7/15/2016
Making Differentiation A Habit
A show of hands!
2016 SDE
National
Differentiation
Conference
Dr. Diane Heacox
dgheacox@gmail
dianeheacox.com
@dgheacox
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Take Aways…
7 critical elements of differentiation
6 choice formats
7 ways to tier student tasks
7 strategies for effective group work
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Elements of Defensible Differentiation
that Underpin the Model:
•Deeply knowing the interests,
learning profile and readiness needs
of your students.
•Being clear and focused on what you
want your students to know,
understand and be able to do.
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I can…
I can…
Identify math patterns.
Analyze a two or more texts which provide
conflicting information on the same topic.
Explain math patterns.
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Identify where texts disagree on matters of
fact or interpretation.
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•Actively using formal and informal
preassessment and formative
assessment to guide your instructional
decisions.
•Providing opportunities to motivate
learning through student choice.
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All of these elements must consistently
operate within a classroom which
values, honors, and respects the
individual learner
regardless of where they are
on the learning spectrum.
•Specifically matching students to
tasks that are “just right, right now”
for them through the use of tiered
assignments.
•Using flexible grouping to manage and
organize students by likeness rather
than differences.
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Differentiation “looks” different
from one class to the next based on:
• Teaching style
• Level of development of professional skills
• Student development, readiness for learning,
learning style, background
and prior experiences.
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Differentiating Your Instruction…
•
•
•
•
•
•
•
•
The Pacing (time, instruction)
The Practice (more or less)
The Work Arrangement (alone, partner, small group)
The Grouping Format (by likeness, by difference)
The Instruction (direct/inquiry)
The Degree of Scaffolding (none, a little, a lot)
The Task/Activity (tiered)
The Daily Work/ Homework (differentiated)
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In addressing student differences..
Differentiation by Readiness:
• knowledge
• skills
• understandings
Differentiation by Interest
• personal
• curricular
Differentiation by Learning Profile
• Modality
• Learning Style
• Cognitive (Intelligence) Preferences
• Cultural/Ethnic Influences
• Gender
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Multiple Intelligences
Howard Gardner
Differentiating by…
Ways to be “smart”…
Readiness results in gains in learning
and achievement.
Interest results in motivation to learn.
Learning profile results in greater
efficiency and effectiveness
of learning.
Verbal Linguistic
Say It.
Logical Mathematical
Count it
Visual Spatial
Picture it
Bodily Kinesthetic
Move it
Musical
Hum it
Interpersonal
Lead it.
Intrapersonal
Reflect on it.
Naturalist
Investigate it.
Existential*
Consider it.
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Cube It!!
Cubing or Think Dots Strategy
1. Describe it aloud
Directions
1. Each member rolls the die.
2. Then individually responds to the prompt.
3. If a number comes up more than once, add
on to what was said previously.
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2. Sketch it
3. List words to tell about it
4. Tell us what is good and bad about it
5. Compare it .. What is it like?
What is it different from?
6. Connect it.. What does it make you think of?
Why?
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Cubing Ecosystem Activities
Cubing Activities
DESCRIBE Elaborate. Use several different senses, perspectives,
viewpoints
COMPARE What is it like? Different from? Support your ideas.
ASSOCIATE What does it bring to mind? What does it make you think
of? What does this relate to?
ANALYZE IT Explain its components and how they are related or
linked. What are distinguishing features? How is it
organized? Critique it.
APPLY IT
How is it used? How is it useful?
ARGUE FOR OR AGAINST IT What issues exist about or within
the topic? What viewpoints or perspectives are
presented? What is your position? Support
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Roll for your Exit Task
Write a summary of 1 (C-D) to 2 (A-B) paragraphs
about the concept(s) learned
in class today
Act out a concept or term learned in class today
DESCRIBE
Write a script or audiotape a tour leading visitors through the
rainforest
COMPARE
Do a T-chart or Venn Diagram to compare the rainforest to another ecosystem
ASSOCIATE
Design a logo that represents critical elements of the rainforest.
ANALYZE
Describe the interrelationships of rainforest plants and animals by creating an map using
inspiration software.
APPLY IT
Construct an illustrated shopping guide for rainforest products.
ARGUE
Create a point/counterpoint presentation on deforestation and its effects on the Earth and
the economy. Present support for your position on the issue.
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Cube It Two
Cube It One
1. Draw and label a diagram of the
solar system to scale.
2. Create an illustrated timeline to
show the phases of the moon.
3. Create a picture dictionary for your
solar system vocabulary words.
