Advanced Differentiation

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Advanced Differentiation

• Presented by
• Dr. Stephen Schroeder-Davis
• Stephen.Schroeder-Davis_at_elkriver.k12.mn.us

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New Prague In-ServiceJanuary 14, 2008

• Session One 945 Lo-Prep DI
• Session Two 1215 Hi-Prep DI
• Presenter Dr. Stephen Schroeder-Davis
• Stephen.Schroeder-Davis_at_elkriver.k12.mn.us

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What is differentiation?

• Differentiation does not mean that all students
  receive the same instruction, materials and
  tasks. It means they receive the instruction,
  materials and tasks needed to maximize their
  learning.

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People react in different ways when they find out
a student in their class needs accommodations ...
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Youve gotta be kidding!
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But I never took a course in this! I dont know
how to do it!
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Im completely overwhelmed already just with
teaching the average kids!
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Ill just pretend they never told me I had to do
it.
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From Lo to High Prep DILo-Prep AM High-Prep PM

• Choices according to interest and learning style
• Varied pacing with anchor options
• Open-ended activities
• Multiple levels of ?s
• Work alone, pairs, trios, quads
• Product options

• Tiering activities, products, centers
• Tiering (centers)
• Contracts
• Complex instruction
• Think-tac-toe
• Interest groups centers
• Pre-assessments and compacting
• Blooms revised taxonomy

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What Zone Am I In?
On Target I know some things I have to think I
have to work I have to persist I hit some
walls Im on my toes I have to re-group I feel
challenged Effort leads to success
Too Hard I dont know where to start I cant
figure it out Im spinning my wheels Im
missing key skills I feel frustrated I feel
angry This makes no sense Effort doesnt pay off

• Too Easy
• I get it right away
• I already know how
• This is a cinch
• Im sure to make an A
• Im coasting
• I feel relaxed
• Im bored
• No big effort necessary

THIS is the place to be
THIS is the achievement zone
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Adjusting for human variability
Category Examples Benefits Detriments
Vision
Height
Income
Leisure time
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Adjusting for human variability
Category Examples Benefits Detriments
Vision Glasses Contacts Surgery Full participation Marginalization
Height Adjustable seats Shoe lifts Clothing sizes Full participation Marginalization
Income Progressive tax Welfare Subsidies Full participation Marginalization
Leisure time Flex time Health clubs trainers Full participation Marginalization
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Adjusting for student variability
Category Examples Benefits Detriments
Income
Language
Extra - curriculars
Post K- 12 plans
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Adjusting for student variability
Category Examples Benefits Detriments
Income Free/reduced lunch Breakfast programs Scholarships Full participation Marginalization
Language ELL programs Interpreters Full participation Marginalization
Extra - curriculars Academics Arts Athletics Full participation Marginalization
Post K- 12 plans Counseling College visits Full participation Marginalization
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From Get Off My Brain, by Randy McCutcheon,
illustrated by Pete Wagner
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Curriculum compacting

• Procedure to eliminate mastered material and
  substitute more engaging and relevant activities.

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Curriculum Compacting Rationale

• The needs of high ability students are often not
  met in classrooms
• The pace of instruction and practice time can be
  modified.
• Compacting guarantees educational accountability.

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Goals of Compacting

• Create a challenging learning environment in the
  classroom and the enrichment program
• Define objectives and guarantee proficiency in
  basic curriculum
• Find time for alternative learning activities
  based on advanced content and individual student
  interest

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Compacting Quick and Dirty Check

• Is the student working at an advanced level?
• Does he or she finish tasks quickly and with
  mastery?
• Do you think he or she would benefit from more
  challenging work?

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Compacting

• Assesses what a student knows about material to
  be studied and what the student still needs to
  master
• Plans for learning what is not known and excuses
  student from what is known
• Plans for freed-up time to be spent in enriched
  or accelerated study

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Enrichment opportunities

• Extensions within a unit
• Interest Centers, independent studies
• Anchoring activities
• Web quests

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Step One Find appropriate pretests or means of
demonstrating mastery.
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• Which objectives have already been mastered by
  the student?
• Which objectives have not already been mastered
  by the student?
• Which problems might be causing students to fall
  short of reaching any of the objectives?

