Differentiated Instruction

1
Differentiated Instruction

• Lincoln, Maine
• June, 2006
• Sandra Page
• ASCD Faculty Member and
• Educational Consultant
• 919/929-0681
• bookpage_at_nc.rr.com
• 350 Warren Court
• Chapel Hill, NC 27516

2
How we will spend our time together

• Day One
• Define differentiation and its principles
• Uncover some assessments for Learning Preferences
  of students
• Examine lessons that adjust for learning
  preference
• Choose to develop a learning style assessment or
  a learning profile lesson/activity
• Day Two
• Understand readiness differentiation
• Review pre-, ongoing, and other assessments that
  can be used to adjust instruction.
• Analyze tiered lessons
• Work individually or collaboratively on a lesson
  for your own classroom
• Day Three
• Examine additional strategies
• Clarify learning goals for your own lesson
• Discuss management techniques and grading in a DI
  classroom
• Continue to refine a lesson for your classroom

3
Directions Complete the chart to show what you
know about differentiation. Write as much as you
can.
Definition
Key Vocab
Differentiation
Non-Examples
Examples
4
Differentiation doesnt suggest that a teacher
can be all things to all individuals all the
time. It does, however, mandate that a teacher
create a reasonable range of approaches to
learning much of the time, so that most students
find learning a fit much of the time.
5
Student Traits

• There are four student traits that teachers must
  often address to ensure effective and efficient
  learning. Those are readiness, interest,
  learning profile, and affect.

6
Student Traits

• Learning profile refers to how students learn
  best. Those include learning style, intelligence
  preference, culture and gender. If classrooms
  can offer and support different modes of
  learning, it is likely that more students will
  learn effectively and efficiently.

Tomlinson, 2003
7
Student Traits

• Interest refers to those topics or pursuits that
  evoke curiosity and passion in a learner. Thus,
  highly effective teachers attend both to
  developing interests and as yet undiscovered
  interests in their students.

Tomlinson, 2003
8
Student Traits

• Affect has to do with how students feel about
  themselves, their work, and the classroom as a
  whole. Student affect is the gateway to helping
  each student become more fully engaged and
  successful in learning.

Tomlinson, 2003
9
Student Traits

• Readiness refers to a students knowledge,
  understanding, and skill related to a particular
  sequence of learning. Only when a student works
  at a level of difficulty that is both challenging
  and attainable for that student does learning
  take place.

Tomlinson, 2003
10
Differentiated Instruction is a teachers
response to learners needs
guided by general principles of
differentiation, such as
appropriate degree of challenge
ongoing assessment and adjustment
clear learning goals
respectful tasks
flexible grouping
Teachers can differentiate
Content
Process
Product
Affect
Readiness
Interest
Learning Profile
Carol A Tomlinson
11
GROWTH If tasks are a close match for their
skills MOTIVATION If tasks ignite curiosity or
passion EFFICIENCY If the assignment encourages
students to work in a preferred manner
Readiness
Interest
Learning Profile
12
Learning Style Differentiation

• How do I find out about students preferences?
• How do I keep an accessible record of this in
  order to USE the information in instruction?
• How do I group students in either think-alike or
  think-differently tasks?
• What are some possible strategies?
• Sternberg multiple intelligence lessons
• Learning modality preferences in lessons
• RAFTs (writing across the curriculum,
  differentiated by learning preference)
• Anchoring go to activity
• Learning contracts (differentiated by learning
  preference)

13
What Do You Want to Learn About Rome?

• Name _______________________
• These are some of the topics we will be studying
  in our unit on Ancient Rome.
• We want to know what you want to learn about.
  Number your choices from 1
• to 8. Make sure that 1 is your favorite and 8 is
  your least favorite.
• ____ geography
• ____ government (laws)
• ____ agriculture (foods they grew)
• ____ architecture (buildings)
• ____ music and art
• ____ religion and
• ____ sports
• ____ roles of men, women, and children
• What Can You Tell Us About Rome?
• 1. What country is Rome in? ______________
• 2. What does the word civilization
  mean?__________________________
  __________________________________________________
  ____
• _________________________________________________
  _____.
• 3. Can you give us some examples of different
  civilizations? ____________

