Differentiation Strategies

Part II

Agenda

• K.U.D.• Pre-assessments• Differentiated Activities• Work Time

Knowledge Understanding•The facts•A body of coherent facts

•Verifiable claims •Right or wrong •I know something is true

•I respond on cue with what I know

•The meaning of the facts•The theory that provides meaning and coherence to those facts•Fallible, in process theories•A matter of degree or sophistication•I understand why it is, what makes it knowledge•I judge when to and when not to use what I know

K.U.D.

Pre-Assessments

Of Mice and MenDirections: Please carefully read each statement below. In the space next to each statement please write if you

STRONGLY AGREE (SA); AGREE (A); DISAGREE (D); or STRONGLY DISAGREE (SD). Keep your answers to yourself but be prepared to defend your answers using specific examples from your own experiences.

______ 1. It doesn’t matter how other people view me, as long as I

understand myself. ______ 2. The reason for discrimination is people hating other people. ______ 3. It is better for people with severe mental or physical handicaps to be

educated in special schools. ______ 4. It is wrong for a person to be extremely overweight. ______ 5. The average American shows sensitivity & understanding to people

who are different. Courtesy of Mrs. Debbie Cohen

Noun Pre-Test1. A noun is a _______________________________. (definition)

2. There are two major types of nouns: ________ and ________.

3. For each of the following sentences, underline all of the nouns.a. Children always need clothing each season.b. Choose a jacket and gloves in this store.c. A clerk is by the door to watch for thieves.d. The cashier helps customers find clothes.e. Ask for a copy of the receipt.f. The baseball field is cared for well.g. The coach stands near the dugout.

4. Write 5 nouns of your own: Courtesy of Ms. Afrodite Skaouris

• Circle the correct word in each line:• A B C• 1. laboratory labratory laberatory• 2. lose loose Verb (can’t find it)• 3. lose loose Adj. (doesn’t fit well)• 4. occasion ocassion occassion• 5. ocurr occurr occur• 6. occurred ocurred occured• 7. occurence occurrence ocurrence• 8. omited ommited omittedPast tense of PASS. Ex: John _______________the ball to Henry.• 9. past passed pased• 10. passtime pastime past time

Courtesy of Mrs. Judy Libman

Thesis StatementPart I. Directions: Indicate on the space provided whether each of the following

statements about the thesis is true or false. __________ A thesis is a fact.__________ The topic of a paper is its thesis.__________ The main idea of an essay is stated in the thesis.__________ A thesis is the writer’s opinion about a topic.__________ A thesis appears at the start of the introduction.__________ Thesis statements are limited to one sentence in length.__________ The thesis presents a point that will not be discussed again in an

essay.__________ In an expository essay about literature, the thesis argues a truth

about the text.__________ When writing an essay for an assignment, the writer does not have

to directly respond to the prompt within the thesis statement.__________ Logical reasoning and evidence are needed to develop an essay’s

thesis.

Thesis Statements—cont.

subject opinion main idea

purpose

position

reasonargumentassignment prompt

Part II. Directions: Rank the following thesis statement arrangements. Assign a number one to the structure that best represents the thesis.

Courtesy of Ms. Sandra Mulligan

Some Differentiated Activities

• Assess and Adjust• Jigsaw• Agenda• Orbital Studies (research project)• Problem-Based Learning• Entry Points (multi-genre project)• Tic-Tac-Toe• RAFT (role-audience-format-topic)

Assess and Adjust

• Only works when teaching a specific skill that can be quickly assessed.

• During instruction, gauge class, looking for about 80% understanding of new skill

• Assign small number of problems that target each aspect of skill

• Assess immediately, and assign different problems and/or instruct more as necessary

Jigsaw

• Assign different readings, or sections of a reading, to different students or groups of students based on difficulty, length, topic, interest, or prior knowledge.

• Individual or groups of students teach the rest of the class the important concepts from the reading.

• Can be as structured as you choose – you may collect a handout from all groups and look over them before they teach each other.

Agenda/Checklist

• Give students a checklist of activities they must complete in a certain time frame

• You may require approval (a check) before they can move on to the next activity.

• You may require all activities or provide choice among the activities.

• Determine if the order of activities matters.

Essay ChecklistDirections: After you complete each item in the checklist, show it to a classmate for

review. After revisions, show me the item and I will check it off of your list.

Pre-Writing/PreparationBrainstormingThesisBridgeOutline

WritingIntroduction paragraphBody paragraph 1Body paragraph 2Body paragraph 3Conclusion paragraph

ReviewRevised for clarityRevised for organizationRevised for mechanicsWriting conference in TLC

Orbital Studies/Research Project

• Students choose a topic and follow research guidelines and a time frame set by the teacher.

• May offer choice in how students represent their findings.

• May have class research different aspects of a common theme or topic.

Problem-Based Learning

• The teacher presents students with a situation, or problem.

• Students must research and design solutions to the problem.

• Teacher may allow choice in how students present their solutions.

Entry Points/Multi-Genre Project

• Whole class or individual students pick a theme.

• Students must create several products centered around the theme.

• Products may all be written, or a mix of writing, video, musical, and graphic products.

• Tip: Create a rubric that works for every project based on objectives.

• Example: http://www.webenglishteacher.com/multigenre.html

Tic-Tac-ToeCreate at least 9 activities centered around the same 3 objectives.

Present activities in a tic-tac-toe style layout.

Students must complete any three of the activities, as long as they make a tic-tac-toe on the board.

Tic-Tac-Toe for To Kill a Mockingbird

Interview Article Photostory Map the Story

Survey the School Brochure Facebook Page

Blog Song Persuasive Letter

RAFTRole Audience Format Topic

• Writing assignment where students choose the role they take on as the writer, the audience of the written piece, the format of the writing, and the topic.

• Can be based on current reading or unit of study.• Teacher may assign one part of the activity, such

as the format, but allow the rest to choice.• Eventually, students can create their own RAFT

activities.

RAFTs for Romeo & Juliet

Time to Work!

• Work in course-alike groups or on your own to add or expand differentiated activities in your upcoming or current unit.

• Use each other as resources to add variety and choice.