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Step Two Identify students who pass pretests,
or otherwise demonstrate mastery.
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Examples of performance based pre-tests

• Students can take end of unit tests early.
• Use student portfolios and work samples which
  show mastery of the learning objectives.
• Most difficult first (math).
• Exit cards
• Informal assessments (examples follow)

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Directions Complete the chart to show what you
know about ________. Write as much as you can.
Information
Definition
Fractions
Examples
Non-Examples
Useful for pre-assessment formative assessment
of readiness in many grades subjects
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Directions Complete the chart to show what you
know about Jazz. Write as much as you can.
Definition
Information
Jazz
Performers/ Composers
Personal Experience
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Directions Complete the chart to show what you
know about Table Tennis. Write as much as you
can.
Definition
Details
Table Tennis
Rules
Personal Experience
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Knowledge Rating Chart
An example of pre-assessment of readiness

1. Ive never heard of this before
2. Ive heard of this, but am not sure how it works
3. I know about this and how to use it

• _____ Anchoring activities
• _____ Tiering
• _____ Compacting
• _____ Bloom MI matrix
• _____ Complex instruction
• _____ Product options
• _____ Webquest

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Exit Cards Earth Science

• Name
• Draw the orbit of the earth around the sun.
• Label your drawing.
• What causes the seasons?
• Why is it warmer in the summer than in the winter?

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Exit Cards Decimals Fractions

• Name
• How is a decimal like a fraction?
• How are they different?
• Whats a light bulb moment for you as youve
  thought about fractions and decimals?

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Exit Cards Algebra

• Name
• Draw a graph label the x and y axes
• Graph a line with the endpoints (3,5) (7,2)
• Graph a line with the endpoints (-3,-5) (7,2)
• Provide two ways of writing the equation for a
  line

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EXIT CARDS

• Today you began to
• learn about decimal
• fractions
• List three things you learned
• Write at least one question you have about this
  topic

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EXIT CARDS

• Today you began to
• learn about hyperbole.
• List three things you learned.
• Write at least one question you have about this
  topic.

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EXIT CARDS
We have begun a study of authors craft. List
and identify three examples of figurative
language used in the novel Morning Girl by
Michael Dorris.
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EXIT CARDS
On your exit card--- Explain the
difference between simile and metaphor. Give
some examples of each as part of your
explanation.
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EXIT CARDS - Learning Profile
We used the following learning strategies in
this lesson critical incident ? 3-2-1
Visualizing What learning strategy
or strategies seemed to work best for you?
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EXIT CARD GROUPINGS
Group 2
Students with some understanding of concept or
skill
Group 1
Students who are struggling with the concept
or skill
Group 3
Students who understand the concept or skill
Readiness Groups
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Windshield Check
An example of informal on-going or formative
assessment of readiness

• CLEAR I get it!
• BUGS I get it for the most part, but I still
  have a few questions.
• MUD I still dont get it.

Or Dip StickFull, Half Full, Need Oil
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Tiered Assignments

• In a differentiated classroom, a teacher uses
  varied levels of tasks to ensure that students
  explore ideas and use skills at a level that
  builds on their prior knowledge and prompts
  continued growth.
• While students work at varied degrees of
  difficulty on their tasks, they all explore the
  essential ideas and work at high levels of
  thought.
• Assessment-based tiering allows students to work
  in their Zones of Proximal Development or in a
  state of moderate challenge.

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The Equalizer

• Foundational Transformational
• Concrete Abstract
• Simple Complex
• Single Facet Multiple Facets
• Small Leap Great Leap
• More Structured More Open
• Less Independence Greater Independence
• Slow Quick

Information, Ideas, Materials, Applications Rep
resentations, Ideas, Applications,
Materials Resources, Research, Issues,
Problems, Skills, Goals Directions, Problems,
Application, Solutions, Approaches, Disciplinary
Connections Application, Insight,
Transfer Solutions, Decisions,
Approaches Planning, Designing,
Monitoring Pace of Study, Pace of Thought
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What Zone Am I In?

