1. Differentiated Strategy 101: Cubing a Lesson
Barbara Ewing Cockroft, M.Ed. NBCT, presenter
Visit: %20Differentiation%20Strategy%20101-%20Cubing%20a%20Lesson/
For more activities and lessons using cubing
Differentiated Strategy 101: Cubing a Lesson

2. “Be not afraid of going slowly. Be only afraid of standing still
“Be not afraid of going slowly. Be only afraid of standing still.” -Bertie Kingore

3. What Is Cubing?
A technique that helps students consider a subject from six points of view
Different commands or tasks appear on each side of a cube

4. What Is Cubing? (continued)
Cubes may vary with commands or tasks appropriate to the level of readiness of the group.
Cubes may also be constructed with tasks relating to different areas of intelligence, such as verbal/linguistic or bodily/kinesthetic.

5. What Is Cubing? (continued)
In its most sophisticated form, it is a technique that helps students think at different levels of Bloom’s taxonomy.

6. Cubing Tied to Bloom’s Taxonomy
4. Analysis
How many elements are present?
5. Synthesis
Combining: Change to a new scenario.
6. Evaluation
Rating: Rank solutions in priority order.
1. Knowledge
Recall: What is this about?
2.Comprehension
Understanding: Why did this happen?
3. Application
Transfer: Use the information to predict.

7. Examples of Cubing Statements
Describe It. Look at the subject closely, perhaps with your physical senses as well as your mind.
Compare It. What is it similar to? What is it different from?
Associate It. What does it make you think of? What comes to your mind when you think of it? People? Places? Things? Feelings? Let your mind go and see what feelings you have for the subject.

8. Examples of Cubing Statements (continued)
Analyze It. Tell how it is made. What are its traits and attributes?
Apply It. Tell what you can do with it. How can it be used?
Argue For or Against It. Take a stance. Use any kind of reasoning you want: logical, silly, anywhere in between.

9. Why Do We Use Cubes?
To differentiate learning by readiness (familiarity with content or skill level)
To differentiate learning by interest

10. Why We Use Cubes
To differentiate learning by student learning profile (visual, auditory, kinesthetic; multiple intelligences)
To add an element of novelty to classroom instruction

11. Getting Started
Step 1. Identify the general concepts, skills and content, aligned with the state standards, that will be the focus of the activity as it pertains to different learners. What do you want your students to know, understand, and be able to do?

12. Getting Started (continued)
Step 2. Provide extended opportunities, materials, and learning situations that are appropriate for a wide range of readiness, interests, and learning styles. Does what you are teaching align with your short and long-term goals?

13. Getting Started, continued
Step 3. Pre-assess student readiness, interest, or learning style!
Group students according to their readiness, with different colored cubes or task cards that match students’ level of understanding and ability level.

14. Getting Started (continued)
Step 4. Make sure the students understand the verbs and directions for each task. Offer choices!

15. Getting Started (continued)
Step 5. Students complete the tasks according to the directions.
Allow sufficient time.
Ask one or two students from each group to share their group’s findings/project/task with the class.

16. Helpful Hints:
Design the task cards to look basically the same among all of the groups.
Use the cubing technique sparingly, so that the novelty does not wear off.
Coordinate cubing activities with other teachers if you are in a team-teaching situation.

17. Helpful Hints (continued)
Use colored paper to indicate various interests or learning styles (not readiness-based grouping).
Students begin by sitting with other students using cubes of the same color.

18. Helpful Hints (continued)
If the first roll is an activity that the student does not want to do, a second roll is allowed.
After students have worked on their activity individually, have them come together in groups to synthesize.

19. Variations on Cubing
1. Number the list of tasks to be completed. Roll the die to select the item on the list to complete.
2. Write each task on a tongue depressor and let students select one.

20. Variations (continued)
3. Incorporate learning styles in the cubed activity, such as visual/spatial; bodily/kinesthetic, etc.
4. Design a cube for reading nonfiction (Who? What? When? Where? Why? How?); especially powerful in content areas.

21. Helpful Tools

22. Knowledge Knowledge - factual answers, recognition, testing recall
Process Words: who, how why, what, tell, know, where, name, label, omit, when, list, define, select, choose, specify, match, record, identify, numerate, describe, recount, memorize, recall
Products/Outcomes: list, definition, recitation, lecture, worksheet, chart, facts

23. Comprehension Comprehension - translating, interpreting, extrapolating
Process Words: cite, tell, infer, report, show, explain, identify, locate, discuss, classify, describe, indicate, translate, recognize, summarize, paraphrase
Products/Outcomes: summary, discussion, explanation, report, review, puzzle, game, lesson

24. Application
Application - to situations that are new, unfamiliar, or have a new slant; apply rules, laws methods, theories
Process Words: use, solve, select, teach, show, collect, relate, explain, transfer, exhibit, predict, informs, practice, classify, compute, illustrate, determine, produce, establish, develop, simulate, experiment, demonstrate, discover, dramatize
Products/Outcomes: map, model, diagram, illustration, interview, experiment, drawing, collection, chart, timeline, mobile

25. Analysis
Analysis - breaking down into parts, forms identifying motives or causes, making inferences, finding evidence to support generalizations; clarifying, concluding
Process Words: probe, survey, dissect, outline, contrast, identify, compare, examine, discover, organize, correlate, illustrate, prioritize, combine, separate, diagram, differentiate, distinguish, categorize, investigate, subdivide
Products/Outcomes: graph, diagram, survey, questionnaire, plan, research paper, outline, attributes, goals/objectives, chart, mind map

26. Synthesis
Synthesis - combining elements into a pattern not clearly there before, ability to put parts together to form a new whole
Process Words: make, plan, adapt, invent, create, develop, translate, design, initiate, generate, make up, compose, propose, predict, integrate, originate, rearrange, assemble, collaborate, categorize, hypothesize, formulate, incorporate
Products/Outcomes: song, play, newspaper, film, mural, story, advertisement, poem, invention, formula, solution, art product

27. Evaluation
Evaluation - evaluate according to some set of criteria and state why; ability to judge value for purpose; judging the value of something
Process Words: rate, judge, revise, choose, critique, defend, justify, decide, assess, contrast, support, compare, criticize, support, validate, determine, recommend, appraise, conclude, interpret
Products/Outcomes: panel, discussion, judgment, evaluation, opinion, editorial, verdict, rating scale, debate, court trial, ranking

28. Examples (refer to this website: http://www. cdeducation
Grade 3 Chrysanthemum by Kevin Henkes task card
Grades 6-8 Task cards to correspond to The Outsiders (easy and difficult readiness levels)
Grades 6-8 Revising cube (easy and difficult readiness levels)
Grade 10 Stereotyping (English or Social Studies)

29. Social Studies Level 1
For a blank template of a cube, visit: