Strategies for Differentiating the Curriculum Extension Menus Strategies for Differentiating the Curriculum Credits/Resources: Laurie E. Wesphaul: Differentiating Instruction with Menus Susan Weinbrenner: Teaching Gifted Kids in the Regular Classroom

Why Choice? Choice is the one option that meets all students’ needs. Greater sense of independence Strengthened student focus on the content Provides students with a desire to learn Credits/Resources: Laurie E. Wesphaul: Differentiating Instruction with Menus Susan Weinbrenner: Teaching Gifted Kids in the Regular Classroom

What is an Extension Menu? An extension menu is an array of independent learning activities based on the levels of Bloom’s Taxonomy (Revised) presented in a ‘choice’ or ‘menu’ format to provide students with options for extending or enriching the essential curriculum. Tic-Tac-Toe List Menu 2-5-8 Menu

Sample Tic-Tac-Toe Menu WEATHER EXTENSIONS MENU Explore the effects of violent weather on people and their surroundings. Include statistics about the short- and long-term costs of such violent episodes. Investigate the Farmer’s Almanac and other sources for yearly weather predictions over a decade. Draw conclusions about the accuracy of the sources. Investigate and report on any aspect of weather that interests you. Present your information in a way that other students will learn from. Research the job of meteorologist and compare it to the same job during the 1970s. Include the percentage of accurate predictions, as well as the changes in data-collection devices. Student Choice Use resources from a Web site to create models of instruments used to predict and read weather signs. Trace the improvements in devices used to predict catastrophic weather situations from the 1950s to the present. Investigate the statistics about fatalities from several weather-related types of tragedies. Draw conclusions about the relative danger of each type. Predict how scientists will control weather 25 years from now. Description: 8 pre-determined choices, 1 free All items same weight Same expectations for completion and effort Benefits: Flexibility: can cover 1 obj or up to 3 obj 1 Obj: students complete a column or row, or any three 3 Obj: students need to complete column or row Friendly design Weighting: equal Limitations: Few topics Student compromise Time: Short Time: 1-3 weeks

Sample List Menu Description: 10 pre-determined choices with assigned point values 1 free Choices have different weights Point criterion = 100% Benefits: Responsibility: student control: guarantee grade if finish required work Allows for in-depth study of material; lower pts. reinforce basics for those needing reteaching Limitations: Few topics Preparation Time: 2 Weeks

Sample 2-5-8 Menu Description: 8 pre-determined choices Points are in relation to Bloom’s levels Students are expected to earn 10 points for 100% Benefits: Responsibility: Students control over grades Guaranteed High level: Must complete 1 high level activity to reach point goal Limitations: One topic No Free Choice Higher Level Thinking Time: Completion in one week

Advantages of Extension Menus Strategy spans all curricular areas Can target specific learning activities for an individual student or small group Allows student choice as well as challenge Students’ choices reveal their interests, abilities and learning styles Promotes higher level thinking skills Encourages the development of independent thinking

How to Use Menus in the Classroom Use them as enrichment/supplementary activities Teacher introduces menu/activities at the beginning of unit; Teacher proceeds using other materials, as content is being taught, students have choices with menus to supplement deeper understanding Builds an immediate use for the content Gifted students investigate concepts mentioned in the unit before the teacher teaches them Use menus to drive center or station activities Centers could be set up with materials needed to complete various projects Use as mini-lessons Students MUST demonstrate prior knowledge; menus used as reinforcement

Products Product list: based on learning style and resource availability in the teacher’s classroom Explanation of products should be discussed with students Student contract for $1 budget for project Credits/Resources: Laurie E. Wesphaul: Differentiating Instruction with Menus Susan Weinbrenner: Teaching Gifted Kids in the Regular Classroom

Assessment All Purpose Rubric: copied on the back of menu; explain in detail Self: VERY important: explain the student’s evaluation is also necessary Student Taught Lesson Rubric Oral Presentation Rubric Credits/Resources: Laurie E. Wesphaul: Differentiating Instruction with Menus Susan Weinbrenner: Teaching Gifted Kids in the Regular Classroom

Why use Extension Menus? Enrich or extend the essential curriculum Challenge the abilities of highly able students Provide alternative activities that address the differing abilities, interests, or learning styles of students Allow choice

TASK: Using “Quarter at a Glance”: As a content team (ELA, Math, Science, Social Studies), create a menu for use across the grade level for diverse learners Each team will present their menu including form of assessment As an individual, choose a menu type (different from team) and create a menu for use during this 9 weeks for publication in the Brill Staff folder

3-2-1 Write: 3: Key Ideas 2: Things I enjoyed or benefited from 1: Question, Request, or Implementation Idea