14
How Do You Like to Learn?

• 1. I study best when it is quiet. Yes No
• 2. I am able to ignore the noise of
• other people talking while I am working. Yes
  No
• 3. I like to work at a table or desk. Yes No
• 4. I like to work on the floor. Yes No
• 5. I work hard by myself. Yes No
• 6. I work hard for my parents or teacher. Yes
  No
• 7. I will work on an assignment until it is
  completed, no
• matter what. Yes No
• 8. Sometimes I get frustrated with my work
• and do not finish it. Yes No
• 9. When my teacher gives an assignment, I like
  to
• have exact steps on how to complete it. Yes No
• 10. When my teacher gives an assignment, I like
  to
• create my own steps on how to complete it. Yes
  No
• 11. I like to work by myself. Yes No
• 12. I like to work in pairs or in groups. Yes No
• 13. I like to have unlimited amount of time to
  work on
• an assignment. Yes No

15
Learning Profile Factors
Learning Environment quiet/noise warm/cool still/
mobile flexible/fixed busy/spare
Group Orientation independent/self
orientation group/peer orientation adult
orientation combination
Gender Culture
Intelligence Preference analytic practical creati
ve verbal/linguistic logical/mathematical spatial/
visual bodily/kinesthetic musical/rhythmic interpe
rsonal intrapersonal naturalist existential
Cognitive Style Creative/conforming Essence/facts
Expressive/controlled Nonlinear/linear Inductive/
deductive People-oriented/task or Object
oriented Concrete/abstract Collaboration/competiti
on Interpersonal/introspective Easily
distracted/long Attention span Group
achievement/personal achievement Oral/visual/kines
thetic Reflective/action-oriented
16
EIGHT STYLES OF LEARNING
17
EIGHT STYLES OF LEARNING, Contd
18
Intelligence Preference
Human brains are wired differently in different
individuals. Although all normally functioning
people use all parts of their brains, each of us
is wired to be better in some areas than in
others (Gardner, Sternberg). Differentiation
based on a students intelligence preference
generally suggests allowing the student to work
in a preferred mode and helping the student to
develop that capacity further. Sometimes
teachers also ask students to extend their
preferred modes of working, or they opt to use a
students preferred areas to support growth in
less comfortable areas.
19
Sternbergs Three Intelligences
Creative
Analytical
Practical

• We all have some of each of these intelligences,
  but are usually stronger in one or two areas
  than in others.
• We should strive to develop as fully each of
  these intelligences in students
• but also recognize where students strengths
  lie and teach through those intelligences as
  often as possible, particularly when introducing
  new ideas.

20
Creative Thinker
Attracted to novelty, likes to produce knowledge
or ideas instead of consuming them, sees the
world from a unique perspective, often prefers
working alone, does not like to be rushed toward
completion of tasks, often works in bursts,
with long periods of incubation (which can look
like unproductiveness) followed by quick, highly
productive working periods, often has unique
sense of humor. Needs support with setting
deadlines and timelines, open-ended assignments
with structure, assignments that allow for
creative thinking and novel products, support
working with other students, frequent outlets for
creative thought, support with turning ideas
into reality.
21
Analytical Thinkers
Likes to break things into its parts, likes to
know how things work, enjoys facts as well as
ideas, likes to argue, attracted to logical
thinking and logical ideas, likes to think as
opposed to doing, typically does well at school
tasks, enjoys solving problems, can focus for
long periods of time on a single task, may balk
at creative assignments, likes to find one,
right answer, may see things as black and white
Needs assignments that require thought as
opposed to rote memorization, extended
assignments that allow for focused, long-term
study, problems to figure out, time to discuss
ideas with others, support with how to present
ideas in a non-argumentative way, support with
listening to and accepting others ideas,
opportunities to struggle with open-ended
questions that have no right/wrong answer
22
Practical Thinkers
Likes to see the real-world application of
things, excellent at implementing plans, a
doer, highly effective in making things
happen, organized, less interested in ideas
than in action, likes to move and do when
learning, can be an excellent leader, may
struggle with creativity-for-creativitys-sake
assignments, may resist completing assignments
for which they see no real-world purpose, can
work very well in group situations, may not be
traditionally book smart Needs Hands-on
activities, assignments that are connected to the
real world, opportunities to share ideas with
practitioners and experts, experiences with more
creative, open-ended activities, support with
being patient with activities for which they see
no immediate application, opportunities to lead
(even when they are not the highest achievers,
these students can be highly effective at leading
groups and delegating responsibilities)
23
Biology A Differentiated Lesson Using
Sternbergs Intelligences

