Tiered Lesson: Regions of the United States

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Tiered Lesson Regions of the United States

• Students will KNOW
• Characteristics of regions,
• Landforms
• Natural resources
• Historical economic resources
• Climate
• Students will be able to DO
• Research,
• Analyze cause and effect
• Communicate findings in oral presentation,
  writing, and graphic diagrams
• Students will UNDERSTAND that
• Changes are taking place within regions of the
  US.
• Issues and changes faced by one region are
  affected by the geography and history of that
  region
• Based on preassessment of reading and writing
  skills, and readiness levels for research and
  complex thinking, the teachers assigns students
  to tiered tasks. Students may work alone or in
  groups of two or three. Students will present
  their findings at a class conference on change in
  the United States. Research materials will be
  available for varied reading levels.

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Single Region Investigation

• You have been exploring regions of the US and
  ways in which they are changing. Research one
  region and find an important change that is
  taking place in that region.
• Create a product that illustrates this change and
  that answers the guiding questions. You will
  present your product to the class at the
  conference. Your product may be a timeline, a
  photo essay, a dramatic play, or a simulation.
  You may choose one of these ideas or develop your
  own ideaNortheast traffic, pollution, decline
  in industriesSoutheast natural disasters,
  illegal immigration, industries moving to
  AsiaMiddle West changing water supply,
  farming/agriculture, West traffic, water
  supply, population growthSouthwest
  population/immigration, energy sources,
  environmental impact
• Key Questions
• What caused the change in this region?
• What have been the effects of the change?
• How is this change a result of the history or
  geography of this region?
• How are people in this region adapting to this
  change and what responses or solutions have been
  created because of the change?

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Product Guidelines Single region investigation
continued

• Read the selection from the textbook and complete
  the information in the chart given below
• Your product should show that you understand the
  causes and effects of change and should contain
  the answers to the key questions.
• You will need to show careful research from
  several sources, including video clips,
  textbooks, other books, and/or Internet sites on
  the topic. Although there will be materials
  provided in the classroom, you will need to
  gather information from other resources.
• Your product should be clean and neat, and the
  writing should be clear to a reader unfamiliar
  with this topic. Captions should be informative.
  Writing should reflect your best effort and
  contain good grammar and no abbreviations or
  contractions.
• You will need to keep a planning log which will
  be turned in as part of your grade. Complete
  entries on each part of the plan. If you are
  working with a partner, both individuals must
  turn in a planning log
• Plan Part I (checkpoint day 2) Choose a region.
  Explore changes within that region. Choose a
  change within that region for your project.
• Plan Part II (checkpoint days 5, 7) Research
  change/region.
• Plan Part III (checkpoint days 10, 12) Use
  research notes to create product
• Plan Part IV (final day 15) Class conference and
  self-reflection

Region
Landforms
Climate
Natural Resources
Other chosen area
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Total Regions Investigation (advanced level)

• You have been exploring regions of the US and
  ways in which they are changing. Research one
  change and find how it is taking place in
  multiple US regions. Create a product that
  illustrates this change and that answers the
  guiding questions. You will present your product
  to the class at the conference.
• Possible areas of change to explore include
• Transportation Population make-up (age, ethnic
  groups)
• Agriculture Population growth or decreases
• Pollution Natural disasters
• Jobs and industries Immigration/ illegal
  immigration
• Energy sources Road and railroad and/or public
  transportation
• Key Questions
• What caused the change? Why is it happening in
  different regions?
• What have been the effects of the change and how
  do they differ between regions?
• How are people in different regions adapting to
  this change? Examine the responses or solutions.
• What geographic or historical factors are
  affecting whether changes are viewed positively
  or negatively?

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Product Guidelines Total Regions Investigation
(advanced level)

• Your product should show that you understand the
  causes and effects of change, and should contain
  answers to the key questions.
• You will need to show careful research from
  several sources, including video clips,
  textbooks, other books, and/or Internet sites on
  the topic. At least two sources must be from
  governmental departments or data-gathering
  reports, such as population census, Army Corps of
  Engineers reports, Dept. of Transportation
  reports, and other such sources. I have a list of
  websites for you to use, if you wish.
• Your product should illustrate a change over
  time. Using your research, create a magazine
  article, a news program/video, a dramatic play, a
  simulation, or other product of your choice. It
  should be clearly written, engaging and
  informative, neat, contain good grammar and
  reflect your best work.
• Your product should include a graphic
  illustration of change over time. This may be in
  the form of a table, graph, map, concept web,
  diagram, or timeline.
• You will need to keep a daily planning log. On
  some days, I will ask you to respond to prompts
  and to reflect on what you have done so far,
  where you go next, and your thoughts about
  particular topics. Your job is to complete your
  entries thoughtfully and to turn the planning log
  in with your project. If you are working with a
  partner, both individuals must turn in a planning
  log.