Draw a significant concept or term learned in
class today
Write out a conversation that you would have
with someone explaining what we learned
in class today
Write 4 higher level questions about the
concepts learned in class today. Answer 2 of
them.
Compare what we learned in class today to
something you have learned in another class, use
a graphic organizer , sketch, or Venn
Diagram.
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Using Multiple Cubes
Joni Turville
Differentiating by Student Interest
Task: Demonstrate an understanding of the characteristics of
different states of matter.
1. Solid
1. Create a graphic representation
2. Liquid
2. Write descriptive paragraphs
3. Gas
3. Use everyday items as props to symbolize
elements
4. Solid
4. Create a labeled diagram
5. Liquid
5. Write a monologue in first person
6. Gas
1. Develop a new way to categorize planets
and their relationship to the sun. Label your
categories and diagram your results.
2. In what ways might we use the moon and its
resources for an “Earthly” purpose? Use
facts about the moon to support your ideas.
3. Use our solar system vocabulary words
in creating a script for an ad
promoting travel to our solar system.
4. Create a “guide to the stars” including
important constellations and their mythical
4. Create a new constellation and write an
stories
original myth that explains is origin.
5. Use words and pictures to create a
5. Create a Venn Diagram to compare 2 planets
topic web of facts about the sun, the moon
or the sun to the moon.
and the Earth.
6. Plan a demonstration to help us learn
about the characteristics of the
seasons and day and night and how
and when they happen. .
6. Plan a demonstration that explains what
effects there would be on Earth if rotation
and revolution were interrupted.
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Meta-analysis of 41 Studies on Choice
Patall, Cooper & Robinson
There is a strong link between giving students choices
and their intrinsic motivation for doing a task, their
overall performance on the task, and their willingness
to accept challenging tasks.
Teachers may consider offering fewer choices to less
experienced students and expanding choices with more
advanced learners. But the transition from fewer to
more choices should be gradual, sometimes spanning
several months. (Guthrie, Wigfield, & Perencevich, 2004)
6. Present a demonstration or experiment
Educational Leadership, September 2010
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Choice in Process
C
Choice in Content
How they access content
How they engage with the content
Assemble a collection of informational text
from the media center representing a
variety of lextile scores.
Books are organized in readiness alike
groups. Students are assigned to a group
of books based on their reading readiness
and select a book of their choice.
Students are given a choice of:
• Use a graphic organizer to “trap”
critical facts from the text.
• Do double entry journals
• Create sketches for key vocabulary
and ideas
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Double Entry Journal
Carol Tomlinson
Fullfilling the Promise of the Differentiated Classroom
Choice of Product
How they demonstrate that they have learned
As you read
After you read
Share critical facts by:
e.g.
e.g.
How to use the information
Questions
Predictions
Puzzling ideas, concepts
Meanings of key ideas
Comments
Reactions
Personal experience/knowledge that
connects
• creating an illustrated poster VS
Key phrases
Important ideas
Summaries
Powerful passages
Connections
Interesting ideas
• create a chart or diagram LM
• writing a summary VL
• creating an artifact box with informational cards to
explain your selections and their connections to the
facts N
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Informational Text
Create crossword Write a
Create a board
puzzle of key
newspaper article game using the
vocabulary
using the facts.
facts.
words.
B
B
A
Create an
Create a topic
informational
web for the facts.
brochure with the
facts.
A
B
Create a
PowerPoint or
prezi with the
facts.
A
Construct a
diagram, model,
or chart of facts.
B
Create a rap,
poem, or song
with the facts.
A
Role-play a news
report with the
facts.
A
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Tic Tac Toe Poetry
Compare and contrast
poetry and prose
in a Venn Diagram
A
Label the poetic elements
in a poem of your choice
B
Select the poetic element
that you believe is the
most powerful. Present a
case to support your
belief using a chart.
A
Write a poem that includes Create a poster for a
at least two
poetic element. Include
different poetic elements. its definition and an
example of its use in a
poem.
ALL
B
Find a prose paragraph
and rewrite it
incorporating
poetic elements.
A
Perform a skit with the
conversation scripted
using one of the poetic
elements.
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Write a song or jingle to
help
remember the
definition of each
element.
A
Select a magazine
photograph and tell its
story using three poetic
elements.
A
A
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Spelling Tic Tac Toe
Using the first letter of your Find a way to classify your
words, create an alliterative words. Label each group.
sentence for each.
A/VL
B/LM
Write and illustrate a comic
strip using all your words.
Write a synonym, an
antonym , or a rhyming
word for each of your
words.
B/VL
Write four words related in
some way to each of your
words.