• On Target
• I know some things
• I have to think
• I have to work
• I have to persist
• I hit some walls
• Im on my toes
• I have to re-group
• I feel challenged
• Effort leads to success

• Too Hard
• I dont know where to start
• I cant figure it out
• Im spinning my wheels
• Im missing key skills
• I feel frustrated
• I feel angry
• This makes no sense
• Effort doesnt pay off

• Too Easy
• I get it right away
• I already know how
• This is a cinch
• Im sure to make an A
• Im coasting
• I feel relaxed
• Im bored
• No big effort necessary

THIS is the place to be
THIS is the achievement zone
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2nd Grade Tiered Lesson Pioneers

• Pioneer Group
• (Work alone or in groups of 2,3,4)
• Use books, pictures, and the CD-ROM to
• Figure out what a trading post was for.
• Make a list of things found in a trading post and
  how much they may have cost. Be sure to include
  some things we dont have in our stores today.
• Figure out who used trading posts.
• Find out where goods for a trading post came
  from.
• Build or draw a trading post and a modern
  convenience store.
• Compare and contrast the trading post and
  convenience store on at least the four categories
  identified in questions 1a-1d.
• Be ready to share with the class what a trading
  post and convenience store tell us about how we
  are like and different from the pioneers.

Examples are from Handout 10 ASCD Facilitators
Guide for Differentiating Instruction
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2nd Grade Tiered Lesson Pioneers

• Trailblazer Group
• (Work alone or in groups of 2 or 3)
• Read Going West (stop at the bookmark). Also use
  the encyclopedia, CD-ROM and books in the
  exploration center to
• Learn about the size of a covered wagon and
  figure out how many people and supplies it would
  hold.
• Find out how covered wagons were built and how
  they work.
• Figure out the positives and negatives of going
  west in a covered wagon.
• Figure out how much a covered wagon might cost
  and why it cost so much for example, costs for
  materials, labor, and horses.
• Learn what pioneers took in the covered wagons,
  what they left behind, and why.
• Build or draw a model of a covered ways used in
  pioneer days and station wagon or van used today.
  
• Compare and contrast the two vehicles on at least
  the five categories identified in questions
  1a-1e.
• Be ready to share with the class what a covered
  wagon and a station wagon (or van) tell us about
  how we are like and different from the pioneers.

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2nd Grade Tiered Lesson Pioneers

• Wagoneer Group
• (Work alone or in groups of 2 or 3)
• Use books and records in the exploration center,
  plus encyclopedias and the CD-ROM to learn about
  leisure and recreation during pioneer times.
  Select at least four categories from this list or
  add categories of your own (with teacher
  approval) songs, games, dances, literature,
  gatherings, contests, crafts. In each category
  you select, be ready to fully illustrate an
  example of then and a contrasting example from
  now to show the class how we are like and
  different from the pioneers in what we do for
  recreation (and why).

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2nd Grade Tiered Lesson Pioneers

• Adventurer Group
• (Work alone or in pairs)
• Use books in the exploration center, the article
  in the Medicine West folder, encyclopedias, and
  the CD-ROM to find out what the medical problems
  were during the westward movement and what the
  practice of medicine was like. Figure out
  important questions to ask and answer in order to
  compare and contrast health problems and the
  practice of medicine then and now. Get your
  categories and questions approved by the teacher.
  Figure out a way to help the class see how we
  are like and different from the pioneers in
  health issues and the practice of medicine.

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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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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____________
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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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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Grade K Counting (Skill)
Grade K Key Concept Patterns
Counting/Math Center Task 1 Find a way
to count and show how many people are in our
class today. How did you get your answer? Task
2 Find a way to show how many people are in our
class. How many absent today? How many are
here today? How do you know? Task 3 Find a
way to show how many boys are in our class
today. How many boys are absent today? How
many girls are here today? How many girls are
absent today? Prove you are right.
Generalization Scientists Classify by
Patterns Students use carpenters aprons to
collect data through a nature walk. At
Science Center

• Task 1 Classify Leaves
• by size
• by color
• Task 2 Classify Leaves
• by shape
• create a category
• Task 3 Find 3 ways each leaf could be classified
  other than color

Pre-made grid with categories on it
Sample grid students create own grid
Students decide how to show categories and
contents
Tomlinson 97
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HIGH SCHOOL TIERD LESSON PHYSICS

• KNOW Basic Vocabulary (e.g., efficiency, force,
  velocity, mass, friction)
• UNDERSTAND Aerodynamics are improved by proper
  manipulation of area, mass, friction.
• DO Construct objects that project themselves
  through space in the different directions as a
  demonstration of effective manipulation of the
  objects area, mass, friction
• Paper Airplanes Easier
• That fly for distance
• That fly for hang time
• That fly for tricks Harder
• Kites Easier
• Box
• Diamonds
• Triangle
• Layered Harder
• Pin Wheel Tilt propellers different ways to
  create
• Forward motion Easier