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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.
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Generic Think DOTS for High School Literature
Concept Prejudice
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Learning Log Prompts (tiered lesson)

• Skills identify sensory words apply and
  analyze write a response.
• Understand Sensory words can be a tool and
  an art form.
• Students begin reading The Winter Room by Gary
  Paulsen. After reading the first few pages, the
  teacher assigns students one of these three
  learning log prompts, based on readiness in
  writing and analysis
• List words that relate to smells, to sounds, and
  to hearing. Write a sentence or two about
  anything in your experience the sensory words
  remind you of.
• How does a reader draw from personal experiences
  to relate to smells, sounds, and visual
  descriptions?
• Select a setting and a moment in time. Write a
  descriptive paragraph or two, modeling after
  Paulsens writing. Add a statement or two about
  why sensory words make a passage seem to come
  alive.

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Writing
Hot Topic

• Group 1
• Meet with teacher
• Brainstorm for hot topics
• Web ideas for possible inclusion
• Develop a word bank
• Storyboard a sequence of ideas
• Make support ladders
• Begin writing

• Group 2
• Alone or in pairs, develop a topic
• Make a bank of power ideas
• Web or storyboard the sequence and support
• Meet with teacher to ratchet
• Begin writing
• Paired revision
• Paired editing

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Character Map
Character Name____________
How the character looks ____________ ____________
____________ ____________ ____________ ___________
_
How the character thinks or acts ____________ ____
________ ____________ ____________ ____________
Most important thing to know about the
character ________________________________________
__________________________________________________
_________________________
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Character Map
Character Name____________
What the character says or does ____________ _____
_______ ____________ ____________ ____________ ___
_________
What the character really MEANS to say or
do ____________ ____________ ____________ ________
____ ____________
What the character would mostly like us to know
about him or her _________________________________
__________________________________________________
__
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Character Map
Character Name____________
Clues the author gives us about the
character ____________ ____________ ____________ _
___________
Why the author gives THESE clues ____________ ____
________ ____________ ____________ ____________
The authors bottom line about this character
__________________________________________________
__________________________________________________
__
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Secondary Literature Tiered Lesson

• All students will Know (key ideas, vocabulary,
  facts)
• Elements of literature
• Authors voice
• Concept of responsibility
• All students will understand (generalizations)
• We are responsible for ourselves and our choices
• We write our own lives.
• Our actions have a ripple effect.
• Responsibility may require sacrifice and may
  result in fulfillment.
• Our work bears our hallmark.
• All students will be able to do (skills)
• Argue and support
• Edit and revise skills
• Use figurative language effectively
• Analyze literary pieces

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Secondary Literature continued

• The teacher uses several differentiated
  strategies in teaching these lessons, including
  offering a range of articles, books, or chapters
  to read. All students will read The Little
  Prince, but some students will be helped by using
  a recorded version or by shared reading.
• All students will analyze pieces of literature to
  explore the premise that we are responsible for
  those we tame, and will frame an argument to
  support their position.

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• Group 1
• Read pages from The Little Prince
• Complete an analysis matrix that specifies the
  foxs feelings about responsibility toward those
  we tame and why he believes what he does.
• Read story, Bloodstain
• Complete analysis matrix on the beliefs of the
  main character.
• Select a newspaper article from folder.
• Write 2 paragraphs that compare beliefs of the
  people in the article with the two characters
• What advice would you give children about
  responsibility toward people we tame? Brainstorm
  on paper and then either
• Write a letter to a kid, giving your advice
• Write guidelines for adults who affect childrens
  lives
• Draw and explain a blueprint for becoming a
  responsible adult
• Peer revise and then peer edit your work before
  turning in to teacher.

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• Group 2
• Read pages from The Little Prince.
• Using article and story list provided by the
  teacher, find at least one piece of writing that
  shares the foxs view on responsibility for those
  we tame.
• Find at least 2 contrasting pieces.
• Develop notes on two views of responsibility with
  reasons and examples from your reading
  selections. Be sure you are thoughtful about each
  view.
• Then either
• Write an editorial about the implications of the
  two approaches for our school.
• Write an interior monologue of a teen at a point
  of decision about responsibility for someone
  he/she has tamed.
• Create a series of editorial cartoons that look
  at the ripple effect of such decisions in
  history, science, or our community.
• Peer revise and then peer edit your work before
  turning in to teacher.