Draw a clue for the
meaning of each of your
words.
Write a dialogue between
three fictional characters
using all your words.
Create a word pyramid for
each of your words. For
example:
S
Sn
Sna
Snak
Snake
B/VL
A/VL
Who are the main
characters in this
myth?
A/VS
A/VL
B/VS
Write a poem, rap, rhyme
or slogan using all your
words.
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Multiple Intelligences
A/M
R
How would the myth
be different if it took
place today?
AN/EV
What is the
problem and
solution presented
in the myth?
AP
What are the positive
and negative
characteristics of one
of the characters?
AN
What lesson for
your life can be
learned from this
myth?
ALL
What elements a
mythology are used in
this story? Give
specific examples.
AP
Who do you think is How are two of the What might be a new
the most important
characters alike and way to solve the
character? Why?
different?
problem in the myth?
AN/EV
AN
AN/EV/C
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I choose to work:
LM
Diagram
Flow chart
Graphic
organizer
VS
Cartoon
Comic strip
LM
Compare/
Contrast
Chart
Venn Diagram
M
Song
Jingle
Rap
VL/All
Letter
Article
Essay
BK
Script and
perform a one
person skit or
role play
VS
Poster
N
Display
Exhibit
Diorama
VS
Sketch
Illustration
I will share what I learned by:
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RAFT
Differentiating Tic Tac Toe Boards
ROLE
AUDIENCE
FORMAT
TOPIC
fraction
whole number reunion
invitation
how we’re
related
mixed
number
improper
fraction
persuasive
letter
convince to
convert
equivalent
fraction
equivalent
fraction
song or rap
explain how
we become
equal
numerator
denominator
poster
explain our
relationship
1.Plan for basic and advanced activities
2.Problems, questions, assignments,or
projects can be placed on the board
3.Plan for appropriate placement of
activities on the board to address
your goals for all students
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RAFTS
Role
Audience
Format
Big Bad Wolf
Three Little Pigs Conversation
between them
To create a RAFT:
Topic
Why I got
upset…
Three Little Pigs Big Bad Wolf
Card with an
Invitation to
stop by
Grandma
Picture Postcard The highlight of
my day with the
Wolf.
Little Red
Riding Hood
Little Red Riding Grandma
Hood
We are sorry…
Jingle, rhyme or The lesson I
song
learned…
1. Identify the KUDo’s for the tasks. What
will the students know, understand, and be
able to do as a result of their RAFT
choices?
2. Identify potential topics that should
receive focus because of their importance in
the unit.
3. Consider the role and audience that could
engage in some sort of exchange about the
topic.
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4. Determine a variety of formats (use
Gardner’s to help you!) that could be used
as a way to “show” the students’ learning.
Identify a format that seems to “fit” the
role and audience.
5. Do a check for “fun”. Is the task engaging
and interesting?
6. Check back with your KUDOs. Does each
RAFT idea capture one of the learning
goals?
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Informational Text
Create a topic
web with the facts
from the book.
ALL
A. Create a poem, jingle,
chant, or rhyme with the
facts.
B. Role play a news
report presenting the
facts.
C. Draw a cartoon or
comic strip to present
the facts.
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Informational Text
Create a topic
web with the facts
from the book.
ALL
2. Make a labeled
model or create a
diagram or chart with
pictures and words to
share the facts.
1. Create a crossword
puzzle that includes the
facts.
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Show and Tell
Task: Choose an animal and describe the
animal and its habitat
Create a
picture
book
3. Make pictionary cards
for the facts.
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Construct a
model
Write or tell Label
a story
important
facts
Create a
poster
Create a
flannel board
presentation
Audiotape a Write
presentation sentences
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Heacox 2012 all rights
Based on a format idea developed
byreserved
Carol Tomlinson
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Show and Tell
Technical Writing
Task: Write a set of directions for household
task or school activity.
Illustrations
Use topic
headings and
paragraphs
Diagram or flow How-to Brochure
charts
Use detailed
Write detailed
numbered or
sentences
bullet pointed
steps
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Using Work Stations to
Differentiate Instruction
 Students assigned to:
different stations with different activities
 Students assigned to:
same stations but assigned different
activities
 Choice of activities within an assigned
station
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Writing Project Menu
1.Write a
shopping list
2. Write clues to
mystery animals
3. Complete a
morning message
4. Write an
original recipe
5. Write a story
with sentence
strips
6. Write a note to
your teacher
7. Copy a family
recipe.
8. Review a book,
game, movie, or
TV show
9. Write a
paragraph for a
magazine picture
10. Write
directions for
how to make or
do something.