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A Planet Show Tell Create One/Explain One
Use the computer to make a drawing showing how rotation and revolution work to create day and night and seasons. Paint a picture showing how rotation and revolution of Earth works to create day and night and seasons. Construct a model that shows how rotation and revolution of Earth works to create day and night and seasons. Create a book or puppet show that shows how the rotation and revolution of the Earth works.
Make labels for the sun, earth, day, night, orbit to attach or use with your creation. Be ready to explain orally. Write sentences that identify and explain each part of your drawing or model and show how each part works. Write a story that explains the earths rotation, revolution, day, night, and seasons. Write a poem that explains the earths rotation, revolution, day, night, and seasons.
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Novel Think Tac-Toe -basic versionDirections
Select and complete one activity from each
horizontal row to help you and others think about
your novel. Remember to make your work
thoughtful, original, accurate, and detailed.
Create a pair of collages that compares you and a character from the book. Compare and contrast physical and personality traits. Label your collages so viewers understand your thinking Write a bio-poem about yourself and another about a main character in the book so your readers see how you and the characters are alike and different. Be sure to included the most important traits in each poem. Write a recipe or set of directions for how you would solve a problem and another for how a main character in the book would solve a problem. Your list should help us know you and the character.
Draw/paint and write a greeting card that invites us into the scenery and mood of an important part of the book. Be sure the verse helps us understand what is important in the scene and why. Make a model or map of a key place in your life, and an important one in the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the characters. Make 2 timelines. The first should illustrate and describe at least 6-8 shifts in settings in the book. The second should explain and illustrate how the mood changes with the change in setting.
Using books of proverbs and/or quotations, find at least 6-8 that you feel reflect whats important about the novels theme. Find at least 6-8 that do the same for your life. Display them and explain your choices. Interview a key character from the book to find out what lessons he/she thinks we should learn from events in the book. Use a Parade magazine for material. Be sure the interview is thorough. Find several songs you think reflect an important message from the book. Prepare an audio collage. Write an exhibit card that helps your listener understand how you think these songs express the books meaning.
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Novel Think Tac-Toe-advanced versionDirections
Select and complete one activity from each
horizontal row to help you and others think about
your novel. Remember to make your work
thoughtful, original, insightful, and elegant in
expression.
Write a bio-poem about yourself and another about a main character in the book so your readers see how you and the character are alike and different. Be sure to include the most important traits in each poem. A character in the book is being written up in the paper 20 years after the novel ends. Write the piece. Where has life taken him/her? Why? Now, do the same for yourself 20 years from now. Make sure both pieces are interesting feature articles. Youre a profiler. Write and illustrate a full and useful profile of an interesting character from the book with emphasis on personality traits and mode of operating. While youre at it, profile yourself too.
Research a town/place you feel is equivalent to the one in which the novel is set. Use maps, sketches, population and other demographic data to help you make comparisons and contrasts. Make a model or a map of a key place in your life, and in important one in the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the characters. The time and place in which people find themselves and when events happen shape those people and events in important ways. Find a way to convincingly prove that idea using this book.
Find out about famous people in history or current events whose experiences and lives reflect the essential themes of this novel. Show us what youve learned. Create a multi-media presentation that fully explores a key theme from the novel. Use at least 3 media (for example painting, music, poetry, photography, drama, sculpture, calligraphy, etc.) in your exploration. Find several songs you think reflect an important message from the book. Prepare an audio collage. Write an exhibit card that helps your listener understand how you think these songs express the books meaning.
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• The Good Life
• Making Choices About Tobacco Use

All Products Must

• Use key facts from class and research
• Make a complete case
• Provide defensible evidence for the case
• Weigh varied viewpoints
• Be appropriate/useful for the target audience
• Give evidence of revision quality in content
  presentation
• Be though-provoking rather than predictable

Health PE Product

• VISUAL
• Story boards for TV ad using few/no words to
  make the point
• Comic book parody with smoking super
  heroes/heroines

• KINESTHETIC
• Pantomime a struggle of will regarding smoking
  including a decision with rationale
• Act out a skit on pressures to smoke and reasons
  not to smoke

• ORAL
• Radio-spot (public information with music timed,
  lead-in)
• Nightline (T. Koppel, C. Roberts with teen who
  smokes, tobacco farmer, tobacco CEO, person with
  emphysema)