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Poetry
Beth Atkins Kay Brimijoin (1999) Amherst, VA
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Poetry
Beth Atkins Kay Brimijoin (1999) Amherst, VA
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Poetry
Beth Atkins Kay Brimijoin (1999) Amherst, VA
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Tiered Activity

• Subject Science
• Concepts Density Buoyancy
• Introduction All students take part in an
  introductory discussion, read the chapter, and
  watch a lab activity on floating toys.
• Activities Common to All Three Groups
• Explore the relationship between density and
  buoyancy
• Determine density
• Conduct an experiment
• Write a lab report
• Work at a high level of thinking
• Share findings with the class

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The Soda Group

• Given four cans of different kinds of soda,
  students determined whether each would float by
  measuring the density of each can.
• They completed a lab procedure form by stating
  the materials, procedures, and conclusions. In
  an analysis section, they included an explanation
  of why the cans floated and sank, and stated the
  relationship between density and buoyancy.

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The Brine Egg Group

• Students developed a prescribed procedure for
  measuring salt, heating water, dissolving the
  salt in the water, cooling the brine, determining
  the mass of water, determining the mass of an
  egg, recording all data in a data table, pouring
  the egg on the cool mixture, stirring the
  solution and observing.
• They answered questions about their procedures
  and observations, as well as questions about why
  a person can float in water, whether it is easier
  to float in fresh or seawater, why a helium
  filled balloon floats in air, and the
  relationship between density and buoyancy.

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The Boat Group

• Students first wrote advice to college students
  building concrete boats to enter in a boat race.
• They then determined the density of a ball of
  clay, drew a boat design for a clay boat, noting
  its dimensions and its density.
• They used cylinders of aluminum, brass, and steel
  as well as aluminum nails for cargo, and
  determined the maximum amount of cargo their boat
  could hold.
• They built and tested the boat and its projected
  load.
• They wrote a descriptive lab report to include
  explanations of why the clay ball sank, and the
  boat was able to float, the relationship between
  density and buoyancy, and how freighters made of
  steel can carry iron ore and other metal cargo.

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Science Lesson ThinkDOTS Matter
How are physical and chemical properties
different? Why?
Which is higher, an elements atomic number or
its mass number? Why?
 
 
Name three types of physical changes. Create a
list with at least two examples of each that are
different from the examples in the book.
What does the periodic table tell us about
calcium? How can this help us in our everyday
lives?
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Science Lesson ThinkDOTS - Matter
Predict as many properties for potassium as you
can. To make your predictions, look at the
information in the box for this element and
consider its location on the periodic table.
 
Suppose you were given some sugar cubes, a
grinder, some water, a pan, and a hot plate. What
physical and chemical changes could you make in
the sugar?
There are three jars in the front of the room.
Each has a substance with a strong odor. One is a
solid, one is a liquid, and one is a gas. Which
odor would students in the back of the room smell
first? Why?
Why do you think scientists used the term cloud
to describe the position of electrons in an
atom?  
 
 
P. Goolsby K. Brimijoin, Amherst County
Schools, 2000
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PHYSICS A High School Tiered Lesson

• After reading and discussing text and looking at
  models of flight, the students will refine
  thinking about the physics of flight. As a result
  of the Lab, students should
• Know
• Key vocabulary (thrust, drag, lift, fluid,
  pressure, velocity, camber, airfoil, chord,
  trailing edge, leading edge)
• Understand
• Bernoullis PrincipleAs the velocity of a fluid
  increases, its pressure decreases. (Moving fluid
  creates an area of low pressure. Decrease in
  pressure on the top of the airfoil causes lift.)
• Newtons Third Law of Motion (For every action,
  there is an equal and opposite reaction)
• Aerodynamics is the study of forces acting on an
  object because air or another gas is moving.
• Be Able to Do
• Construct objects that project themselves through
  space in different ways as a demonstration of
  student knowledge of key information and
  understanding of key principles.
• Explain, illustrate and defend thinking regarding
  the objects they create and modify.

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Students are assigned to work in pairs at a lab
station based on a brief preassessment writing
prompt asking for their basic knowledge and
understandings of the physics of flight. Each
lab station has three tasks, increasing in
complexity of design and understandings. Required
elements included a written explanation of their
findings for initial designs and modified
designs, and the use of key vocabulary and key
principles.
In the lab students design, redesign, and explain
Paper Airplanes that fly for Maximum
Distance Maximum Hang Time Tricks
Kites Diamond Box Triangle-Layered
Pinwheels Forward Motion Backward Motion Upward
Motion
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Alien invasion
Provide each student with a sheet of aliens
with varied numbers of arms, legs, eyes, noses,
mouths, and ears.
Target Group Student A selects one of the aliens.
Student B asks questions in an attempt to figure
out which Alien student A selected. Student A
answers the questions in complete sentences. All
questions must be yes no questions having to
do with the aliens features. Students then
switch roles.
Advanced Group Student B also asks questions
about why the alien is formed as it is. Student
A makes up responses. In the end, the students
write a descriptive statement about the structure
and function of the alien. Students then switch
roles.
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Alien invasion continued