11. Make a list of
facts about
something.
12. Write a daily
news bulletin
about our
classroom.
13. Create a
birthday card
with a message.
14. Write an
“I’m sorry” note
15. Make a list of
rules to be a good
friend.
16. Write a
message to a
character in a
book or story.
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Station Teaching Specifics
Teachers may differentiate station work by:
• Designing tasks of different levels of challenge
or complexity
• Utilizing different resources related to
readiness needs or prior knowledge
• Designating some stations as reteach/reinforce
and others as extensions or enrichment
In any case, students are specifically assigned to particular
stations based on formal or informal formative assessment
data
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Centers Designed for Differences
Totally Ten Fairy Tales
Planned for differences
Prescribed based on learning needs
• basic to advanced applications of skills
• entry to advanced content knowledge
• skill progressions
• readiness based resources
• Multiple Intelligences
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Score 2 (knowledge,comprehension,application)
• Illustrate a storyboard retelling a fairy tale
• Construct a diorama of a fairy tale scene
• Create a word find or word puzzle of fairy
tale words and characters.
Score 4 (application,analysis)
• Create a chart of true and false facts about
fairy tale wolves.
• Tell a fairy tale as one of the characters.
Write or audiotape your story to share.
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Score 6 (analysis, evaluation, synthesis)
• Draw or write and act out a new solution to a
problem in a fairy tale.
• Construct a booklet sharing what fairy tale
character you would like to be and why.
Score 10 (greater complexity, depth, reveals
significant learning related to the unit’s
topics)
Write an original fairy tale picture book. Include the most
important characteristics of fairy tales:
• a lesson or moral, story of good/evil, adventure
• fantasy characters and animals (fairies, dragons)
• royalty (kings,queens, princesses)
• magic or unusual powers
Digitally record your story for a read-along.
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Totally Ten Geology Projects
Score 2 (knowledge, comprehension,application)
• List architectural features that make buildings
“earthquake” proof and the ways in which each
responds to a damage risk.
• Construct a chart using symbols to represent
the geological/landform areas of the country
and their characteristics.
Score 4 (application, analysis)
• Compare/contrast two volcanic eruptions from
contemporary or ancient times. Present your
ideas in a scripted role-play or storytelling of
the events.
• Write and illustrate an informational flyer for
new residents of a flood
or2016earthquake
area.
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Score 10 (greater complexity, depth, reveals
significant learning related to the unit’s
topics)
• Develop a campaign for a conservation issue
of choice. Identify why you believe it is a
critical issue. Develop a marketing campaign
song or web page to present your position,
ideas, and arguments. Be sure that your
campaign strongly demonstrates your
knowledge of the vocabulary and concepts we
have discussed in geology.
Score 6 (analysis, evaluation, synthesis)
• Critique methods of land conservation. Write a
position paper on a particular method for an
environmental group such as the Nature
Conservancy, government, or corporation.
• Determine arguments for and against changing
desert areas (e.g. Arizona) to green areas.
Identify your position and develop a poster to
“sell” your point of view.
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Differentiating Assessments
Decide what you are assessing!
Then think about how you might “open up” the assessment.
The students will be able to distinguish the
economic foundations of the North and South
prior to the Civil War.
By:
• summarizing the differences
• constructing a Venn Diagram comparing and contrasting
the differences
• creating an illustrated poster
Any will work unless…
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“Shopping” for Ideas for Choice Boards
• Always select only activities that support
learning goals or targets.
• Search your teacher editions or resource files for
activities that might be used as tiers of tasks.
• Consider activities appropriate for
some but not all students.
• Consider activities that:
>might be too hard for some students.
>might be too easy for some students.
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To Promote Greater Independence
With Choice Boards:
1.Place a process or product on
a choice board ONLY IF it has been first
taught to the whole class.
2.Provide models, checklists, or
rubrics to clearly define
“quality work” for your students.
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Differentiation is not assuming (or hoping) that
students given the same task will take it to their correct
level of difficulty. Some students simply do not know
how to do so OR may choose to not do so.
But rather differentiation is matching students to tasks
specifically designed at the correct level of difficulty.
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Simple Machines
Task One: Advanced students
Write a problem that could be solved using two
or more simple machines. Sketch or diagram and
describe how the combination of simple machines
would solve the problem.
Task Two: Most students
A huge box needs to be moved from one room to
another. Design and diagram a machine that uses
both a wheel, an axle, and a lever to move it.
Describe how it works.
