Differentiation

 i. Learning to use a topic sentence and supporting details  ii. Learning to use outside sources to defend viewpoint  i. Explore a learning center with materials  ii. Explore collecting information from the web  i. One may create a skit  ii. One may create a book report Readiness/Ability – Skill level and background knowledge of the child. As ability changes students need to be permitted to move between different groups (flexible grouping). Examples of pre-tests: question students about background knowledge, or use KWL charts. Interest – Topics the student may want to explore or motivate the student Examples of how to determine interest: use interest inventories and or including students in planning process. Learning Profile – Learning style, visual/auditory/kinesthetic, grouping preferences (solo/group/partner), environmental preferences (space/quiet) ª Primary Use: Readiness ª Description: Assignments and products are designed to instruct and assess students on essential skills that are provided at different levels of complexity, abstractness, and open-endedness. Curricular content/obj are the same – process and/or product are varied ª Consider: o Focus task on key concept o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Variety of materials at different levels of complexity and learning modalities o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Adjust task by complexity, abstractness, number of steps, concreteness, and independence to ensure challenge and not frustration §<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Step 1: Identify grade level/subject §<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Step 2: Identify standard/objective §<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Step 3: Identify key concept/generalization §<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Step 4: Identify background knowledge of students §<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Step 5: Determine which area to tier (content/product/process) §<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Step 6: Determine type of tier (readiness, interest, learning profile) §<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Step 7: Determine number of tiers §<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Step 8: Develop assessment/assessments to lesson ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Example: Given a subject // Tier in product according to interest // Group 1: Write an article Group 2: Prepare a debate Example: Students will develop an understanding of multiplication // Tier in content (what is taught) according to readiness (level) // Tier I: repeated addition Tier II: basic facts Tier III: double digit multiplication Example: Students with moderate comprehension skills à create story – web Students with advanced comprehension skills à re-tell story from the point of view of the main character ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Primary Use: Readiness ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Description: Eliminating teaching/student practice due to previous mastery. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Step 1: Assess student o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Step 2: Create plans for what the student needs to know o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Step 3: Create plans for freed up time for accelerated study ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Consider: o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Thoroughly pre-assess learner knowledge o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Explain process and benefits o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Written plans and timelines o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Student choice in enrichment or accelerated study Example: Class is doing fractions, 2 have mastered à these two are taught to add/subtract fractions ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Primary Use: Interest ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Description: Student and teacher identify topics of interest. Develop plan of investigating topic and goal of study. Result will be based on need of student and content. Student completes topic and develops product to share with classmates. ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Consider: o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Base project on interest o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Provide guidance and structure o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Timelines o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Process logs o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Establish criteria Example: Science project ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Primary Use: Readiness, Interest ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Description: Interest centers/groups are set up and directed toward a specific learner interest. Allow students to choose a topic. Readiness addressed when differentiated by level of complexity and independence. Interest survey used for focusing on manageable subtopic: Mindmanager /mindjet /inspiration ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Consider: o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Incorporate student interest. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Encourage students to help create tasks and define products o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Adjust student readiness o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Adjust blocks of work time based on readiness. ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Example: Civil War Group 1: Free labor versus slave labor Group 2: Biography Group 3: Women’s role in Reconstruction Group 4: How trade was impacted ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Primary Use: Readiness, Interest, Learning Profile ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Description: Students work as part of many groups depending on task/content. Groups based on readiness, interest, and/or learning profile. Students can be assigned purposely to group or randomly. Allows students to works with variety of students, prevents labeling and stigmatization. ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Consider: o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> All students work with a peer at least once o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Alternate random/purposeful grouping o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Collaboration at least once o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Clear guidelines for all groups o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Peer teaching ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Example: Reading Group 1: Phonics (purposeful) Group 2: Book reports based on topic (random) Example: Reading Groups After completing running records, create different reading groups and you may have 3 reading groups. Conduct another running record every three weeks, change the groups accordingly. Over the year, there could be 3 – 6 different reading groups. ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Literacy centers à ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Reading (guided reading, independent reading, computer software ([|www.starfall.com])  ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;">  Listening/speaking (read-aloud, small group listening center to books on tape)  ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;">  Writing (class journal, reflection journal, write a story to a picture book, spelling/writing activities, computer software with writing applications, Center folders – tracking sheets, work in progress, completed work) Example: Topic – Dialogue, objective is to use quotations properly Circulate the room as students write about dialogue, make notes on who are using quotations. During independent writing time, pull the group not punctuating their dialogue properly and do a mini-lesson. Do the same for the group using punctuations or quotations properly and introduce concept of indenting for new speakers. ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Primary Use: Readiness, Learning Profile ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Description: Adjust types of questions and ways they are presented based on what is needed to advance problem solving skills and responses. All benefit from learning from a wide range of questions and responses. ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Consider: o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Use wait time o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Adjust complexity, abstractness, type of response, connections o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Encourage students to build on their answers and other students’ answers o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Give students a chance to talk to partners/write down responses ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Example: Topic. List of questions Teachers asks initial questions to specific students (readiness), all are encouraged to ask/answer follow-up questions ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Primary Use: Readiness, Learning Profiles ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Description: Agreement between teacher and student. Skill specific for required assignments, student identifies methods for completing task. Student works at appropriate pace and target learning styles, encourages independence, planning skills. ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Consider: o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Match skills to learner o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Allow student choice o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Provide contract in writing/timeline/expectation o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Both skill and content based learning in contract ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Example: Learning contract for science Student will research mitosis, create a visual model, and write a report. Timeline for each assignment is set. ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Primary Use: Readiness, Interest, Learning Profiles ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Description: Organizers that contain a variety of activities. Choose one or several activities to complete as they learn a skill/develop a product. Students may be required to choose options that focus on several different skills. ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Consider: o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Include choices that reflect a range of interests and learning styles o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Guide students in choice of activities so they are challenged/not frustrated o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Provide clear instruction ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Example: //Romeo and Juliet// Choices: visual, auditory, kinesthetic, tactile Student must complete two from the board, choose from two different learning styles ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Primary Use: Readiness ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Description: Student may have personal needs that require 1 on 1 instruction. After receiving extra instruction, student could be designated as “resident expert” for that concept/skill and practice concept by re-teaching to peers. ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Consider: o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Focus task on key concept o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Variety of materials at different levels of complexity and learning modalities o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Adjust task by complexity, abstractness, number of steps, concreteness, and independence to ensure challenge and not frustration ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Example: Given a subject Group 1: Write an article Group 2: Prepare a debate ª<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Description: Assignments and products that a student can do at any time when they have completed assignments or be assigned for a short period at the beginning of each class as students settle into class. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Important – related to knowledge, understanding and skill o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Interesting – appeals to curiosity, interest, learning preference o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Allow choice – students can select from a range of options o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Clear routines and expectations o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Seldom graded o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Teach one key anchor activity to the whole class, explain the rationale (why it’s important to work productively) o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Start with one or two anchor options Example: Tic tac toe activities Students complete three activities of their choice in a straight row, creating a tic-tac-toe (project) Bingo activities based on writing (write a short story, write a letter, email, postcard, draw and explain a picture, etc) Make sure the student shows the completed work first, use writing goals and rubric to guide work. Skills practice at the computer Completing math applications Work on final projects Current events reading ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> reduce length and/or complexity, allow more time for writing ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Avoid penalizing for errors in spelling, grammar, punctuation ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Allow students to have a copy of notes ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Mark the number of items correct ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Avoid returning handwritten work to be copied over ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Provide credit for late assignments or partial completion ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Simplify written directions by limiting words and numbering steps ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Allow students to dictate to peers, tape recorder, parents, etc. ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Provide stories and chapters on tape, ask for help, etc. to make tapes. ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Recognize value of listening comprehension ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Peer buddies ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Extra practice **at home** ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Use choral reading or volunteer bases, no round robin ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Highlight a passage to practice in advance ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Communication books, boards, cards, and computer devices ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Help students use personal schedule devices and materials ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Use environmental control devices ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Assistive devices for clothing ·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Calculators, computers, software and tape recorders “XYZ classes” are defined as classes that are tracked according to aptitude; classes are conducted in separate rooms for a full day or a single subject. Similar curriculum is used for one grade level. In “XYZ classes,” research team from the University of Michigan concluded that the strongest benefits from grouping were found in programs where a pull-out program for gifted/highly talented learners existed. Acceleration of instruction is possible in these classes. Grouping has less influence on school work of “middle” and “lower” aptitude learners. The research suggests that students of “lower” aptitude may gain much needed self-esteem from succeeding in a smaller group and appropriate instruction tailored to meet the students’ needs. When pull out programs were eliminated, parents of gifted students claimed to see in their children a “decline in energy, curiosity, and intrinsic motivation to achieve at high levels.” One size does not fit all. Schools in Maryland are beginning to phase out learning centers in high schools. Aaron Kauffman credits his success to Walter Johnson High School’s Learning Center. Kauffman has cerebral palsy and found that the learning center assisted him learning in the general education curriculum, helping him graduate from high school and start attending college. Some students with several specific learning difficulties benefit from “smaller class sizes, individualized instruction, case management, transition planning, and coordination of accommodations across classes…” “With students with disabilities, it’s important to make an academic connection as well as an emotional connection.” Learning centers provide the opportunity for such pastoral care. Parents are concerned that as Learning Centers are phased out, “Special ed” classes may become only for students with “Emotional Disturbances” – to parents, it poses as danger as “dumping ground” for other students with needs. “Special education is not a place: Avoiding pull-out services in inclusive schools” LRE: Least Restrictive Environment A little girl with Trisomy 21 attends neighborhood school, in a class with appropriate related services including 1-1 assistance. Every year’s progress is reported on her Individual Education Plan. When kids start in a self-contained class starting kindergarten, he/she may not escape back into the “real” school. Thos children who start with an inclusion placement, there is always an expectation to revert to a more restrictive placement as the child grows older. The notion is -- when kids “fail inclusion” placement, it is the fault of the school. Students with an IEP may have a paraprofessional come into a classroom to work with the student/small group of students. Some may only spend 1 or more class period a day getting support, others only once a week. If the student’s symptoms are so severe they can not benefit, or other students’ learning is disrupted – other options need to be considered. One size does not fit all. Bibliography: [|www.saskschools.ca/curr_content/bestpractice/centres/process1.html] http://ced.ncsu.edu/2/adventure/haywood/tictac/html [|www.readingrockets.org/articles/22801?theme=print] [|www.readingrockets.org/article/264] [|www.thebrainmatters.org/resources/neurologynow] [|www.gazette.net/stories/122006/montcou180924_31977.shtml] [|www.paulakluth.com/articles/pulloutsvc.html] [|www.mouthmag.com/issues/59/placement.htm] [|www.members.shaw.ca/priscillatheroux/differentiatingstratgies] [|www.gifted.uconn.edu/nrcgt/newsletter/spring93/sprng935.html] __**Title: What do I do now? Exploring engaging anchor activities for students.**__
 * Strategies for Differentiating Instruction **
 * 1) Content –change in the material being learned by the student
 * 2) If the objective is: Writing persuasive paragraphs
 * 1) Process – refers to the way the student accesses material
 * 2) If the objective is: Writing persuasive paragraphs
 * 1) Product – refers to the way the student shows what he/she has learned
 * 2) If the objective is: Understanding the plot of a story
 * Tiered assignments **
 * Compacting **
 * Independent study **
 * Interest Centers/Interest Groups **
 * Flexible Grouping **
 * Multiple Levels of Questions **
 * Learning Contracts **
 * Choice Boards **
 * Peer Teaching **
 * Anchoring activities **
 * Writing **
 * Reading Assignments **
 * Assist Devices **
 * An analysis in research on ability grouping: **
 * Newspaper article from Maryland ** :
 * A placement in a regular class **
 * Key to the classroom: **