• Struggling Group
• If there are students who cannot succeed with the
  target activity, the teacher can provide ONE of
  the following
• A list of possible questions in the language
• A list of helpful vocabulary
• A brief period of teacher coaching to help
  students develop a model for the task.
• Following this initial activity, students design,
  describe and name their own alien. These are
  displayed in the classroom and the whole class
  engages in a questioning activity to determine
  who created each alien.
• (Ex Does Wills alien have long legs?)
• Based on a differentiated Spanish I activity
  developed by Ellin Gallagher, Park City, Utah,
  from Enhancing Foreigh Language Instruction in
  Your Classroom by Barbara Snyder.

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German Past Tense Verbs (tiered lesson)

• For part of today, students will work in one of
  three groups to practice using verbs.
• Group One Complete an oral round-robin exercise
  by reading German sentences and questions from a
  flipchart, and select which of two verb forms
  beneath a sentence should be placed in the
  sentence.
• Group Two Take turns reading sentences with
  present-tense verbs, converting them into
  sentences with past-tense verbs, and then
  converting them into past-tense questions.
• Group Three Work in pairs to ad lib a
  conversation in which they ask questions and give
  answers about what happened at home and school
  yesterday and today.
• Tomorrow, students will work in mixed readiness
  triads (one person from each group) to prepare
  for a skill drill.

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Music Lesson

• Standard Analyze and compare the use of music
  element representing various genres and cultures
  emphasizing meter and rhythm.
• Know Elements of music, especially meter and
  rhythm
• Understand The elements of music are used across
  various music genres and cultures.
• Music expresses the culture.
• Do Analyze music for elements
• Show how the elements are used in various genres
  and cultures.

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Music Lesson

• The elements of music are presented in a mini
  lecture. Students take notes using the split
  entry journal with either two or three columns.
• Analyzing music for elements in small groups
• M given a simple piece of recorded music, fill
  in a detailed outline identifying specific
  elements.
• U With a slightly more sophisticated piece of
  musicv, identify and describe any elements heard.
• S With a more complex piece of music, identrify
  and describe the elements.
• I Given sheet music and an accompanying
  recording, analyze the elements.
• C From sheet music only, analyze and identify
  the elements. Hypothesize what was the intent of
  the composer.

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Music Lesson

• Show how the elements represent various genres
  and cultures. You may work alone, with a
  partner, or in a group of three. You may present
  your music and finding in any format of your
  choice.
• Choose two cultures and samples of their
  traditional music. Compare the elements of the
  two pieces. How do the pieces reflect the
  culture from which they come?
• Choose three pieces from different genres of
  music. Compare the elements of the pieces. How
  do the pieces reflect mood and emotion?
• Determine what style of music best represents you
  your environment, history and mood. Explain how
  the elements of the music represent who you are
  as a person.
• Find music from the culture of one of your
  ancestors. Does the music dtill reflect who you
  are? Why or why not? How do the elements
  support your decision?

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Tiered Lesson -- ART

• Skill Contour Drawing
• 1. Students with less refined eye-hand
  coordination
• Complete a contour drawing of a hand, look at
  your hand and the paper as you draw. Study
  lengths of finger segments shapes of finger tips,
  widths of fingers as your draw.
• Draw a teacher selected object in your sketch
  book looking at the paper and object as you do
  your drawing.
• Students with somewhat more refined eye-hand
  coordination
• Complete a half-blind contour drawing of your
  hand.
• That means you can look at your hand and the
  paper but
• Cannot draw any time you look at the paper.
• Draw a teacher selected object in your sketchbook
  doing
• a half-blind contour drawing.
• Students with excellent eye-hand coordination
• Do a blind contour drawing of your hand.
• Do a blind contour drawing of a teacher selected
  object in your sketchbook.

