Directions With the other people in your group, read through the definition of the strategy. Discuss ways to use this process strategy in your classroom. Be prepared to share with others.

Choice Board: Dinner Menu Topic: Photosynthesis Appetizer (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 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

RAFT Assignments RoleAudienceFormatTopic Huck FinnTom SawyerNote Hidden in a Tree Knot A Few Things You Should Know Rain DropFuture DropletsAdvice ColumnThe Beauty of Cycles FractionsWhole NumbersPetitionTo Be Considered Part of the Family CommaWritersDiary Entry I Wish People Knew Where I Belong

Learning Contracts Agreement between one or more students & their teacher Teacher specifies learning objectives & required components of assignment Student identifies methods of accomplishing the tasks. Timelines/deadlines are part of the contract. Allows students to work at appropriate pace

Cubing Allows students to look at issue from different perspectives Differentiate learning by readiness, student interest or learning style Vary in color & tasks depending upon ability & interests of small group

Jigsawing 1.Divide class into HOME groups. 2.Each member of HOME group receives a number. Each group has the same numbers. 3.Each member of HOME group receives a different assignment (i.e., passage to read, question to answer, problem to solve). IMPORTANT: All #1 members of each group should have same problem. 4.The HOME groups split, and members come together in other EXPERT groups. The EXPERT group works collaboratively to complete the task. 5.After designated time, members of EXPERT group return to HOME groups. Each person shares his/her expertise and knowledge with the HOME group.

Corners As a review, post 1-5 samples of a different type of math problem on chart paper in each corner of the room. Invite students to go to the corner with the type of problem that he/she would like/needs to work on. Students are given a certain amount of time to work problems individually before being given time to collaborate on answers.

Hot Seat Before the beginning of class, the teacher prepares 4-5 questions related to the topic of study and writes them on sticky notes. Place the sticky notes underneath student desks so they are hidden from view. At beginning of class, inform students that several of them are sitting in “Hot Seats” and will be asked to answer the questions. Have the students check their desks for the strategically placed sticky notes. Students who are in the “Hot Seats” take turns answering the questions.

Think-Tac-Toe Collection of activities from which students can choose In form of 3x3 or 4x4 grid Use to differentiate content, process & product

Tiered Assignments Rewrite a scene from the book Create a comic book from a scene Rewrite a scene with a modern-day character Analyze the historical events that took place during the story Final TestDraw the setting Create a glossary for the reading Create a plot line Create a timeline of events

Tiered Assignments Rewrite a scene from the book Create a comic book from a scene Rewrite a scene with a modern-day character Analyze the historical events that took place during the story Final TestDraw the setting Create a glossary for the reading Create a plot line Create a timeline of events