Task Three: Modified
Draw five examples of levers, wheels and axles that
you use in your daily life. Describe how each makes
your life easier.
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Tiered Assignments are …
teacher prescribed learning activities
which are specifically designed to respond
to differences in readiness, interest, or
learning preference.
Chapter 6 Habit
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Tier Assignments by:
• readiness: knowledge, skills,
understanding
• challenge/complexity
• degree of structure, scaffolding
• level of abstraction
• learning preference
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Chpt. 6 Habit
Readiness Continuums
• Knowledge
Knowledge Based Readiness
1. Create an illustrated flipbook that includes
riddles about a planet or object in space and
a final page with the mystery planet or object
revealed.
• Skills
• Understandings
2. Create an illustrated flipbook to the stars
or planets including facts about each.
Tomlinson & Sousa Differentiation and the Brain 2010
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Skill Based Readiness
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Basic Order of Operations
9- (9-8) =
(8x8)x2=
4x(1-4)=
9x (2-2)=
8-(4-3)=
(8x8)-8=
(4x5)+4=
(8+10)-3=
Non-readers: Use picture books to
identify characteristics of farms.
Draw and add pictures to a bulletin
board farm.
(4x8) + 10=
Advanced Order of Operations
1- (7x5) - 4=
10x(6-6)+10=
(4+4-1)-7=
(5-7)-(5x5)=
(4+5+6)=
(4 x6) + (4-5)
(5x9+2) x4=
(5-10) x (8x 8)=
(1+2) x ( 3-2)
Readers: Use leveled books to identify
characteristics of farms. Draw
a farm poster and write a sentence
about farms.
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Understanding Based Readiness
Task One
Create a Venn diagram showing how cities and country is alike and
different.
Task Two
Divide your paper into two sides, label one side city and the other
country. Use pictures or sketches to show things we find ONLY in
the country or ONLY in the city. For example: a car could be found
in the city OR the country so it would not be on your chart.
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Task Three
1.Divide your team into two groups. One group will be the “city
kids” and one will be the “country kids”.
2. Work with your group. Think of very good reasons why your
place is the best place to live.
3. Create marketing presentation with a visual aid (use the poster
paper) to convince us that your place is where we want to live.
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Understanding Based Readiness
Civil Rights Movement
Identify the fundamental rights of citizenship
within a community.
Extended, Advanced
– What lessons can be learned from the Civil Rights Movement that
could inform today’s struggles for equality and fairness? Create 5
power point slides.
On Target
– What are the current struggles for equality and fairness in
America? Describe the group, its history related to equality and
fairness, and discuss their current concerns. Create 5 power point
slides.
Adapted
– What are the concerns related to equality and fairness of new
immigrant groups? Create 5 power point slides.
Why tier by readiness?
Students need more or less:
< Foundational knowledge
< Skill development
< Language acquisition: academic
vocabulary
< Time and practice
< Scaffolding
< Complexity in materials, resources, process or
products
< Direct guidance through the task
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Using Data to Determine Student Readiness
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Being In the Zone
Vygotsky adapted by Carol Tomlinson, ASCD 2004
•
•
•
•
•
•
•
•
•
•
•
Formal and informal pre-assessments
Formal and informal formative assessment
Quizzes
Daily work/Bell Work
Strategic Discussions
Focused Observations
Recorded data on standard attainment
Progress Log/Gradebook
Student self-assessment
Individual Know, Interest, Question (KIQ)
Others…. Technology? Apps?
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Examples of Scaffolding Strategies
1. Advanced graphic organizers
2. Graphic organizers: content, thinking skills
3. Concept or topic maps
4. Word banks
5. Manipulatives
6. Leveled resources for reading
7. Show and tell
8. Cue Cards
9. Script books
10. Mnemonic devices, chants, songs, rhymes
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Too Easy
•Gets it right away
•Already knows it
•Is coasting
•Too relaxed
•Bored
•Requires no effort
On Target
•Knows some things
•Has to think
•Has to persist
•Hits the “wall”
•Feels the challenge
• Knows effort leads to
success
Too Hard
•Doesn’t know where
to start
•Can’t figure it out
•Missing key skills
•Feels angry
•Makes no sense
• Wants to give up
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11. Timelines
12. Cloze methods
13. Think aloud
14. Front loading vocabulary: Sketching
15. Gradual release of responsibility
16. Procedures or check off lists to track completion of
steps in work.
17. Icons to remind students or interpret print
18. Posted photos of work in progress or to
provide examples of quality
19. Student generated criteria for quality.
20. Others??
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Ecosystem Word Bank
Tier by more or less scaffolding or support
Do some students need more
structure, support or scaffolding
to succeed in a task?
