1. Presenters: Jennifer Nehl Welcome Back

3. Title Insert KUd

4. It is: More qualitative than quantitative Organized The use of multiple approaches to content, process, and product It is NOT: Just modifying grading systems and reducing work loads Chaotic Just another way to provide homogenous instruction

5. It is: Student centered A blend of whole class, group, and individual instruction It is not: Individualized instruction More work for the good students and less and different for the poor students

6. The teacher focuses on essential learning and key concepts. The teacher attends to student differences. Assessment and instruction are inseparable. The teacher modifies content, process, and products.

7. All strategies are aligned with instructional goals and objectives. Specific strategy selection based on Focus of instruction Focus of differentiation 7

8. The teacher ensures that all students participate in respectful work. The teacher and students collaborate in learning. The teacher utilizes both classroom and individual data. The teacher uses flexible grouping according to readiness, interests and/or learning styles.

9. According to Student’s ReadinessInterestLearning Profile Teachers can differentiate… ContentProcessProduct Environment

10. Anchor Activities CompactingComplex Instruction Graphic Organizers Group Investigations Independent Study JigsawLearning contracts Literature Circles OrbitalsTaped Materials Tiered centers Tiered LessonsTiered Products Varied Journal Prompts Varied questions Varied sup. materials Varied Texts ???

12. Compacting Curriculum Learning Contracts Leveled Texts Tiered Lessons

13. Support differences in readiness Allows students to work at their level and expand learning without frustration Can tier activity, task, and/or product

14. 1. Select activity based on essential learnings 2. Think about students’ Readiness (skills, reading, thinking, information) Interests Learning style Talents 3. Create activity that is Interesting Causes students to use key skills of unit 4. Chart complexity of activity

15. 5. Develop activities to ensure challenge and success Materials (basic-advanced) Form of expression (familiar to unfamiliar) From personal experience to unfamiliar 6. Match task to student based on learning style and readiness

16. What is the range of learning needs? What should students know, understand, be able to do? What is the starting point of the lesson? How will you hook the students? What is the first version of the lesson? What is the second version? What is the third version?

18. RAFTS Cubing, Think Dots Choices (Intelligences) Centers/Stations Contracts Graphic Organizers

19. On Target, Differentiated Instruction, Grades 4-12, pages 12-13

22. Knowledge/ Describe List/describe the items used by Goldilocks while she was in the bears’ house. ApplyDemonstrate what Goldilocks would use if she came to your house. CompareCompare this story to reality. What events could not really happen? Argue for or against Judge whether Goldilocks was right or wrong. Defend your opinion. AnalyzeRank the characters from best to worst and explain how you ranked them. AssociateCreate a new story by placing Goldilocks in a modern-day city.

23.  Use the article and website on Earth Day and develop some questions to correspond with the 6 sides of the cube. Post questions on chart paper.

24. Social Studies Level 1

25. Social Studies Level 2

26. Social Studies Level 3

27.  Use the first cube as your average cube, create 2 more: one lower level and one higher level.  ALL cubes need to cover the same type of questions, just written to the readiness levels.  Color-code or label your cubes so you know which level of readiness you are addressing.  Always remember to have an easy problem on each cube and a hard one regardless of the levels.  Decide on the rules. Will the students be asked to do all 6 sides? Roll and do any 4 sides? Do any two questions on each of the cubes?  Use old quizzes, worksheets, textbook-study problems, student generated, internet, etc. to help with writing questions.

30.  Variation of Cubing; works well with older students  Students have to do all the tasks, they just do it in the order they roll.  Strategy used to review, demonstrate, and extend thinking  Can do a group of 6 people and each one does the task of what they rolled and then they have a group product at the end.

32. 2. Goldilocks in 1 minute or less http://youtube.com/watch?v=02cRfwmeCGY 3. Revolting Rhymes Goldilocks: Roald Dahl http://youtube.com/watch?v=cstpvUODHYY 4. Goldilocks Song http://youtube.com/watch?v=AvtkUOhL7yU 5. Rewrite the story of Goldilocks using more difficult vocabulary (example Little Red Riding Hood) 6. Goldilocks on trial http://youtube.com/watch?v=IAnGP-VO2sw

33. a, b, c and d each represent a different value. If a = 2, find b, c, and d. a + b = c a - c = d a + b = 5 Explain the mathematical reasoning involved in solving card 1. Explain in words what the equation 2x + 4 = 10 means. Solve the problem. Create an interesting word problem that is modeled by 8x – 2 = 7x. Diagram how to solve 2x = 8. Explain what changing the “ 3 “ in 3x = 9 to a “2” does to the value of x. Why is this true? Think Dots Title: Algebra level 1

34. a, b, c and d each represent a different value. If a = 1, find b, c, and d. a + b = c b - b = d c + a = -a Explain the mathematical reasoning involved in solving card 1. Explain how a variable is used to solve word problem. Create an interesting word problem that is modeled by 2x + 4 = 4x - 10. Solve the problem. Diagram how to solve 3x + 1 = 10. Explain why x=4 in 2x = 8, but x=16 in ½ x = 8. Why does this make sense? Think Dots Title: Algebra level 2

35. a, b, c and d each represent a different value. If a = 4, find b, c, and d. a + c = b b - a = c cd = -d d + d = a Explain the mathematical reasoning involved in solving card 1. Explain how a variable in mathematics. Give examples. Create an interesting word problem that is modeled by. Solve the problem. Diagram how to solve 3x + 4 = x + 12. Given ax = 15, explain how x is changes if a is large or a is small in value. Think Dots Title: Algebra level 3

36.  Using the article and website on Earth Day develop ThinkDot activities to correspond with the 6 sides of the die. Write on chart paper and post

37. Suggestions  Use colored paper to indicate different readiness levels, interests or learning styles.  Let students choose which activities- for example: choose any three or have students choose just one to work on over a number of days.  If students have worked on activities individually, have them come together in groups by levels, interest or learning style to synthesize.

38.  After a unit has been presented and students are familiar with the elements of the unit and conceptual skills.  To help students think about and make sense of the unit and concepts they are studying.

39. Cubing or ThinkDOTS can turn into glorified worksheets – but not if all activities are purposeful and focused on getting students to understand a concept in a multitude of ways.

41.  With your table group, brainstorm the different ideas for using Cubing/ThinkDots.  A recorder will write the top three responses on chart paper and post at the front of the room.  You’ll have 5 minutes to complete this task.

43.  Choose a unit from your content area or continue with the Earth Day theme.  Choose either Cubing or ThinkDots.  Follow the directions on the guide sheets and use the lesson plan guide to develop a lesson to use in your classroom in the next month.