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Adapted from Managing A Diverse Classroom by
Carol Cummings - by Tomlinson 02
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Tiered Lesson Planning Sheet Tiering is a
readiness response, and usually differentiates
the skill levels of students. The skills are the
Do part of the learning goals, the verbs.
Sometimes, though, the content level or the
difficulty/complexity of the problem or task is
the differentiating element in a tiered lesson.
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Creating a Cubing or Think Dot Exercise

• Start by deciding which part of your unit lends
  itself to optional activities. Decide which
  concepts in this unit can you create a cube for.
  Is it possible for you to make 3 cubes for 3
  different interests, levels, or topics?
• First Step (use one of the cubes)
• Write 6 questions that ask for information on the
  selected unit.
• Use your 6 levels of Bloom, intelligence levels,
  or any of the cubing statements to design
  questions.
• Make questions that use these levels that probe
  the specifics of your unit.
• Keep one question opinion based no right or
  wrong.
• Second Step (use other cubes)
• Use the first cube as your average cube, create
  2 more using one as a lower level and one as a
  higher level.
• Remember all cubes need to cover the same type of
  questions, just geared to the level. Dont water
  down or make too busy
• Label your cubes so you know which level of
  readiness you are addressing.
• Hand your partner the cubes and ask if they can
  tell high, medium, or low. If they cant tell,
  adjust slightly.
• Third Step
• Always remember to have an easy problem on each
  cube and a hard one regardless the levels.
• Color code the cubes for easy identification and
  also if students change cubes for questions.
• Decide on the rules Will the students be asked
  to do all 6 sides? Roll and do any 4 sides? Do
  any two questions on each of the 3 cubes?
• Places to get questions
• Old quizzes, worksheets, textbook-study
  problems, students generated.

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CUBING

• Describe it Look at the subject closely (perhaps
  with your senses as well as your mind)
• Compare it What is it similar to? What is it
  different from?
• Associate it What does it make you think of?
  What comes to your mind when you think of it?
  Perhaps people? Places? Things? Feelings? Let
  your mind go and see what feelings you have for
  the subject.
• Analyze it Tell how it is made? What are its
  traits and attributes?
• Apply it Tell what you can do with it. How can
  it be used?
• Argue for it or against it Take a stand. Use any
  kind of reasoning you want logical, silly,
  anywhere in between.

• Or you can . . . .
• Rearrange it
• Illustrate it
• Question it
• Satirize it
• Evaluate it
• Connect it
• Cartoon it
• Change it
• Solve it

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Ideas for Cubing
Cubing
Cubing
Cubing

• Ideas for Cubing in Math
• Describe how you would solve ______
• Analyze how this problem helps us use
  mathematical thinking and problem solving
• Compare and contrast this problem to one on page
  _____.
• Demonstrate how a professional (or just a regular
  person) could apply this kink or problem to their
  work or life.
• Change one or more numbers, elements, or signs in
  the problem. Give a rule for what that change
  does.
• Create an interesting and challenging word
  problem from the number problem. (Show us how to
  solve it too.)
• Diagram or illustrate the solutionj to the
  problem. Interpret the visual so we understand
  it.

• Arrange ________ into a 3-D collage to show
  ________
• Make a body sculpture to show ________
• Create a dance to show
• Do a mime to help us understand
• Present an interior monologue with dramatic
  movement that ________
• Build/construct a representation of ________
• Make a living mobile that shows and balances the
  elements of ________
• Create authentic sound effects to accompany a
  reading of _______
• Show the principle of ________ with a rhythm
  pattern you create. Explain to us how that works.

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Cubing with Charlottes Web

• Basic Cube
• Draw Charlotte as you think she looks.
• Use a Venn diagram and compare Charlotte and
  Fern.
• Use a comic strip to tell what happened in this
  chapter.
• Shut your eyes and describe the barn. Jot down
  your ideas.
• Predict what will happen in the next chapter
  using symbols.
• In your opinion, why is Charlotte a good friend?

• Abstract Cube
• Use a graphics program on the computer and create
  a character web for Wilbur.
• Use symbols on a Venn diagram to compare Wilbur
  and Charlotte.
• Draw the farm and label the items, people, and
  buildings.
• Use a storyboard to show the progress of the plot
  to this point.
• What is the message that you think the writer
  wants people to remember? Draw a symbol that
  illustrates your ideas.
• When you think of the title, do you agree or
  disagree that it is a good choice? Why or why
  not?

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Create a Think Dot Activity
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Examples of Tiered Tasks

• Novel Think-Tac-Toe
• Double Entry Journal
• Writing prompts that differ in the sophistication
  required for response
• Skill groupings that are based on readiness
• Quality rubrics that differentiate expectations
  of excellence
• Learning contracts that assign more or less
  difficulty of practice for students learning
• Differentiated literature circle or other group
  role requirements
• Strategies like RAFTs or cubing/Think Dots that
  are modified from basic to complex
• Others? What have you used or seen presented?