• Learning Goals
• Know - Names of cell parts, functions of cell
  parts
• Understand - A cell is a system with
  interrelated parts
• Do Analyze the interrelationships of cell
  parts/functions
• Present understandings in a clear, useful,
  interesting and fresh
• way.
• After whole class study of a cell, students
  choose one of the following sense-making
  activities.

24
Sternberg Intelligence Preferences
continuedAnalytical

• Use a cause/effect chain or some other format you
  develop to show how each part of a cell affects
  other parts as well as the whole. Use labels,
  directional markers, and other symbols as
  appropriate to ensure that someone who is pretty
  clueless about how a cell works will be
  enlightened after they study your work.

25
Sternberg/Biology (contd) Practical
Look around you in your world or the broader
world for systems that could serve as analogies
for the cell. Select your best analogy (best
most clearly matched, most explanatory or
enlightening). Devise a way to make the analogy
clear and visible to an audience of peers,
ensuring that they will develop clearer and
richer insights about how a cell works by sharing
in your work. Be sure to emphasize both the
individual functions of cell parts and the
interrelationships among the parts.
26
Sternberg/Biology (contd) Creative
Use unlikely stuff to depict the structure and
function of the cell, with emphasis on
interrelationships among each of the parts. You
should select your materials carefully to reveal
something important about the cell, its parts,
and their interrelationships. Your ahas should
trigger ours. or Tell a story that helps us
understand a cell as a system with interdependent
actors or characters, a plot to carry out, a
setting, and even a potential conflict. Use your
own imagination and narrative preferences to help
us gain insights into this remarkable system.
27
Sternberg/ Biology continuedProcess

• Students share their work in a 3 format (2
  times)
• first triads of students who completed the same
  option,
• then triads with each of the 3 categories
  represented.
• This is then followed by a teacher-led, whole
  class discussion of cells as systems, then a
  Teacher Challenge in which the teacher asks
  students to make analogies or other sorts of
  comparisons between cells, cell parts, or
  interrelationships and objects, photos, or
  examples produced by the teacher.
• The teacher administers an end of chapter test
  that is the same for all.

28
Thinking About the Sternberg Intelligences
ANALYTICAL
Linear Schoolhouse Smart - Sequential
Show the parts of _________ and how they
work. Explain why _______ works the way it
does. Diagram how __________ affects
__________________. Identify the key parts of
_____________________. Present a step-by-step
approach to _________________.
Streetsmart Contextual Focus on Use
PRACTICAL
Demonstrate how someone uses ________ in their
life or work. Show how we could apply _____ to
solve this real life problem ____. Based on your
own experience, explain how _____ can be
used. Heres a problem at school, ________. Using
your knowledge of ______________, develop a plan
to address the problem.
CREATIVE
Innovator Outside the Box What If - Improver
Find a new way to show _____________. Use unusual
materials to explain ________________. Use humor
to show ____________________. Explain (show) a
new and better way to ____________. Make
connections between _____ and _____ to help us
understand ____________. Become a ____ and use
your new perspectives to help us think about
____________.
29
Evaluate the Sternberg lesson

• Choose a lesson with a partner or two (Equation
  of lines, Plot, States of matter, Animal
  migration, Energy, Landforms, Dance, )
• Read through the lesson
• Talk about
• What is the benefit to students for this learning
  style lesson?
• Are all students working with the learning goals?
  