• WRITTEN
• Brochure for a pediatricians office patients
  9-16 as target audience
• Research and write an editorial that compares the
  relative costs and benefits of tobacco to NC
  submit for publication

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The Seasons Concept Cycles Generalization
The change in seasons affects peoples feelings
and needs.
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The Seasons
Draw a picture depicting the same season
throughout the 4 seasons. Make a song to Row,
Row, Row Your Boat that tells what people do in
each season and why.
Study the pictures in the folder and try to
identify the season in which each was taken.
What clues did you look for? Explain why you
guessed what you did.
Make a shopping list for three people in your
family that tells what they need to buy to get
ready for each season. Be ready to tell why you
put those things on your list.
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The Seasons
Interview friends and family members to ask them
how the different seasons make them feel. Use
the materials provided to research how people
express their feelings about the seasons through
music and art.
Research activities people like to do in each
season. What would you need to participate in a
different activity and each season.
Research the relationship between the season of
the year and local temperature. Graph your
results. How does this affect your familys
heating and cooling costs for each season?
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Planning a Tiered Activity-Grade____
Know Understand Be Able To Do
Engaging Whole Group/Hook
Tiered by
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Blooms Revised Taxonomy

• Taxonomy of Cognitive Objectives
• 1950s- developed by Benjamin Bloom
• Means of expressing qualitatively different kinds
  of thinking
• Adapted for classroom use as a planning tool
• Continues to be one of the most universally
  applied models
• Provides a way to organize thinking skills into
  six levels, from the most basic to the higher
  order levels of thinking
• 1990s- Lorin Anderson (former student of Bloom)
  revisited the taxonomy
• As a result, a number of changes were made
• (Pohl, 2000, Learning to Think, Thinking to
  Learn, pp. 7-8)

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Original Terms New Terms

• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge

• Creating
• Evaluating
• Analyzing
• Applying
• Understanding
• Remembering

(Based on Pohl, 2000, Learning to Think, Thinking
to Learn, p. 8)
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Change in Terms

• The names of six major categories were changed
  from noun to verb forms.
• As the taxonomy reflects different forms of
  thinking and thinking is an active process verbs
  were more accurate.
• The subcategories of the six major categories
  were also replaced by verbs
• Some subcategories were reorganised.
• The knowledge category was renamed. Knowledge is
  a product of thinking and was inappropriate to
  describe a category of thinking and was replaced
  with the word remembering instead.
• Comprehension became understanding and synthesis
  was renamed creating in order to better reflect
  the nature of the thinking described by each
  category.
• (http//rite.ed.qut.edu.au/oz-teachernet/training/
  bloom.html (accessed July 2003) Pohl, 2000, p.
  8)

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Change in Emphasis

• More authentic tool for curriculum planning,
  instructional delivery and assessment.
• Aimed at a broader audience.
• Easily applied to all levels of schooling.
• The revision emphasises explanation and
  description of subcategories.
• (http//rite.ed.qut.edu.au/oz-teachernet/training/
  bloom.html (accessed July 2003 Pohl, 2000, p.
  10).

