THINKING ABOUT DIFFERENTIATION

Building Thinking Maps in cooperative teams causes students to orally discuss academic content as they choose essential ideas and concepts to go in their maps. 1 4 3 2

Students are more actively engaged when they work correctly in cooperative efforts to construct, defend and present their Thinking Map.

Count off at your table 1 – 4. LET’S THINK ABOUT DIFFERENTIATION Count off at your table 1 – 4. You will be assigned a map to work on by yourself (for about 2 minutes). Choose your own personal color to use as you construct your map. This Cooperative Learning strategy #3 can be found in your Teacher’s Guide page 262. 4

1’s 2’s 3’s 4’s

DIRECTIONS: SPEED MAPPING Quickly generating a lot of information for either diagnosing prior knowledge or summarizing a unit.

DIRECTIONS: CREATING A MASTER MAP Analyzing, prioritizing and evaluating key information

SO WHAT? SO WHAT? SO WHY? SO WHY? SO WHAT? SO WHAT? SO WHY? SO WHY?

SO WHAT NOW? So now that you have discussed and developed a school-wide common understanding of differentiation, what are your next steps?