So you’ve got your differentiated groups going…but in my experience, there are always 3 groups of kids that emerge. …how do you manage “Rapid Robin” and “I’m not finished Freddie” -- “Rapid Robin” is the “dreaded early finisher” “I’m not Finished Freddie” who takes “an hour and a half to watch 60 minutes.” Or, you’re waiting for the kids to enter your class but they’re always straggling in. Do you have then sit and wait quietly on the carpet? Or do you say – oh, just pick up a book. Or just do your homework?
 * Anchor activities**

This is where anchor activities come in.


 * Definition**

Ongoing assignments (in any subject) students can work on independently during a unit, semester, or year-long. They are activities that tie to the content and instruction. Frees up classroom teacher to work with other groups of students or individuals. · Self-directed · Ongoing · Relate to the concepts and content to be learned (ie. PYP G1 – Endangered Animals or Tell Me A Story) · Engaging, meaningful tasks · Activities everyone in the class will have a chance to do


 * When can it be used?**

To begin the day or when students first enter class When students complete an assignment When students are stuck and waiting for help.


 * Effective when**

Expectations are clear; tasks are taught and practiced (model) If you’re a specialist, collaborate with the classroom teacher. Students are held accountable for on-task behavior. Allow students to have power to choose the activity and level of difficulty. · Clear instructions, part of a routine · Clear expectations for assessment · Procedures for getting help · Start with few choices · Do not simply create a packet, the activities must be engaging

Morning arrival for 2nd graders:

· Say “Good morning” · Take off jacket and backpack · Put name on list · Go to Morning Choice Center (Anchor activity) until everyone arrives at 8:30am

Arrival to specialist: · Arrive to the LS room. · Place homework in the bin. · Go to anchor activity until everyone arrives. · Start lesson.

Arrival to Math class: · Put homework in basket · Copy the homework for tomorrow · Choose activity (Anchor activity) from list and begin.

Ex. Handling paperwork à organizational patterns allow children to access own work · Color-coded work folders · Portfolio · Baskets for each curricular area

“The brain seeks to make order out of chaos…You can establish patterns of appropriate behavior and systems for doing things in the classroom… Confusion and frustration will be reduced as the brain feels secure in knowing and detecting the pattern for appropriate behavior.” - “Begin with the Brain” Martha Kaufeldt, 1999

Post a daily Agenda Procedure for expected behaviors Guide students to create personal GOALS Establish routines

Try for one or more BINGO for our Unit: People who made a change. The writing exercises we have done on persuasive writing are also addressed. After each activity, make sure I read your final product so that I can initial your box. Use your writing goals and rubric to guide your work. B I N G O “Dear Mr. Jefferson, Thank you for the Declaration of Independence…” || Interview a teacher who has made a difference. || Design an advertisement for “change.” || Has science changed history? Why or why not? ||
 * Create an imaginary continent and identify its countries. Write about one of the countries. || Write a thank you note.
 * Read a biography and write a summary. || Create a crossword puzzle using vocabulary from the unit. || Find 100 history facts about this Unit. || Design a postcard from someone who made a difference. || Summarize a chapter in a fun way, like a TV Guide. Make people want to read the chapter.

||
 * Rewrite one event in history. What would you have done differently? || Short Story ||

FREE WRITING OF YOUR CHOICE || Compare and contrast the lives of two people from different countries. || Design a 3D model illustrating a major historical event. ||
 * Letter to the Principal proposing a change.