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BLOOMS REVISED TAXONOMYCreatingGenerating new
ideas, products, or ways of viewing
thingsDesigning, constructing, planning,
producing, inventing. EvaluatingJustifying a
decision or course of actionChecking,
hypothesising, critiquing, experimenting,
judging  AnalysingBreaking information into
parts to explore understandings and
relationshipsComparing, organising,
deconstructing, interrogating, finding Applying
Using information in another familiar
situationImplementing, carrying out, using,
executing UnderstandingExplaining ideas or
conceptsInterpreting, summarising, paraphrasing,
classifying, explaining RememberingRecalling
informationRecognising, listing, describing,
retrieving, naming, finding 
Higher-order thinking
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Sample Unit Space
Remembering Cut out space pictures from a magazine. Make a display or a collage. List space words (Alphabet Key). List the names of the planets in our universe. List all the things an astronaut would need for a space journey.
Understanding Make your desk into a spaceship, Make an astronaut for a puppet play. Use it to tell what an astronaut does. Make a model of the planets in our solar system.
Applying Keep a diary of your space adventure (5 days). What sort of instruments would you need to make space music? Make a list of questions you would like to ask an astronaut.
Analyzing Make an application form for a person applying for the job of an astronaut. Compare Galileos telescope to a modern telescope. Distinguish between the Russian and American space programs.
Evaluating Compare the benefits of living on Earth and the moon. You can take three people with you to the moon. Choose and give reasons. Choose a planet you would like to live on- explain why.
Creating Write a newspaper report for the following headline Spaceship out of control. Use the SCAMPER strategy to design a new space suit. Create a game called Space Snap. Prepare a menu for your spaceship crew. Design an advertising program for trips to the moon.
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Sample Unit Travel
Remembering How many ways can you travel from one place to another? List and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect transport pictures from magazines- make a poster with info.
Understanding How do you get from school to home? Explain the method of travel and draw a map. Write a play about a form of modern transport. Explain how you felt the first time you rode a bicycle. Make your desk into a form of transport.
Applying Explain why some vehicles are large and others small. Write a story about the uses of both. Read a story about The Little Red Engine and make up a play about it. Survey 10 other children to see what bikes they ride. Display on a chart or graph.
Analyzing Make a jigsaw puzzle of children using bikes safely. What problems are there with modern forms of transport and their uses- write a report. Use a Venn Diagram to compare boats to planes, or helicopters to bicycles.
Evaluating What changes would you recommend to road rules to prevent traffic accidents? Debate whether we should be able to buy fuel at a cheaper rate. Rate transport from slow to fast etc..
Creating Invent a vehicle. Draw or construct it after careful planning. What sort of transport will there be in twenty years time? Discuss, write about it and report to the class. Write a song about traveling in different forms of transport.
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How does it all fit together?
Multiple Intelligences/ Smarts
Multiple Intelligences/ Smarts
Thinking Skills
Blooms Revised Taxonomy
Thinker's Keys
Six Hats
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Adapted from Fulfilling the Promise of the
Differentiated Classroom, Carol Ann Tomlinson,
ASCD 2003

• Think-Tac-Toe plays off the familiar childhood
  game. It is a simple way to give students
  alternative ways of exploring and expressing key
  ideas and using key skills.

• Typically, the Think-Tac-Toe grid has nine cells
  in it like a Tic-Tac-Toe game. The number of rows
  and cells can, of course, be adjusted.

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Tic-Tac-Toe / Bingo

• TTT or Bingo activities can be used to
  differentiate content or levels of content
• Use when there are two or more types of tasks you
  want students to practice
• Allowing students to choose tasks gives them
  input into their learning and can assist in
  motivating them through interest

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Adapted from Fulfilling the Promise of the
Differentiated Classroom, Carol Ann Tomlinson,
ASCD 2003

• As with related strategies, it is important that
  no matter which choices students make, they must
  grapple with the key ideas and use the keys
  skills central to the topic or area of study.

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Novel Think Tac-Toe -basic versionDirections
Select and complete one activity from each
horizontal row to help you and others think about
your novel. Remember to make your work
thoughtful, original, accurate, and detailed.
Create a pair of collages that compares you and a character from the book. Compare and contrast physical and personality traits. Label your collages so viewers understand your thinking Write a bio-poem about yourself and another about a main character in the book so your readers see how you and the characters are alike and different. Be sure to included the most important traits in each poem. Write a recipe or set of directions for how you would solve a problem and another for how a main character in the book would solve a problem. Your list should help us know you and the character.
Draw/paint and write a greeting card that invites us into the scenery and mood of an important part of the book. Be sure the verse helps us understand what is important in the scene and why. Make a model or map of a key place in your life, and an important one in the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the characters. Make 2 timelines. The first should illustrate and describe at least 6-8 shifts in settings in the book. The second should explain and illustrate how the mood changes with the change in setting.
Using books of proverbs and/or quotations, find at least 6-8 that you feel reflect whats important about the novels theme. Find at least 6-8 that do the same for your life. Display them and explain your choices. Interview a key character from the book to find out what lessons he/she thinks we should learn from events in the book. Use a Parade magazine for material. Be sure the interview is thorough. Find several songs you think reflect an important message from the book. Prepare an audio collage. Write an exhibit card that helps your listener understand how you think these songs express the books meaning.
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Novel Think Tac-Toe-advanced versionDirections
Select and complete one activity from each
horizontal row to help you and others think about
your novel. Remember to make your work
thoughtful, original, insightful, and elegant in
expression.
Write a bio-poem about yourself and another about a main character in the book so your readers see how you and the character are alike and different. Be sure to include the most important traits in each poem. A character in the book is being written up in the paper 20 years after the novel ends. Write the piece. Where has life taken him/her? Why? Now, do the same for yourself 20 years from now. Make sure both pieces are interesting feature articles. Youre a profiler. Write and illustrate a full and useful profile of an interesting character from the book with emphasis on personality traits and mode of operating. While youre at it, profile yourself too.
Research a town/place you feel is equivalent to the one in which the novel is set. Use maps, sketches, population and other demographic data to help you make comparisons and contrasts. Make a model or a map of a key place in your life, and in important one in the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the characters. The time and place in which people find themselves and when events happen shape those people and events in important ways. Find a way to convincingly prove that idea using this book.
Find out about famous people in history or current events whose experiences and lives reflect the essential themes of this novel. Show us what youve learned. Create a multi-media presentation that fully explores a key theme from the novel. Use at least 3 media (for example painting, music, poetry, photography, drama, sculpture, calligraphy, etc.) in your exploration. Find several songs you think reflect an important message from the book. Prepare an audio collage. Write an exhibit card that helps your listener understand how you think these songs express the books meaning.
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Math Review Tic Tac Toe
Solve three problems using both analytical and graphing methods. Create a way of demonstrating understanding of the concepts and ideas in the chapter. Define the chapters vocabulary words with sketches or drawings.
Solve two of the challenge problems Take end of chapter test ALL Complete every fourth problem in chapter review
Create three word problems using the chapters information. Solve one even numbered application problem from each section Identify four ways that concepts or ideas are used in the real world
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Sample Think Tac Toe

