintingCostumePlacementBlueprintCatalogueDialogueNewspaperScrapbookLectureQuestionnaireFlagScrapbookGraphDebateMuseumLearning StationAdvertisement

Book ListCalendarColoring BookGameResearch ProjectTV ShowSongDictionaryFilmCollection

Trial

Machine

Book

Mural

Award

Recipe

Test

Learning Log

PuzzleModelTimelineToyArticleDiaryPosterMagazineComputer ProgramPhotographsTerrariumPetition DriveTeaching LessonPrototypeSpeechClubCartoonBiographyReviewInvention

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to Differentiate Product•Choices based on readiness, interest, MI, and learning profile•Clear expectations; i.e. rubrics, contracts, etc.•Timelines

This is what you must consider in designing performance tasks that requires students to

give evidence of their learning through a product.

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QUESTIONING STRATEGIES

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Original Terms New Terms

• Evaluation

• Synthesis

• Analysis

• Application

• Comprehension

• Knowledge

•Creating

•Evaluating

•Analyzing

•Applying

•Understanding

•Remembering

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

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DIFFERENTIATED ACCORDING TO BLOOM’S TAXONOMY

At your table review the six higher order thinking questions from Bloom’s Taxonomy and give examples of how you have applied the levels of questions in your instruction.

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DIFFERENTIATED ACCORDING TO BLOOM’S TAXONOMY

QUESTION STARTERS

Level I: KNOWLEDGE (Recall)

1. What is the definition for ….?

2. What happened after…?

3. Recall the facts.

4. What were the characteristics of ..?

5. Which is true or false?

6. How many…?

7. Who was the…?

8. Tell in your own words.

POTENTIAL ACTIVITIES

1. Describe the …

2. Make a time line of events.

3. Make a facts chart.

4. Write a list of …steps in…facts about…

5. List all the people in the story.

6. Make a chart showing…

7. Make an acrostic.

8. Recite a poem.

Differentiated Instructional Strategies: One Size Doesn’t Fit All (2nd ed.) Gayle Gregory and Carolyn Chapman. Corwin Press. 2007 pg. 122 HO

Page 57: Putting Differentiation Into Practice   Maria Montalvo

DIFFERENTIATED ACCORDING TO BLOOM’S TAXONOMY

QUESTION STARTERS

Level II: COMPREHENSION

1. Why are these ideas similar?

2. In your own words retell the story of…

3. What do you think could happen?

4. How are these ideas different?

5. Explain what happened after.

6. What are some examples?

7. Can you provide a definition of…?

8. Who was the key character?

POTENTIAL ACTIVITIES

1. Cut out or draw pictures to show an event.

2. Illustrate what you think the main idea was.

3. Make a cartoon strip showing the sequence of …

4. Write and perform a play based on the …

5. Compare this _____ with _______.

6. Construct a model of …

7. Write a news report.

8. Prepare a flow chart to show the sequence….

Differentiated Instructional Strategies: One Size Doesn’t Fit All (2nd ed.) Gayle Gregory and Carolyn Chapman. Corwin Press. 2007 HO

Page 58: Putting Differentiation Into Practice   Maria Montalvo

DIFFERENTIATED ACCORDING TO BLOOM’S TAXONOMY

QUESTION STARTERS

Level III: APPLICATION (applying without understanding is not effective )

1. What is another instance of ..?

2. Demonstrate the way to …

3. Which one is most like ..?

4. What questions would you ask?

5. Which factor would you change?

6. Could this have happened in.. Why or why not?

7. How would you organize these ideas?

POTENTIAL ACTIVITIES1. Construct a model to demonstrate

using it.2. Make a display to illustrate one

event.3. Make a collection about …4. Design a relief map to include

relevant information about an event.5. Scan a collection of photographs to

illustrate a particular aspect of the study..

6. Create a mural to depict…

Differentiated Instructional Strategies: One Size Doesn’t Fit All (2nd ed.) Gayle Gregory and Carolyn Chapman. Corwin Press. 2007 HO

Page 59: Putting Differentiation Into Practice   Maria Montalvo

DIFFERENTIATED ACCORDING TO BLOOM’S TAXONOMY

QUESTION STARTERS

Level IV: ANALYSIS 1. What are the component parts of ..?

2. What steps are important in the process of …

3. If … then …

4. What other conclusions can you reach about … that have not been mentioned?

5. The difference between the fact and the hypothesis is….

6. The solution would be to …

7. What is the relationship between.. and …?

POTENTIAL ACTIVITIES

1. Design a questionnaire about…2. Conduct an investigation to

produce….3. Make a flow chart to show …4. Construct a graph to show….5. Put on a play about....6. Review … in terms of identified

criteria.7. Prepare a report about the area of

study.

Differentiated Instructional Strategies: One Size Doesn’t Fit All (2nd ed.) Gayle Gregory and Carolyn Chapman. Corwin Press. 2007 HO

Page 60: Putting Differentiation Into Practice   Maria Montalvo

DIFFERENTIATED ACCORDING TO BLOOM’S TAXONOMY

QUESTION STARTERS

Level V: SYNTHESIS 1. Can you design a…..?

2. Why not compose a song about …?

3. Why don’t you devise your own way to ….?

4. Can you create new and unusual uses for ….?

5. Can you develop a proposal for ….?

6. How would you deal with …?

7. Invent a scheme that would…

POTENTIAL ACTIVITIES

1. Create a model that shows your new ideas.

2. Devise an original plan or experiment for…

3. Finish the incomplete…4. Make an hypothesis about….5. Change … so that it will ….6. Propose a method to ….7. Give the book a new title.

Differentiated Instructional Strategies: One Size Doesn’t Fit All (2nd ed.) Gayle Gregory and Carolyn Chapman. Corwin Press. 2007 HO

Page 61: Putting Differentiation Into Practice   Maria Montalvo

DIFFERENTIATED ACCORDING TO BLOOM’S TAXONOMY

QUESTION STARTERS

Level VI: EVALUATION1. In your opinion…

2. Appraise the chances for …

3. Grade or rank the …..

4. What do you think should be the outcome?

5. What solution do you favor and why?

6. Which systems are best? Worst?

7. Rate the relative value of these ideas to …

8. Which is the better bargain?

POTENTIAL ACTIVITIES

1. Prepare a list of criteria you would use to judge a … Indicate priority ratings you would give.

2. Conduct a debate about an issue.3. Prepare an annotated bibliography..4. Form a discussion panel on the topic

of …5. Prepare a case to present your

opinions about…6. List some common assumptions

about …. Rationalize your reactions.

Differentiated Instructional Strategies: One Size Doesn’t Fit All (2nd ed.) Gayle Gregory and Carolyn Chapman. Corwin Press. 2007 HO

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DIFFERENTIATED ACCORDING TO BLOOM’S TAXONOMY

Which month marked the most significant events leading to the Revolutionary War?

COMPREHENSION

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DIFFERENTIATED ACCORDING TO BLOOM’S TAXONOMY

What does each of the figures in the political cartoon about the Revolutionary

War represent?

ANALYSIS

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DIFFERENTIATED ACCORDING TO BLOOM’S TAXONOMY

Using the mapping techniques we learned yesterday, how would you show someone how to get from Boston to Philadelphia?

APPLICATION

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DIFFERENTIATED ACCORDING TO BLOOM’S TAXONOMY

From our study of cities during Colonial times, what things do you think were the

most important ideas to consider in building a new city during that time

period in history?

SYNTHESIS

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DIFFERENTIATED ACCORDING TO BLOOM’S TAXONOMY

What do you think might have happened if the British won the Revolutionary War?

EVALUATION

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DIFFERENTIATED ACCORDING TO BLOOM’S TAXONOMY

Who was our first president?

KNOWLEDGE

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Group Activity

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Activity

•Review your Bloom Taxonomy packet.

•As a team, create six questions around a topic content you teach that reflects the different levels Bloom’s Taxonomy questioning.

•You have six squares to create six levels of questions based on Bloom’s Taxonomy.

•Use the H.O.T.S. Cards as a model and the Higher Order Thinking Skill .

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CUBING STRATEGIES

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CUBING Cubing gives students a chance to look at aconcept from a series of different perspectives. Cubing with its many sides, allows students to

look at an issue or topic from a variety of angles and develop a multidimensional perspective rather than a single one.

Cubing allows the teacher to differentiate for readiness in a very un-obvious way. Since all students are working with cubes, students are not aware that

their neighbors might be doing something a little different.

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CUBING FRACTIONSSide One: Locate ItIn two minutes, make a listof all of the places inwhich we find fractions inevery day life. Have yourpartner time you.

Side Two: Define ItWhat is a fraction? Howwould you explain whata fraction is to a firstgrader?

Side Three: Solve ItComplete fraction problems1-10 on page 65. Haveyour partner check yourwork.

Side Four: Analyze ItWhat are the parts of afraction? Define eachpart and describe theirrelationships to oneanother.

Side Five: Think About ItWhen dividing fractions,why do we have to “invertand multiply”? Show yourthinking on paper.

Side Six: Illustrate ItCreate a children’spicture bookabout fractions. Use “GiveMe Half!” as an example.

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CUBINGThe Stages of Matter

Side One: Name three states of matter.

Side Two: Compare the phase changes that occurs when a substance changes state.

Side Three: Illustrate the molecules arrangement in each state of matter.

Side Four: Create an Experiment that demonstrates how temperature changes the state of matter.

Side Five: Prescribe a way where a solid changes directly into a gas without going through the liquid state.

Side Six: List a misconception that students might have about changes in states of matter. OR

How is understanding states of matter applied to understanding the water cycle.

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List

Explain

Design

Discuss

Propose

Debate

Tell what happened in this chapter/story/article, etc.

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Review the Think Dot Samples

Distribute & Discuss

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Think Dots Planner Title:

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R.A.F.T.S.

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A RAFT is…

• an engaging, high level strategy that encourageswriting across the curriculum

• a way to encourage students to…‒ …assume a role‒ …consider their audience,‒ …examine a topic from a relevant perspective,‒ …write in a particular format

• All of the above can serve as motivators by giving students choice, appealing to their interests and learning profiles, and adapting to student readiness levels.

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How Would Using R.A.F.T.S. Provide Useful Assessment?

Writing R.A.F.T.S. demonstrates student understanding of a concept or topic of study. It can be used to apply knowledge learned to clarify thinking and allow the teacher to peek inside a student’s head and check their understanding. It also can be the way to bring together students' understanding of main ideas, organization, elaboration, and coherence...in other words, the criteria by which compositions are most commonly judged.

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04/12/2023

A Different Perspective R.A.F.T.S.

Role of the writer-helps the writer decide on point of view and voice.

Audience for the piece of writing-reminds the writer that he/she must

communicate ideas to someone else; helps the writer determine content and style

Format of the material-helps the writer organize ideas and employ format

conventions for letters, interviews, story problems, and other kinds of writing.

Topic or subject for the piece of writing-helps the writer to zero in

on main ideas and narrow the focus of the writing.

Strong verbs- directs the writer to the writing purpose, for example to persuade,

analyze, create, predict, compare, defend, or evaluate.

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04/12/2023

R.A.F.T. in Science/Health

Role- Kidney

Audience- Your host/body

Format- Letter

Topic- What you need to stay healthy; why your host would be better off.

Strong Verb-Explaining

You are a kidney in the human body. Write a letter to your host to explain what you need to stay healthy and why the host will be better off if you ARE in tip-top condition.

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R.A.F.T. in Math

Role- Square Root

Audience- Whole Number

Format- Love Letter

Topic- Explain the relationship that you have with each other

Strong Verb-Explaining You are a Square Root in a problem. Write a love letter to your

significant Whole Number to explain the special love you have for the way he/she fulfills all your dreams in finding solutions to the problem.

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R.A.F.T. in Social Studies

Role- Oprah

Audience- Your Television Public

Format- Talk Show

Topic- Why women should be given women’s suffrage in the early 20th century

Strong Verb-Persuading You are Oprah, the modern day famous talk show host. Prepare

questions to interview a woman suffragist on your show who will explain why women should be given the right to vote as it relates to the life style of the early 20th century in the United States. Add the response from your guest women’s suffragist that can be posted on your web for those who missed the show that day.