• How are all students likely to be more actively
  engaged?
• What are your questions?

30
Understanding Number
Make a number chart that shows all ways you can
think of to show 5.
Analytic Task
Find as many things as you can at school and at
home that have something to do with 5. Share what
you find with us so we can see and understand
what you did.
Practical Task
Creative Task
Write and/or recite a riddle poem about 5 that
helps us understand the number in many, unusual,
and interesting ways.
31
Equations of Lines

• Know
• Forms of the equations of lines General,
  Standard, Point Slope, Vertical and Horizontal
• Understand
• All forms of equations of lines represent the
  same line.
• Given an equation of a line in one form, any
  other form can be generated.
• Do
• Find other forms of equations of lines given one
  form.
• Find the strengths, weaknesses and applications
  of each form of equation.

32
Equations of Lines

• Analytical
• Compare the various forms of equations of lines.
  You may make a flow chart, table or any other
  idea to present your findings to the class. Be
  sure ton consider advantages and disadvantages of
  each.
• Practical
• Decide how and when each form of the equation of
  a line is best used. What are the strengths and
  weaknesses of each form? What specifically
  should you look for in order to decide which form
  to use? Find a way to present your conclusions
  to the class.
• Creative
• Put each form of an equation of a line on trial.
  Prosecutors should try to convince the jury that
  the form is not needed, while the defense should
  defend its usefulness. Group members are the
  various equation forms and the prosecuting and
  defense attorneys. The rest of the class will be
  the jury, and the teacher will be the judge.

33
Multiplication
3 and 6!

• Analytical
• Draw arrays for multiplying by 3 and 6, and list
  the facts next to each array. Next, make a list
  of as many patterns as you can find from the
  multiplication facts. Make a poster to help the
  class remember the 3 and 6 multiplication facts.
• Practical
• You and 5 of your friends go to the zoo. You all
  pay the admission of 3.00 each. You each buy a
  box lunch and each lunch costs 5.00. Three of
  your friends decide to buy a stuffed animal at
  the gift shop. The stuffed animals each cost
  7.00.
• How much money was spent on admission in total?
• How much money was spent on lunch in total?
• How much money was spent on stuffed animals in
  total?
• How much money was spent in total?
• Show how you know each of your answers is correct
  by explaining or drawing how you found each
  answer.

34
Multiplication
3 and 6!

• Creative
• Choose one of these writing prompts and complete
  the following RAFT
• OR
• Think of a way to remember the 3 and/or 6
  multiplication facts. Make a poster, explain,
  act, or draw how to remember them.

35
Evaluating Plot

• Standard Students will evaluate the quality of
  plot based on clear criteria

• Analytical Task
• Experts suggest that an effective plot is
  believable, has events that follow a logical and
  energizing sequence, has compelling characters
  and has a convincing resolution.
• Select a story that you believe does have an
  effective plot based on these three criteria as
  well as others you state. Provide specific
  support from the story for your positions.
• OR
• Select a story you believe has an effective plot
  in spite of the fact that it does not meet these
  criteria. Establish the criteria you believe
  made the storys plot effective. Make a case,
  using specific illustrations from the story, that
  your criteria describes an effective plot

36
Evaluating Plotcontd
Evaluating Plot
(contd)

• Practical Task
• A local TV station wants to air teen-produced
  digital videos based on well known works. Select
  and storyboard you choice for a video. Be sure
  your storyboards at least have a clear and
  believable plot structure, a logical sequence of
  events, compelling characters and a convincing
  resolution. Note other criteria on which you
  feel the plots effectiveness should also be
  judged. Make a case that your choice is a winner
  based on these and other criteria you state.
• Creative Task
• Propose an original story you fell has a clear
  and believable plot structure, a logical sequence
  of events, compelling characters, and a
  convincing resolution. You may write it,
  storyboard it, or make a flow chart of it. Find
  a way to demonstrate that your story achieves
  these criteria as well as any others you note as
  important.