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Product Cards and Quality Rubrics

• Standards of excellence progress along a
  continuum to allow for personal growth and
  improvement
• Students assigned a standard for performance that
  provides appropriate challenge
• Some elements of performance are same/similar for
  everyone

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Tiered Assignment Criteria for a Formal Speech to
Inform or Persuade Oral Presentation I
Tomlinson modification of Curry and Samara
Curriculum Guide for the Education of Gifted High
School Students 1991
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Tiered Assignment Criteria for a Formal Speech to
Inform or Persuade Oral Presentation II
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Tiered Assignment Criteria for a Formal Speech to
Inform or Persuade Oral Presentation III
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The What and the Why

• Quality Rubrics .
• responds to differences in students readiness
  levels (skills and/or knowledge)
• gives students an opportunity to be successful
  while improving at assigned levels of tasks
• attempts to fit students learning into a zone of
  proximal development, providing a moderate level
  of challenge
• identifies an ascending level of demand, levels
  of qualities.
• Differs from grading rubrics, because it
  diagnoses and prescribes where students need to
  work for success.

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Principles of Differentiation

• Are the learning goals clear and embedded in
  every task, every choice?
• Are there pre-, on-going, and summative
  assessments that are used to adjust instruction?
• Are groupings changing?
• Do tasks feel respectful, meaningful?
• Are students engaged, putting forth effort, and
  growing from what they already know and can do?

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Developing clear learning goalsKNOW the what

• Facts
• Vocabulary
• Dates
• People
• Key ideas

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Developing clear learning goals DO verbs, the
skills

• Basic skills literacy, numeracy
• Discipline skills graphing, mapping, persuasive
  writing, discussion
• Social skills working respect, cooperation,
  stewardship
• Thinking skills summarizing, predicting,
  inferring

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Juicy Verbs
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Developing clear learning goalsUNDERSTAND big
ideas, statements

• Written as a sentence
• Using a concept word to relate idea to both the
  subject and to the greater world
• States an essential truth or generalization that
  connects to other disciplines, to other subjects,
  to students lives

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Concept Words

• Reflect/ Reflection
• Power
• Balance
• Pattern
• Community
• Part/Whole
• System
• Relate/Relationship
• Connect/Connection
• Checks/Balances
• Costs/Benefits
• Evolve/Evolution
• Direct/Direction
• Segmentation
• Structure
• Construct/ Construction
• Light
• Movement
• Expand/Expansion

• Completion
• Security
• Explore/Exploration
• Continuum
• Independence
• Interdependence
• Heritage
• Colonization
• Migration
• Organize/
• Organization
• Regions
• Encapsulate/ Encapsulation
• Value
• Attitude
• Heroes
• Culture
• Point of View/ Perspective
• Applications

Scale/Proportion Justice Prove/Proof Unity Restore
/Restoration Reduce/ Reduction Compromise Collabor
ate/Collaboration Illustrate/Illustration Stewards
hip Respect Isolate/Isolation Responsibility Choic
e Design Fashion Beauty Compile/Compilation Metamo
rphosis Conflict Contrast Improvement Change
Timeliness Implications Charm Token Symbol/Symboli
sm Coverage Revision Improvement Attributes Archet
ype Limitation Excellence Freedom Shape Style Tran
sportation Revolution Construction Control Spiral/
Circle Endurance Give/Take Infancy/Maturity Bridge
/Link
57
Working with your subject lesson

• Using the bullet points under KNOW and DO,
  highlight the most essential fact(s) and skill(s)
  for this lesson, assignment, task, or project
• Use a concept to develop a set of
  generalizations/understandings, written as a
  statement (complete sentence).
• Determine what type of pre-assessment you will
  use. (interest, learning profile, or readiness)
• Develop a pre-assessment (you may use the
  Planning handout presented as a Word doc)

58

• Depending on the items selected for the
  pre-assessment, you are likely to find at least
  two ways to sort the students into groups.
  Anticipate what those groups might be and list
  them.
• Develop a response to at least one group. Do you
  want
• students to be motivated to try, to engage
  (interest)?
• students to feel comfort and efficient although
  the skills or content facts are difficult to
  learn (learning style)?
• students to have moderate challenge so that
  every student shows growth (readiness)?
• List the task (as you currently use it in class)
  and then analyze what must change. What and how
  will you need to differentiate the content, the
  process, the product, or the classroom
  environment?