Forest
Deserts
Coniferous
Less than 10 inches
of rain
Ocean
Moose, bears,
wolves
Large flat areas
covered with grass
Lakes and streams
Cold winters, hot
summers
Cactus
Coastal forests
Water
70% of Earth’s
surface
Deciduous
Grasslands
Tropical
Rainforest
Tall grass, few trees
Tidepools
Very dry
Snakes and lizards
Two kinds: hot and
cold
Ponds and rivers
Antelopes, rabbits,
prairie dogs
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Prairies, pampas
steppes
Adapted from Catherine Thome
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Task One
Task Two
Using the word bank, create your own
graphic organizer listing each ecosystem
and its characteristics.
Using the ecosystem word bank complete
chart listing the characteristics of each
ecosystem.
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Forests
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Water
Task Three
Deserts
Grasslands
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Using the word bank, complete a graphic
organizer for each of the ecosystems.
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Goal: Distinguish characteristics of book characters.
Forests
Subtopic
Subtopic
Subtopic
Subtopic
Subtopic
Task One
Choose four of the adjectives below that describe your character. Give
examples from the book to show each characteristic.
aggressive cheerful
strong
helpful
confused
hopeful
caring
careless
angry
hardworking fearful
optimistic
jealous
kind
disappointed
Task Two
Select four or five adjectives you would use to describe your character.
Provide examples that show this characteristic from the book.
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Cloze Methods
Vocabulary
• Incomplete sentences used with a word bank
• Incomplete sentences in which student choose
words to complete statements.
Notetaking
• Incomplete statements related to informational
text
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Read the story. Some of the words have been left out of the story on
purpose. Fill in the blanks with words that will make sense with the
story.
Keeshawn and Jacob are about to take the ______________
assessment of their life! It is on order of ________. ___________ of
them have been working hard in math. Their _____________, Mr.
Lawson, had them do lots practice on this and Keeshawn has also been
doing his homework each day. He is ______________ he understands
how to do the problems. However, Jacob is feeling _____________.
Did he really understand or did he just do lucky ____________??
With informational text
The _____________system is the group of planets that
____________our Sun. There are ____ known planets in our solar
system, but some observers think they have spotted others beyond
the orbit of ___________.
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precipitation
crystals
condenses
droplets
As water vapor rises, it cools off and ________________into water
______________. If the water vapor becomes extremely cold, it will
form ice _________. As the water droplets or ice crystals grow
bigger and more numerous, they form ____________________.
On a ___________ winter day, it is important to ___________ warm.
When we go outside, we put on a warm ________________. People
often put __________ on their heads, _____________on their
hands, and a _________________ around their neck.
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How do you know when you need to tier?
REFLECTING on recurring differences
year after year
ANTICIPATING differences based
on knowing your students
RESPONDING to differences as they
appear in the teaching/learning
process.
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Task One
Tier by Challenge or Complexity
Could some students benefit from
greater depth or complexity of
work while others are best suited
for basic applications of skills
or content?
1. As a group, think about the problems
in Cinderella.
2. Divide up the problems and their solutions
so that each member of your team has at
least one problem.
3. On separate sheets of paper, draw your
problem and its solution using only sketches
or symbols.
4. As a group, create a poster by making a
column of problems and next to it its solution.
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Romeo and Juliet
Task Two
1. As a group think about the problems
and their solutions in Cinderella.
2. Divide up the problems amongst the
members of your team.
3. Each of you should determine at least
one new way your problem could be
solved today.
4. On separate sheets of paper, draw the problem
and your new solution using only sketches or
symbols.
5. As a group, create a poster with your ideas.
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Elements of writer’s voice include tone, word choice, and
sentence construction that creates rhythm.
In your group discuss the following
questions:
1.If a penguin could write, what do you think
his tone would sound like? What would
the tone of a cricket sound like?
2. What kind of words would an elephant
use?(long, short, hard to understand,
simple, polite, funny, rude)?
3. What kind of sentences (rhythm of
language) would a snake use? (long and
involved? short and to the point? a
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combination?)
Task One
Identify the teen problems in Romeo and Juliet.
Make a chart listing each problem and its solution in the play. Use
both pictures and words to convey your ideas.
Task Two
Identify the teen problems presented in Romeo and Juliet.
Determine the alternative ways the problems would be solved
today. Use pictures and words to convey your ideas.
Large Group: Discuss commonalities and differences
in problems/solutions presented in the play and
those experienced by teens today. What additional
problems do contemporary
teens face?