• Think Tac Toe Language Arts
• Environmental Think Tac Toe
• Multiple Samples of Think Tac Toe

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Resources

• At Work in the Differentiated Classroom. Programs
  1-3, ASCD.
• Differentiated Instruction A Guide for
  Elementary School Teachers by Amy Benjamin. Eye
  on Education.
• Differentiating Instruction in the Regular
  Classroom How to reach and teach ALL learners,
  grades 3-12 by Diane Heacox. Free Spirit
  Publishing.
• Differentiation in Practice A resource guide for
  differentiating curriculum Grades K-5. Carol Ann
  Tomlinson Caroline Cummingham Eidson. ASCD.
• Differentiation in Practice A resource guide for
  differentiating curriculum Grades 5-9. Carol Ann
  Tomlinson Caroline Cummingham Eidson. ASCD.
• Differentiation in Practice A resource guide for
  differentiating curriculum Grades 9-12 Carol Ann
  Tomlinson Caroline Cummingham Eidson. ASCD.

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Resources (cont)

• Handbook on Differentiated Instruction for Middle
  and High School by Sheryn Spencer Northey. Eye
  on Education.
• How to Differentiate Instruction in the Mixed
  Ability Classrooms by Carol Ann Tomlinson. ASCD.
• Leadership for Differentiating Schools
  Classrooms by Carol Ann Tomlinson. ASCD.
• How to Thrive as a Teacher Leader by John
  G.Gabriel. ASCD.
• Linking Teacher Evaluation and Student Learning
  by Pamela D. Tucker James H. Stronge. ASCD.
• Teacher Evaluation To enhance professional
  practice by Charlotte Danielson Thomas L.
  McGreal. ASCD.

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Resources

• Differentiating Instruction in the Regular
  Classroom How to reach and teach ALL learners,
  grades 3-12 by Diane Heacox. Free Spirit
  Publishing, www.freespirit.com
• How to differentiate instruction in the mixed
  ability classrooms by Carol Ann Tomlinson. ASCD
• Differentiation in Practice A resource guide for
  differentiating curriculum Grades K-5. Carol Ann
  Tomlinson Caroline Cummingham Eidson. ASCD
• Differentiation in Practice A resource guide for
  differentiating curriculum Grades 5-9. Carol Ann
  Tomlinson Caroline Cummingham Eidson. ASCD
• Leadership for Differentiating Schools
  Classrooms by Carol Ann Tomlinson. ASCD
• How to Thrive as a Teacher Leader by John G.
  Gabriel. ASCD
• Linking Teacher Evaluation and Student Learning
  by Pamela D. Tucker James H. Stronge
• Teacher Evaluation To enhance professional
  practice by Charlotte Danielson Thomas L.
  McGreal. ASCD

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THE END