37
Differentiation According to Sternbergs
Intelligences
Tall Tales Grade 3

• Know What makes a Tall Tale
• Definition of fact and exaggeration
• Understand An exaggeration starts with a fact
  and stretches it.
• People sometimes exaggerate to make their
  stories or deeds seem more wonderful or
  scarier.
• Do Distinguish fact and exaggeration
• Analytical Task
• Listen to or read Johnny Appleseed and complete
• the organizer as you do.
• Practical Task
• Think of a time when you or someone you know was
  sort of like the Johnny Appleseed story and told
  a tall tale about something that happened. Write
  or draw both the factual or true version of the
  story and the tall tale version.
• Creative Task --- RAFT Assignment
• Role Audience Format Topic
  
• Someone Our Diary entry Let me tell you
• in our class class what happened while Johnny
  A.and I were on the way to school today.

Johnny Appleseeds
Facts Exaggerations
38
Draw a picture depicting the same scene
throughout the 4 seasons. Make a song to Row,
Row, Row Your Boat that tells what people do in
each season and why.
Study the pictures in the folder and try to
identify the season in which each was taken. What
clues did you look for? Explain why you guessed
what you did.
Make a shopping list for three people in your
family that tells what they need to buy to get
ready for each season. Be ready to tell why you
put those things on your list.
Cindy Strickland, 2004
39
Three States of Matter KNOW Three states
of matter solid, liquid, and gasUNDERSTAND
All matter has both mass and volume.DO
Distinguish one state of matter from the
others. Show how one state of
matter changes to the others.
Analytical
Creative
Practical
40
A Science Example Migration

• Know animals traits and needs
• Understand that animals migrate in order to meet
  their needs.
• Be able to trace an animals migratory path and
  explain why it follows
• that pattern

• Analytical Find two animals that share a
  similar migration pattern. Chart their
  similarities and differences. Be sure to include
  information on each animals characteristics,
  habitat(s), adaptations, needs, migratory path,
  movement time frames, etc., as well as the
  reasoning behind these facts. Include an
  explanation as to why you think they share this
  pattern.
• Practical National Geographic has asked you to
  research the migratory habits of _________ (your
  choice). They would like you to share your
  findings with other scientists AND to offer them
  recommendations about the best manner of
  observing in the future. Be sure to include
  information on the animals characteristics,
  habitat(s), adaptations, needs, migratory path,
  movement time frames, etc., as well as the
  reasoning behind these facts. Include a How To
  checklist for future scientists to use in their
  research pursuits of this animal.
• Creative You have just discovered a new species
  of ____________. You have been given the honor
  of naming this new creature and sharing the
  fruits of your investigation with the scientific
  world via a journal article or presentation. Be
  sure to include information on this
  newly-discovered animals characteristics,
  habitat(s), adaptations, needs, migratory path,
  movement time frames, etc., as well as the
  reasoning behind these facts. Include a picture
  of the animal detailed enough that other
  scientists will be able to recognize it.
• Kristi Doubet 05

41
Energy ANALYTICALDifferentiated by
Intelligence Preference and also by Readiness
42
Energy CREATIVEDifferentiated by
Intelligence Preference and also by Readiness
43
Energy PRACTICALDifferentiated by
Intelligence Preference and also by Readiness
44
Learning Style Social Studies Lesson on Landforms
based on Sternbergs Intelligence Preference

• Know Geographical terms (isthmus, delta,
  peninsula, river, island)
• Understand Landforms and bodies of water effect
  human movement and influence the development of
  cities.
• Do Locate and label specific landforms
• Analyze how landforms produce economic
  advantages that establish settlements.
• After students have read and taken notes on the
  chapter, the teacher reviews with the whole class
  the basic information on landforms. Then,
  students are given a choice of three assignments
  to be done individually or in groups of two or
  three.