59
Primary Science Plant Parts
KNOW Parts of a plant root, stem, leaf,
flower, seed Plant needs light, water, air,
soil, food UNDERSTAND Plants have needs that
must be met in order for them to survive. Each
plant part has a job to do that helps the whole
plant. If one plant part cant do its job, the
whole plant suffers.
       DO Identify
and describe the plant parts
Explain the role of each plant part in
meeting the
plants needs Work
independently work
collaboratively
Draw conclusions .
60
Using Cubing
RAFT
Contract
Primary Plants
1. To what degree does each approach address
the designated learning goals? 2. Which version
best addresses readiness? 3. Which version best
addresses interest? 4. Which version best
addresses learning profile? 5. Which version
addresses more than one student trait/need?
Which addresses only one? 6. Which version
would be smoothest to orchestrate? 7. Which
would be easiest for you to develop? 8. Which
best promotes student thinking?  9. What other
instructional strategy might you elect to use
in teaching the goals? Why? 10. Which of these
three do you feel best serves the learning
goals of this lesson? Why? 11. Which would your
students find most engaging?



Tomlinson 02
61
RAFT
DIRECTIONS
The teacher assigns a RAFT task to each student
based on interest and/or learning profile.
Students work alone to complete their task.
Students review one anothers work and make
suggestions for improvement. When changes
are made, the teacher checks each students work
for accuracy and quality. When students
are ready, the teacher forms groups of students,
RAFT role is represented in each group.
Role Audience
Format Topic
Plant parts Plant needs
Picture
Were made for

each other
Roots Stem, Leaf, Flower
Letter Youd
be lost and
Seeds
without me

Flower Stem, Leaf, Seeds,
Ad Im
more than and
Roots
just a pretty face Seeds
Flower, Leaf, Stem Song
rr Poem, Heres where you
Roots
got
your start. Stem
Flower, Leaf
Chart Why you cant
Seeds, Roots
do
without me
Tomlinson 02 (3 of 6)
62
RAFT (contd)
Role Audience
Format Topic
Leaf Stem, Seeds,
2 Riddles Why Im Important
Flower, Roots to you
After completing the RAFT, students meet in
teacher-assigned table groups of 6. Each group
has a leader or guide. Students share their
RAFT work. As a group, they respond to this
prompt
Draw or build something to prove that a plant
is well made to have all of its needs met.
Use words to explain. Everyone in your group
should be ready to tell the class about your
ideas.
63
CONTRACT
DIRECTIONS Pick one circle job, one
triangle job, and one square job. Cut out
your choices. Paste the jobs you plan to
do on the blank shape that matches the one
you cut out. The teacher will help you find
a partner for your square job.
Tolmlinson 02 (3 of 6)
64
MY CHOICES
Build a plant that has all the plant parts. Name
the parts, tell what each part does.
Work with a classmate to complete the plant lab
that shows the jobs of plant parts and
what happens if plant needs are not met.
Write a story that shows why a plant needs
light, water, air, soil and food.
Complete the plant picture. Label Each part with
its name. Mark the parts job with the right
part.
Work with a classmate to show how plant parts
and human parts are alike and what happens to
plants and humans if their needs are not met.
.
Make a wanted poster that shows and tells why a
plant needs light, water, soil, and food.
Mark a storyboard in which each part says what it
does. Write or tape record what each part says.
Work with a classmate to write a book
for kindergarteners that show plant parts, their
jobs, and their needs.
Learn and sing the plant song that explains why a
plant needs water, light, air, soil. And food.
Tomlinson 02
65
CUBING
DIRECTIONS Work with two partners to
complete the whole plant cube. Roll the dice
to see who does each part of the cube.
Share your work with your partners. Get their
stamp of approval showing your work is
correct.
List and Define the parts of a plant. Check your
spelling. Write in sentences. Draw and Label a
plant and all its parts. Tell the job of each
part. Compare each part of a plant to something
it is like in your life to show how the
things are alike. Re-design a plant to make sure
all its needs are met, but in a new and better
way. Use words to explain. Prove that every
part of a plant is necessary for the plant to
survive. Use words and pictures to show what
would happen if any part of the plant got sick
and couldnt do its part. Build a plant and show
how its parts provide for all 5 of its needs.
After the cubing sequence the teacher leads a
closure discussion around the question What
did we learn about why a plant is made the way it
is?
66
What is Flexible Grouping?

• Students consistently working in a variety of
  groups
• based on different elements of their learning
• and both homogeneous and heterogeneous in regard
  to those elements.

Tomlinson (2003) Fulfilling the Promise of the
Differentiated Classroom.
67
Flexible Grouping

• Should be purposeful
• may be based on student interest, learning
  profile and/or readiness
• may be based on needs observed during learning
  times
• geared to accomplish curricular goals (K U D)
• Implementation
• purposefully plan using information collected
  interest surveys, learning profile inventories,
  exit cards, quick writes, observations
• list groups on an overhead or place in folders or
  mailboxes
• on the fly as invitational groups
• Cautions
• avoid turning groups into tracking situations
• provide opportunities for students to work within
  a variety of groups
• practice moving into group situations and
  assuming roles within the group
• Judy Rex, 2003

68
DOUBLE ENTRY JOURNAL(Basic)

• IN THIS COLUMN,NOTE
• Key phrases
• Important words
• Main ideas
• Puzzling passages
• Summaries
• Powerful passages
• Key parts
• Etc.