Dear Mr. Shadbolt, I think we should get rid of uniforms…. || Cartoon strip. || Poem about discrimination. || Using the computer, design a brochure. || Invent a game show involving people who made a difference. || Sample anchor activities: y Create a greeting card. Be sure to include some of your Spelling words in the message. y Illustrate your spelling words. Write your word and a picture reflecting the meaning of your word. y Create a newspaper headline using your spelling words y Create an advertisement/poster for some type of product using some of your spelling words. y Use sign language to spell your words. Refer to the sign language cards. y Find a newspaper or magazine article. Find words in the article that can be replace with your spelling word. y Create a crossword puzzle or a word search using your spelling words. Provide an answer key and give it to a friend to complete. y Compose a letter to a parent (or teacher) and give it to them. y Use some of your spelling words to write a poem. Use the poetry resource to learn about different types of poetry. y Create categories or groups for your spelling words. Then, figure out a way to regroup them into different categories/groups.
 * Identify an issue. How can you make a difference? || Create a speech persuading students to do their homework. || Create a word find using historical people’s names. || Critique a political leader’s stance on an issue. || List the population of 8-10 countries in order from smallest to greatest. Explain. ||
 * Spelling**

y Check out and read a biography about the life of someone you are interested in learning about. Then, prepare a short biography in your own words to share with the class. y Write a letter to the author or a book you’ve enjoyed. (Robert Munch writes back!!!) y Create a best-seller list for your favorite books. y Design illustrations what you think would go well with a favorite chapter book. y Look and examine a picture book. Write a story that would go with the book. y Compare and contrast two books by the same author. y Find a fiction book and a non-fiction book that could be paired together. y Rewrite the ending of a book. y Create an original dialogue between two characters from a book you’ve read. y DEAR Silent Reading y Journal writing y www.Starfall.com y Guinness Book Scavenger Hunt y Create Magnetic Poetry y Sentence Sequencing y Developing writing prompts y Solve the Mystery
 * Reading**

//Applying reading/writing skills and G2 Unit (Countries)//
 * Look and examine this picture from a different country (ex. Maori dance). Read the facts about this country (ex. New Zealand). What do you think they are doing? Are they playing a game (ex. It is a dance)? Is this similar to something you have seen (ex. Hawaii)? Why do you think that is (ex. Theory about migration from Taiwan)?

y Create test questions/Story problems y Do “Problems of the week” y Create a folder of review activities y Puzzles and math games (ex. Guess My Number) y Create math games y Manipulative y Magazines – connect to math y Math Journal writing y Research a math topic y Computer programming y Practice budgeting y Logic puzzles y Math Sudoku y Ongoing math assignments y Graphing calculator activities y Chess y Research calculus and other mathematical concepts – why were they first used. y Find out the names and values of at least 5 different types of currency. How much would certain things cost? y Plan an around the world trip stopping by at least 10 famous landmarks. Research cost of flight, room, cost of living for every location and come up with a plan. What would the total cost of the trip be? What if you were only given $5,000 – could you still execute the trip?
 * Math**

Individual inquiry

y Computer search y Novel/Short Story Writing y Research project y Life Plan project y Career Planning y Hobby or Passion

Given a small group of 8 students for literacy… G1 Units: Tell Me A Story, Endangered Animals, Human Body, Families… y Phonemic awareness y Decoding y Reading activities à o Guided reading 1. (Pick 3 sentences.) Read the sentences as a group. Split into 2 groups. One member will cut the sentences out. As a group, put the words back together to make a sentence. Once you are done, move to the next sentence. 2. Now, make your own sentence. Sound your words out the best you can. Then, cut the sentence out. Put them back together. Glue it into your book. Anchoring activity: 1. [|www.starfall.com] 2. Connect to Skills: Give a list of words and create a word find. (choose a few sight words, mostly sound it out words, a few “whoa, that was a hard word.” 3. Connect to Tell Me a Story: Choose a favorite story you read in class (ie. PJ Funnybunny Goes Camping.) Change the ending to the story.

Split them into different groups: 1.

Given a group of 8 students for math extension... y Guess my number y Work on a few word problems, focusing on vocabulary y Work on a few tangram/spatial skills Anchoring Activity: y Create a new code y Create your own word problems y Create your own 10 square