45

• Practical Using these 8 given cities, (or you
  may choose other cities after approval by
  teacher), demonstrate how landforms and bodies of
  water contributed to the development and movement
  of people to this site over a period of time. You
  may use overlay transparencies or models to show
  the areas and growth.
• Creative Develop a map of a new world that has
  at least 8 different types of landforms and/or
  bodies of water. Using labels, etc., determine
  how these sites would grow due to economic
  possibilities of these geographical features, and
  predict population growth over a period of time.
• Analytical Create clues or a set of directions
  to help us identify and locate at least 8
  landforms on the map (given in the textbook, or a
  map provided by the teacher). Clues/directions
  should also be based on population and economic
  growth and changes.

46
Dance Lesson Differentiation by Learning Profile
(Sternberg Intelligence)

• Students will discuss their understanding of
  Dance is communication in a journal reflection.
• Analytical Give specific examples of different
  ways dance can communicate. Discuss how space can
  be manipulated to create different moods. Present
  your conclusions in a chart or list.
• Practical Choose 4 moods that can be
  communicated through dance. Discuss how dance
  would communicate each mood, and include the use
  of space for each.
• Creative Dance is a form of communication.
  Create a story filled with emotion to
  communicate, and describe what the dance would
  look like. Be sure to include how the dance
  manipulates space.
• Nancy Smith, 2002

47
Partial List of Learning Modality Tasks/Skills
48
PRODUCT OPTIONSThe Good Life....Making Choices
About Tobacco Use

• Use key facts from class and research
• Make a complete case
• Provide defensible evidence for the case
• Weight varied viewpoints

• Be appropriate/useful for its target audience
• Give evidence of revision quality in content
  presentation
• Be thought-provoking rather than predictable

Visual
Oral
Comic book parody with smoking super/ heroes
super/ heroines
Story boards for t.v. ad using few/no words to
make the point
Radio-spot (public information with music timed,
lead-in)
T. Koppel C. Roberts with teen who smokes,
tobacco farmer, tobacco CEO, person with emphysema
Written
Kinesthetic
Brochure for pediatricians office patients
9-16 as target audience with graphics
Research and write editorial that compares the
relative costs and benefits of tobacco to N.C.
submit for publication
Pantomine a struggle of will regarding
smokingincluding a decision with rationale
Act out printed skit on pressures to smoke an
reasons not to smoke
49
Social Studies Chapter Review Differentiation by
Learning Modality Students are asked to read a
textbook chapter, using a graphic organizer for
note-taking. They then prepare a review/response
using learning modality preferences. They may
work in learning style alike partnerships to
prepare the response. In class, they will debrief
in groups of 4 with each modality represented in
each group.
50
Differentiation by Learning Modality
PreferenceSewing Project Choices in Consumer
Education ClassStudents will all create a
small, original product using skills of sewing,
design layout, fabric selection, color choice,
embellishment choices
Sandra Page, 2006
51
Multiplication Facts 4s and 8s

• Visual
• Make two posters - one will diagram all of the 4
  multiplication facts and the other diagrams the 8
  multiplication facts.
• Auditory
• Put together a skit or newscast about multiplying
  by 4 and 8. Have lots of examples!
• Kinesthetic
• Play multiplication rummy or memory
• Use counters to model the 4 and 8 multiplication
  facts. List all of the resulting equations and
  answers.

52
Graphing with a Point and SlopeModality

• Auditory Learners The students will practice
  graphing several lines given initial points and
  slopes. After practicing, they will create a news
  bulletin that explains the process and
  implications of this type of graphing and will
  share their bulletins with the class. The
  students in this group may work individually or
  in pairs.

53
Graphing with a Point and SlopeModality

• Visual Learners Given a point and slope, the
  students graph lines on graph paper. They should
  plot the given point in one color, use a second
  color to show the rise form the point, and use a
  third color to show the run form the point. They
  should then plot the resulting point in a fourth
  color. The students should repeat the same
  process to find a third point on the line.
  Finally, using a fifth color, they should sketch
  the line containing all three points. The
  students will then apply their understanding of
  the process using a problem such as the
  following Josh buys his first pack of baseball
  cards for 3, the next two packs for 4 more, and
  the next three packs for 6 more. Show the line
  that predicts how much Josh will pay for nine
  packs altogether. The students in this group may
  work individually or in pairs.