• IN THIS COLUMN, EXPLAIN
• How to use ideas
• Why an idea is important
• Questions
• Meaning of key words, passages
• Predictions
• Reactions
• Comments on style
• Etc.

69
DOUBLE ENTRY JOURNAL(Advanced)

• NOTE
• Key passages
• Key vocabulary
• Organizing concepts
• Key principles
• Key patterns

• ANOTHER VOICE
• Teacher
• Author
• Expert in field
• Character
• Satirist
• Political cartoonist
• Etc.

• EXPLAIN
• Why ideas are important
• Authors development of elements
• How parts and whole relate
• Assumptions of author
• Key questions

70
(No Transcript)
71
Using Anchor Activities to Create Groups
1
Teach the whole class to work independently
and quietly on the anchor activity.
2
Flip-Flop
Half the class works on anchor activity.
Other half works on a different activity.
3
1/3 works with teacher---direct instruction.
1/3 works on anchor activity.
1/3 works on a different activity.
72
Reciprocal Teaching
Background
This instructional strategy is designed to help
students become more strategic readers as they
accept more and more responsibility for
text analysis. The four-step process evolves from
a teacher/student focus to a student/student
focus through modeling.
Steps

• Teacher and student(s) engage in a conversation
  about text using
• summarizing, question generating, clarifying,
  and predicting.
• In the beginning, the teacher is responsible for
  initiating, sustaining, and
• modeling the process.
• As students become more familiar and comfortable
  with the dialogue, the
• teacher hands more and more responsibility for
  the process to the
• students and serves as a coach to monitor and
  advise the process.
• Summarizingidentifying and integrating the most
  important ideas in the text.
• Question GeneratingIdentification of key
  information and formation of questions
• around them. Students can learn to pose
  questions of many kinds.
• ClarifyingStudents learn to be aware of
  impediments to reading and to take
• action to make meaning in the face of the
  impediments.
• PredictingStudents use prior text info and
  relevant knowledge to hypothesize
• what will come next in text.

73
(No Transcript)
74
Principles of Grading in a Differentiated
Classroom

• Clearly communicate standards that are being used
• Clearly delineate separate grades
• for growth (changes in learning from the
  beginning to the end of the instructional
  component),
• for achievement relative to standards of
  performance
• For habits of mind and work
• Student voices are heeded
• Grades are never used to punish

Carolyn Callahan, UVA
75
(No Transcript)
76
Note-taking while watching the video
77
Book and Online Resources

• Fulfilling the Promise of the Differentiated
  Classroom, Carol Ann Tomlinson, ASCD, 2003. Good
  for teachers who already incorporate
  differentiation into instruction. Includes
  templates for the next steps.
• How to Differentiate Instruction in Mixed Ability
  Classrooms, 2nd Edition, Carol Tomlinson, ASCD,
  2001. This is the basic book, and is widely
  available in all school libraries. This fits an
  overview study best.
• The Differentiated Classroom Responding to the
  Needs of All Learners, Carol Tomlinson, ASCD,
  1999. This is the next step for teachers who
  already know much about differentiation.
• Differentiation in Practice, Carol Tomlinson and
  Caroline Eidson or Cindy Strickland, ASCD. Three
  resource books of actual lessons for grades K-6,
  or 5-9, or 9-12 in a variety of subject areas.
  This represents good models, but works best with
  teachers who are well grounded in their
  understanding of both curriculum and
  differentiation.
• Leadership for Differentiating Schools and
  Classrooms, Carol Ann Tomlinson and Susan Allan,
  ASCD, 2000. A guide for instructional leaders.
• Tools for High-Quality Differentiated
  Instruction, Cindy Strickland, ASCD, 2007. An
  Action Tool format with templates to copy. This
  best accompanies any of the books or videos as a
  supplement for planning and for additional
  examples.
• www.ascd.org A source for books, but also an
  opportunity to see sample chapters, take online
  courses, etc.
• Access some learner preference assessments at
  www.e2c2.com/fileupload.asp Look for the file
  entitled Profile Assessments for Cards.
• www.exemplars.com A source for standards-based,
  tiered lessons with rubrics with student
  examples.
• www.curry.edschool.virginia.edu/hottlinx/ K-12
  differentiated units, lessons and instructional
  strategies.