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Next on your own:
Choose an animal from the ones discussed or one of
your own choosing and write a paragraph about anything
you believe the animal would be interested in.
Use the tone, word choice, and sentence construction (or
rhythm) that you think the animal would use. You are trying
to create the animal’s voice.
Be ready to share why you composed the
paragraph in the way you did.
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Next on your own:
With your writing partner discuss the following:
1.What might the voice of thunder sound like? What
about light rain? A hurricane? (remember to consider
tone, sentence construction or rhythm, word choice)
2. What is the voice of dawn? Of night?
3. What is the voice of loneliness? Of joy?
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The students will be able to critically examine sources of
energy: fossil fuels, nuclear fission, wind, solar, tidal
energy.
Task One
Compare and contrast the advantages and disadvantages
of each energy source. Present critical facts using
SMART Board technology
Task Two
Analyze and evaluate the arguments for each energy
source, focusing on the environmental and financial
impacts of each choice. Present critical facts and your
own analysis in a presentation using SMART Board
technology.
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Write a short paragraph or poem using one of
the voices discussed with your partner or one
of your own creation.
Write about any topic this “thing” might be
interested in telling us about.
Remember to use first person and to apply the
elements of voice (tone, sentence
construction/rhythm, word choice) to your
writing. Become the “thing”!
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From Concrete to Abstract Applications
Do some students need more
concrete applications of skills,
processes or content to better
learn?
Are there other students capable
of more abstract applications?
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Historical Period
Task One
1. Collect at least 10 items to create an artifacts box
representing this historical period.
2. Provide informational cards to explain your selections
and their connections to the historical period.
Task Two
1. Collect at least 10 artifact box items to symbolize this
historical period.
2. You may also include thematic references to this
period.
3. Provide information cards to explain your selections
and their connections to the historical period.
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Identify cell parts and functions.
Task One (Concrete)
Identify animal cell parts on a diagram. List the
functions of each.
Task Two (Abstract)
Create an analogy between an animal cell and
the functions of each part and a business, a
home, or a factory and its parts and functions.
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How is the art of persuasion evidenced in politics?
Heroes and Villains
Brainstorm strategies for persuasion with your group.
Task One
Consider the ways in which you may classify or organize
your strategies for persuasion. Construct a diagram or
chart to share your ideas.
Extended, Advanced
What redeeming qualities does the villain of the novel exhibit?
What is the “shadow side” of the hero character in the novel?
Write and prepare a convincing argument for each to share with
our class
Task Two
Evaluate these strategies of persuasion. Place the
strategies on two continuums.
On-Target
Identify the characteristics of heroes and villains and
provide examples from the novel, explain (summarize) what makes
the character a hero or a villain.
A. From least to most effective in persuading the public
B. From most deceptive to most ethical.
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Adapted, Modified
Chart characteristics of a villain and a hero from a novel using a
graphic organizer. Be prepared to share your ideas.
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Di ane Heacox 2015
Fractions and Decimals
Tier by cognitive preference
Would students benefit from
demonstrating what they know or
understand by being “matched”
with their cognitive preferences?
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Task One
Create a jingle, chant, or rhyme to
help us remember how to change fractions
to decimals
Task Two
Construct a flow chart to show how to turn
fractions to decimals
Task Three
Write an “text message” from a decimal
to a fraction convincing it to convert to a
decimal. You may use
abbreviations.
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Science, Technology, Engineering and Math (STEM)
Identify and solve an engineering design problem.
Task One
1. Identify an engineering design problem. Refine the design to
ensure quality, efficiency, and productivity.
2. Create a prototype, construction paper model, clay sculpture or
simulated model of your product.
3. Write an explanation of your design process and describe the
ways in which the product was refined.
Task Two
1. Identify an engineering design problem. Refine the design to
ensure quality, efficiency, and productivity of the final product.
2. Create a mechanical drawing of your product.
3. Write an explanation of your design process and describe the
ways in which the product was refined.
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Readiness: Skills
Physical Education Ideas
• Competitive and Non-Competitive Groups
• Skill Stations (e.g. rope skipping)
< Stations representing different levels of
skill development
< Individualized “starting points”
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Music Differentiation Ideas
• Increasing complexity of application tasks
• Using purposeful grouping by like
readiness/talent
• Matching experiences to knowledge, ability,
experiences
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Art Sample
Task One
A. Develop a checklist of qualities of art that most
interests you. You may wish to review art samples.
B. Randomly select at least two art samples and evaluate
them using your checklist.
C. Summarize what you have learned about your interests in
art.