54
Graphing with a Point and SlopeModality

• Kinesthetic Learners On a large grid on the
  floor, one student stands at the original point.
  A second student walks the rise and run from the
  original point to the next point on the grid,
  counting aloud while doing so. Another student
  begins where the second students is standing and
  repeats the process to find a third point. The
  students repeat this process until all the
  students represent points on the line. They then
  create the line by holding string between them.
  The students will then apply this same process to
  a problem such as the one given to the visual
  learner group (see above). The students in this
  group should work in groups of five to six
  students.

55
Know Different Forms of TransportationUndersta
nd Transportation/vehicles helps us move from
here to there.Do Students will describe a
vehicle using the vocabulary and knowledge
learned on what makes things move and
go.Vocabulary wings, wheels, pedal, sail,
pull, push, float, sink air, water, land,
space fast, slow
Transportation Pre-K/Kindergarten using Learning
Modality Preferences
56
Primary Transportation by learning modality
continued
57
Using Learning Modalities in Reading Practice
with Sight Words

• Kinesthetic
• word puzzles (building sight words with
  form-fitting pieces)
• building words with magnetic letters, letter
  cards, Elkonin boxes
• clapping letters and/or rhymes of words
• Oral
• flashcard practice with partner
• saying/reading aloud sentence/book containing
  sight words
• singing song with sight words (Humpty Dumpty
  Humpty Dumpty had to go, Humpty Dumpty then said
  NO!
• Visual
• use tree map to sort sight words by 2, 3, 4,etc.
  letters
• locate sight words within a text
• word wall activities (rhyming, riddles, etc.)
• cloze activity of placing sight words within a
  sentence
• Auditory
• read words with an emotion (in scary voice, the
  happy voice)
• echo reading of sight words or sentence using
  sight words
• listen to story with text present and sight words
  highlighted

58
A RAFT is

• an engaging, high level strategy that
  encourages writing across the curriculum
• a way to encourage students to
• assume a role
• consider their audience,
• examine a topic from a relevant perspective,
• write in a particular format
• All of the above can serve as motivators by
  giving students choice, appealing to their
  interests and learning profiles, and adapting to
  student readiness levels.

59
RAFTs can

• Be differentiated in a variety of ways readiness
  level, learning profile, and/or student interest
• Be created by the students or Incorporate a blank
  row for that option
• Be used as introductory hooks into a unit of
  study
• Keep one column consistent while varying the
  other columns in the RAFT grid

60
RAFT Activities
Language Arts Literature
Science
History
Math
Format based on the work of Doug Buehl cited in
Teaching Reading in the Content Areas If Not Me
Then Who? Billmeyer and Martin, 1998
61
Consumer Education Class RAFT In this RAFT, all
students will have a Topic that focus on food
safety practices. The Formats are meant to appeal
to different learning styles.
62
Business Education RAFT Students are reviewing
elements from Insert Drop Down Menu This RAFT
uses the columns of Role and Audience to review
basic elements and vocabulary of this unit.
63
Music History RAFT This is a writing across the
curriculum assignment. The music teacher wanted
a written product from every student, and so the
Format options are all written. The roles are all
composers that students have studied within this
quarter, and this activity serves as a review for
an end of quarter test on music history.
64
Angle Relationship RAFT
65
Algebra RAFT
66
(No Transcript)
67
Primary RAFT Example

• RAFT EXAMPLE
• This RAFT is designed to be used by student in a
  second grade class as they are learning about
  endangered and extinct animals in science and
  natural resources in social studies. Students
  have been studying both topics for a number of
  days before they do the RAFT. The activity
  serves as a culmination to this period of study.
• Know
• Basic needs of plants and animals
• The role of natural resources in lives of people
  and animals
• Understand
• Our actions affect the balance of life on Earth.
• Animals become endangered or extinct when natural
• resources they need are damaged or limited.
• Natural resources are not unlimited and must be
• used wisely.
• Be Able To
• Identify causes of problems with misuse of
• natural resources.
• Propose a useful solution to the problems.

