Differentiation

ARTICLES:
http://teachertools.londongt.org/?page=differentiation This site has several links to articles, posts and useful information regarding differentiation.

Kaplan’s Depth and Complexity Icons:

The Depth and Complexity icons are tools that will take students of any age deeper into a study of any content area. Each of the eleven prompts acts as a different lens, prompting students to look at a topic in a new way.

Depth and Complexity

depthcomplex

Combine_Prompts-_Thinking_Tools

D&C Q3 Cards

Depth and Complexity Icons: Everything You Need to Know!

Griffith-Depth-Complexity icons_for_dandc

Kaplan-Depth-and-Complexity-1y4xdgk

Meet the Icons FINAL (1)

NewPrompts_Deptha nd complexity2014

ThinkingToolsonepage

-Depth-Complexity-Lesson

3-DEPTH AND COMPLEXITY Lessons

Tiered Assignments:

Tiering is an instructional approach designed to have students of differing readiness levels work with essential knowledge, understanding, and skills but to do so at levels of difficulty appropriately challenging for them as individuals at a given point in the instructional cycle. To tier an activity or work product:

  • Clearly establish what students should know, understand, and be able to do as a result of the activity or product assignment.
    Select elements to tier.
  • Develop one activity or product assignment that is interesting and engaging for students, squarely focuses on the stated learning goals, and requires students to work at a high level of thought.
  • Design a similar task for struggling learners. The task should make adjustments based on student readiness.
  • If needed, develop a third, more advanced activity for learners who have already mastered the basic concepts or skills being addressed.
    –From Fulfilling the Promise of the Differentiated Classroom by Carol-Ann Tomlinson

Pre-Algebra+Differentiated+Unit

Tiered-Math-Problems

Tiered Assignments Mix

Tiered Assignments for MS

6 ways to Tier

Tiered Assignments Article What_Do_Students_Need-Ch_6_Diane_Heacox-foundation_secondary

Diff+-+Tiered+Assign+-+D+Chung[1]

CUBING and THINK DOTS
Think Dots: After students have worked to gain essential knowledge, understanding, and skill about a topic, they can use Think Dots to review, demonstrate, and extend their thinking on the subject. Think Dots are made of six cards that are hole-punched in one corner. The set is held together with a notebook ring, a loop of string, or any other device that allows students to flip through the set easily. Each card has one or more dots on its front. On the back of each card is a question or task that asks students to work directly with important knowledge, understanding, and skills related to the topic they are studying.
–From Fulfilling the Promise of the Differentiated Classroom by Carol-Ann Tomlinson

Cubing: requires students to look at a topic from six different angles such as: Describe It!, Compare It!, Associate It!, Apply It!, Analyze It!, Argue For or Against It!. Teachers often create a visual cube that serves as a starting point when they want students to analyze or consider various aspects of a topic. Cubes can be an after-reading strategy that requires students to think critically about a topic. When students work with cubes, they apply information in new ways. Cubes can be differentiated by interest and readiness.
Adaptations
•Design cubes based on interest or learning profiles.
•Use the cubes as dice which students roll.
•In math, create problems for students to solve. One problem is printed on each side of the cube.
•Create cubes around the Multiple Intelligences.
•Incorporate Bloom’s Taxonomy.
–From Fair Isn’t Always Equal: Assessing and Grading in the Differentiated Classroom by Rick Wormeli

PDF files with Templates and Examples of Cubing and Think Dots

NAGC_Cubing__Think_Dots

Think Dots

Think Dots Activities

Think Dots All Grades

Tiered Math Think Dots Sample

Cubing Jigsawcenters

Websites with Templates and Examples of Cubing and Think Dots
http://daretodifferentiate.wikispaces.com/Cubing+and+Think+Dots

Middle Ages Think Dots http://www.pittsfordschools.org/CRMS.cfm?subpage=40582

CHOICE BOARDS and MENUS
A choice board offers students a way to make decisions about what they will do in order to meet class requirements. A choice board could be for a single lesson, a week-long lesson, or even a month-long period of study. In order to create a choice board:

•Identify the most important elements of a lesson or unit.
•Create a required assignment or project that reflects the minimum understanding you expect all students to achieve.
•Create negotiables which expand upon the minimum understands. These negotiables often require students to go beyond the basic levels of Bloom’s Taxonomy.
•Create a final optional section that requires students the opportunity for enrichment. The optional section often reflects activities that students can use for extra credit.
–from Fair Isn’t Always Equal: Assessing and Grading in the Differentiated Classroom by Rick Wormeli

Websites with Templates and Examples of Choice Boards
http://daretodifferentiate.wikispaces.com/Choice+Boards

http://gandt.jordandistrict.org/teachers/mtss/differentiation-menus/

http://www.giftedconsultant.com/menu%20sharing%20page.htm

http://www.pvusd.net/extensionmenus

PDF Files with Templates and Examples of Choice Boards

Choice-Boards-Menus-Presentation

Blank Tic Tac Toe with Directions

Sample Choice Board Rubric

Think Tac Toe

Extension Menus

ChoiceBoards

COLLABORATION STRATEGIES FOR DIFFERENTIATION:

https://sites.google.com/site/collaborationworks/deliverables

http://safelibrary.marionk12.org/library/309273 A digital library for differentiation with printable resources.

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