Task Two
A. Review the art samples. Keep a list of at least 8
characteristics of the art that most interests you.
B. Create a list of your characteristics ranking them in
importance to you. Di(high
is 1)
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Making Tiered Assignments Invisible
 Different work, not simply more or
less work
Fair in terms of work and
time expectations
 Equally active, engaging, and
interesting work
Require the use of key concepts,
skills, or ideas
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Consider same but different products
Consider same but different
materials or resources
 Design tasks that build on or
complement each other so students
learn from each others’ work
 Honor everyone’s work by having
it shared
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Distance measured on a map
Ladder Up: What’s above this?
Task One:
Measure the distance between two cities
in your state using the scale of miles on
your map.
Task Two:
Ladder UP
“Identify the plants and animals which inhabit
an ecosystem”
Task One
Construct a chart or visual display using sketches
to show the plants and animals at each of strata
of the rainforest ecosystem from the forest
floor to the canopies.
Task Two
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What are characteristics of the seasons?
Ladder Down: What’s below this??
Task One
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Ladder DOWN
Identify distinguishing characteristics of legends
Task One
Task Two
What would happen if there were no seasons?
Pick an “everlasting season”
and chart the effects on people, animals,
plants, our Earth, and any other
category you wish to add.
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Tiering..
Task Two
Compare and contrast two legends including
distinguishing characteristics of legends. Present your
ideas in a chart, poster, or essay.
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“Shopping” for Ideas for Tiered Assignments
• is used only with critical content, processes,
and skills (working on the KUDOs…)
• Always select only activities that support
KUDo’s
• is NOT usually done on daily basis
• Consider activities appropriate for
some but not all students
• is used as necessary and appropriate
to address the learning differences in
your classroom
• does not typically occur at the same place,
same time in your curriculum year after year
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•Consider activities that:
>might be too hard for some students
>might be too easy for some students
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Designing Tiered Assignments
1. Determine whether it is critical content, skills, processes. Is this
critical learning based on a
standard?
2. Determine the assignment of students to instructional groups.
Who NEEDS to do what?
Sending Students to Work
• highlighted class lists on for use with
your document camera or SMARTboard
for indicating designated tasks
3. Determine the most appropriate way to tier
the assignment. (Readiness, challenge level,
complexity, learning preference)
• note “teacher assistants” for each
group
4. Shop for ideas in your curriculum materials.
• highly specific workcards with models
and sample work as necessary
5. Design, modify, or re-design activities as necessary.
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Tips for Writing Workcards
• Make sure directions are written in kid-friendly
language
• Include specific information (e.g. Give a minimum
of three examples)
• As necessary, include criteria for quality
or a rubric to clarify expectations for their
work
• As appropriate, sequence the steps students
need to follow
• Include examples, samples of work or photos
to demonstrate quality
• Explain how the work will be shared
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Flexible Instructional Grouping
• purposefully groups students based on likenesses,
rather than differences
• creates a group of students based on like
readiness, interest, and/or learning profile
• matches students with tasks that are “just
right, right now” for them
• enables students to work alone, with a partner,
or in a small group as determined by the teacher
• changes regularly to match the student’s
needs to the task at hand
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There is a difference between
grouping by readiness and grouping by
ability.
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In a differentiated classroom, students are grouped
in a variety of ways:
by readiness
by cognitive preference (MI)
There is an assumption that ability remains
rather stable, however, readiness is fluid
based on the knowledge, skills or
understandings that are being addressed in
the curriculum.
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by interest
by student choice
for collaborative work
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Cooperative Groups: Grouping by Differences
Teacher Prescribed Groups
• for mixed readiness
• for “affective” purposes
Random Groups
• by interest
• by student choice
Instructional Groups: Grouping by Likeness
Teacher Prescribed
• based on common instructional need
• based on likenesses in readiness, learning profile,
interests
Chapter 6 page 99
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Three things you learned…
Two things confirmed or challenged…
New question or something you want to
learn more about…
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Suggestions for Productive Group Work
1. Go smaller.
2. Vary group composition.
3. Do not overuse the same grouping
format.
4. Teach the skills of productive group work.
5. Particular tasks should be assigned to particular
students through self-selection or by the
teacher.
5. The best group tasks are complex enough that
they merit the attention of more than one
student.
6. Organize group tasks with sufficient degrees
of scaffolding.
7. Make sure that all tasks
build academic skills.
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Keep in mind that planning for
differentiation is a cumulative
process…you add an element or
strategy at a time!
START SMALL BUT
START SOMEWHERE
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