Directions Pick one of theserows to help you
showwhat you know and why taking care of
natural resources is important to thebalance of
life in our world.
68
High School Biology RAFT Know (See terms below
the RAFT) Understand Plants and animals have a
symbiotic relationship with
photosynthesis and respiration. Photosynthesis
and respiration are essential to human life. Be
Able to Do Explain the relationship between
photosynthesis in plants and
respiration in humans Explain and connect the
equations for photosynthesis and
respiration Explain the nature of human
dependence on plants
69
Important Terms photosynthesis, respiration,
carbon dioxide, sunlight, blue light or green
light (or other colors), sugar, water,
mitochondria, chloroplast, stoma (stomata),
lactic acid, aerobic respiration, anaerobic
respiration, autotroph, heterotroph, sunny,
cloudy, cool, warm, long sunny days, short days,
lungs, light energy, food energy Annette Hanson,
Timberline High School, Boise, Idaho
70
Indicator Raft
Morein Gordon, Joyce Kent and Karen Woodworth,
2004 New Rochelle High School
71
Name_________________________________
Period____________ Date__________Partners
Names____________________________________________
______________ __________________________________
______________________________Due Date
Astronomy Rafts For this assignment you and
your partners will choose one of the following
assignments. You will work with your partners to
create a story that follows the topic and format.
All topics can be found in your textbook but a
minimum of two other sources is required. Choose
your assignments wisely and be very creative.
Students will also be responsible for presenting
their assignments to the class in a 3 8 minute
presentation.
Other ideas may be used also. Any other idea
besides the listed topics must be approved by
Miss Wall. Think creativity!
72
Parts of a Sentence
73
Playwright Voice and Style

• KNOW
• - Voice, Tone and Style
• UNDERSTAND
• - Each playwright has a voice.
• - Voice is shaped by life experiences and
  reflects the writer.
• - Voice shapes expression.
• - Voice affects communication.
• - Voice and style are related.
• DO
• - Describe an authors voice and style.
• - Mimic a playwrights voice and style.
• - Create a piece of writing that reflects a
  writers voice and style.

74
Playwright Voice and Style
75
Playwright Voice and Style

• Reflect on your own life and experiences to
  determine your own voice.
• Analytic
• Make a list of themes, concepts and emotions
  that reflect your won voice. Explain how they
  relate to your life and experiences. Write a
  brief portion of a scene that demonstrates your
  voice and style.
• Practical
• Which playwright most reflects your own voice
  and style? What are the similarities and
  differences? Are there similarities in your life
  and the life of the playwright that you can find
  to explain the similarities?
• Creative
• Think of an experience in your life that has
  shaped who you have become. Explain how that
  experience could be woven into a play or scene of
  a play. What would the voice and style of the
  play or scene be, and why? If you want, write
  and direct a short scene that reflects your voice
  and style.

76
RAFT AssignmentGrade 10 English

• Know Voice, Tone, Style
• Understand
• Each writer has a voice
• Voice is shaped by life experiences and reflects
  the writer
• Voice shapes expression
• Voice affects communication
• Voice and style are related
• Be Able to Do
• Describe a writers voice and style Mimic
  a writers voice and style
• Create a piece of writing that reflects a
  writers voice and style

77
Our Community RAFT (Primary grade)Know
responsibility, role, respect, behaviorDo
Discuss, reflect, respond Understand Our
classroom community depends on us working
together.
78
Grade 6Social Studies RAFT

• Students will
• Know
• Names and roles of groups in the feudal class
  system.
• Understand
• Roles in the feudal system were interdependent.
  A persons role in the feudal system will shape
  his/her perspective on events.
• Be Able to Do
• Research
• See events through varied perspectives
• Share research perspectives with peers

79
Feudal System Raftcontd
Following the RAFT activity, students will share
their research and perspectives in mixed role
groups of approximately five. Groups will have a
discussion agenda to guide their conversation.

-Kathryn Seaman
80
Jacksonian Democracy Tiered Social Studies
RAFTLearning goals are to review vocabulary,
people, and essential questions related to the
chapter. The teacher assigns choices based on
readiness in analysis of text.