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R.A.F.T. in Science

Role- Single drop of ocean water

Audience- Yourself

Format- Trip Log

Topic- Trip taken through the water cycle

Strong Verb-Record You are a single drop of ocean water that is beginning a trip through

the water cycle . Write an imaginative trip log to record your progress as you evaporate from the ocean, travel through the air, rain down on the land, and flow back to the ocean.

Page 85: Putting Differentiation Into Practice   Maria Montalvo

R.A.F.T. in Language Arts

Role- Car in a junk yard

Audience- Teen who destroyed the car

Format- Farewell Letter

Topic- Take care of your car Strong Verb- Scolding Dear Claude,

I’ve been forced to sit in this junk yard for the past year. Every day I’ve had to face the loss of more and more body parts until there is almost nothing left of me. But tomorrow, my time is up; I’m scheduled to be compacted, so I have to write this letter now. It is hard for me to say this, but I think you need to know you are a real jerk!

I gave you the best years of my life, and how did you treat me? You refused to change my oil on a regular basis. (I get cranky when I have a dirty crankcase!). You always fed me the cheapest fuel, never letting me have any fuel containing detergents to help keep my parts clean. You constantly slammed on the brakes, wearing the treads from my tires. You never checked my tire pressure. I had to work extra hard to move with such low pressure in my tires. Do you know how much gas money you wasted over the years by driving on underinflated tires? You never gave me a lube job even though I constantly screamed for one.

I tried so hard to do my best, but you did not lift a finger to help. On, no! Here it comes, the big crunch! I’ve reached the end of my road….CRUNCH!

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ACROSTICUsing the word differentiation,

take each letter and create an acrostic poem.

BRAIN BASHWhat differentiation strategies have you used today? List and give a short summary of each strategy.

DREAMING Using the topic of a Learning Log,

write a metaphor about dreaming. If I were a Learning Log, I would……………

EYEWITNESS ACCOUNT

Create a newspaper headline for differentiating instruction.

WILD CARDOR

FREE CHOICE

FLIP IT 1. Use the pattern provided for each person to create a Flip Book 2. Write the word differentiation in block one, block two – illustrate the word, block three – define it, block four – use the word in a sentence.

CARTOON FRAMES Create a cartoon strip with five

frames that depicts the topic differentiation.

EDITORIALWrite an editorial paragraph giving your position on the advantages or disadvantages of using differentiated instruction..

MUSICAL FACTS Create a song that includes three to five

facts in our study today. Use a familiar tune. Example: Row, Row, Row Your Boat . Write the lyrics on chart paper and be prepared to perform

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Tic-Tac-ToeStudent Choice Activities

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Think-Tac-Toe

Make a board game that can be played to learn at least 20 facts about the periodic table.

Write a report explaining how the periodic table is organized.

Make an illustrated time line showing the discovery dates of at least 20 elements on the periodic table.

Write 20 knowledgeable questions about the periodic table that you could use to interview a chemist.

Select 20 symbols on the periodic table. Include their names and something about each in a song or rap about them. Perform for the class or record on audio tape.

Create a collage that illustrates where various elements on the periodic table occur in nature. Label each element.

Write a letter to Mr. Mendeleev telling why you like or do not like his organization of the periodic table. Give at least 3 reasons to support your point of view.

Design a study guide for students to use when studying the periodic table. It must have at least 20 questions or items.

Design a graph that shows the ratio or proportion of metal, metalloids, and nonmetals that are on the periodic table.

Directions: Select and complete one activity going across, from each horizontal row to help you and others think about the Periodic Table. Remember to make your work thoughtful, original, accurate, and detailed.

HO

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PRESENTATIONS

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Summarize

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Summary ActivityThree Key Points

Summary Paragraph

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Where Do I Begin?

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TTT: Things Take Time

• One unit at a time

• One lesson at a time

•One strategy at a time

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Putting Differentiation Into Practice

Donnella Cranford [email protected]

Evaluation Time……