First, let’s chew on the KUD. . .
KUD. . . It’s what you will. . .
• UNDERSTAND
• KNOW
-what Differentiation is
-where you can use
differentiation in your
lessons
– how to implement
types of DI in your
own classroom
– how ways to
differentiate are related
• be able to DO:
- create two lesson idea’s utilizing an aspect of DI
This is also known as unpacking the standard in BSSD speak!
Read the first two pages in your
handout about ideas on
differentiation. . .
- If it’s true, what would I see in
the classroom?
- What would the teacher be
doing?
- What would the students be
doing?
Learning Profiles
• Multiple Intelligences
– Gardner
• Learning Modalities
• Problem Solving Strategies
– Sternberg
• Personality Characteristics
– Array Interaction
How to Create a MI Assignment
The Teacher…
Nanci Smith
•… selects the knowledge, skills and essential
understandings that the students are either:
•1) beginning to explore, or
•2) synthesizing and demonstrating mastery of.
•… looks at the K-U-Ds and find
learning/assessment modes through which
students could demonstrate their
understanding.
•… selects jobs/occupations that are associated
with the different learning styles.
How to Create a MI Assignment,
cont.
Examples …
• Visual – Spatial: Artist, Cartoonist, Magazine layout
editor
• Logical-Mathematical: Architect, Engineer,
Mathematician
• Interpersonal – Counselor, Tour Guide, Teacher
• Musical/Rhythmic: Songwriter, Performing Artist
• Verbal-Linguistic: Writer, Commentator, Announcer
• Body-Kinesthetic: Actor, Builder
• Intrapersonal: Poet, Songwriter, Reflector (Journal)
• Naturalistic: Forest Ranger, Botanist
Sternberg’s Three
Intelligences
Analytical
Practical
Creative
Examples Across the Curriculum: Analytical
Analyze the development of the character of Heathcliff in Wuthering
Heights.
Critique the design of the experiment (just gone over in class or in a
reading) showing that certain plants grew better in dim light than in bright
sunlight.
Judge the artistic merits of Roy Lichtenstein’s “comic-book art,”
discussing its strengths as well as its weaknesses as fine art.
Compare and contrast the respective natures of the American Revolution
and the French Revolution, pointing out ways both in which they were
similar and those in which they were different.
Evaluate the validity of the following solution to a mathematical problem
and discuss weaknesses in the solution, if there are any.
Assess the strategy used by the winning player in the tennis match you
just observed, stating what techniques she used in order to defeat her
opponent.
Nanci Smith
Examples Across the Curriculum: Practical
Apply the formula for computing compound interest to a problem people
are likely to face when planning for retirement.
Use your knowledge of German to greet a new acquaintance in Berlin.
Put into practice what you have learned from teamwork in football to
making a classroom team project succeed.
Implement a business plan you have written in a simulated business
environment.
Employ the formula for distance, rate, and time to compute a distance.
Render practical a proposed design for a new building that will not work
in the aesthetic context of the surrounding buildings, all of which are at
least 100 years old.
Apply a lesson that a literary character learned to your life.
Nanci Smith
Examples Across the Curriculum: Creative
Create an alternative ending to the short story you just read that represents a
different ay things might have gone for the main characters in the story.
Discover te fundamental physical principle that underlies all of the following
problems, each of which dffers from the others in the “surface structure” of the
problem but not in its “deep structure…”
Imagine if the government of China keeps evolving over the course of the next 20
years in much the same way it has been evolving. What do you believe the
government of China will be like in 20 years?
Suppose that you were to design one additional instrument to be played in a
symphony orchestra for future compositions. What might that instrument be like,
and why?
Predict changes that are likely to occur in the vocabulary or grammar of spoken
Spanish in the border areas of the Rio Grande over the next 100 years as a result of
continuous interactions between Spanish and English speakers.
Imagine what it feels like to be a parabola, and describe yourself and your life.
Suppose Huck Finn had been named Helen Finn.
Nanci Smith
How can we address these
differences in class?
Role Audience Format Topic
Example RAFT’s
Name:_________________________________ Period:____________ Date:__________
Partner’s Names:__________________________________________________________
________________________________________________________________
Due Date:
Astronomy Rafts
For this assignment you and your partners will choose one of the following assignments. You will work with your partners
to create a story that follows the topic and format. All topics can be found in your textbook but a minimum of two other
sources is required. Choose your assignments wisely and be very creative. Students will also be responsible for presenting
their assignments to the class in a 3 – 8 minute presentation.
Role
Audience
Format
Topic
Supergiant Star
Younger star
Dialog
A look back at my life
Moon
Astronauts
Advice column
What to expect with your visit
A galaxy
neighboring galaxies
Letter of Concern
We are growing apart
A Planet
protoplanets
Motivational Speaker
You too can be a strong, independent Planet
Earth
Sun and other planets
Ricki Lake Show
No I am the Center
Sun Tour Guide
Sun Tourists
Tour guide dialog
Add some heat to your life
Galaxy
Other galaxies
Letter to the Editor
What is this redshift trying to prove
Pluto
other planets
Petition
Why should I be a planet or moon
**** Other ideas may be used also. Any other idea besides the listed topics must be approved by Miss Wall. Think creativity!
Sample RAFT Strips
Role
Audience
Format
Topic
Squanto
Other Native
Americans
Pictographs
I can help the inept settlers
Band Member
Other Band
Members
Demo Tape
Here’s how it goes
Positive Numbers
Negative Numbers
Dating Ad
Opposites Attract
Rational Numbers
Irrational Numbers
Song
Must you go on forever?
Decimals
Fractions
Poem
Don’t you get my point?
Perimeter
Area
Diary Entry
How your shape affects me
Monet
Van Gogh
Letter
I wish you’d shed more light on
the subject!
Joan of Arc
Self
Soliloquy
To recant, or not to recant; that is
the question
Tree
Urban Sprawl
Editorial
My life is worth saving
Thoreau
Public of his day
Letter to the Editor
Why I moved to the pond
Young Chromosome
Experienced
Chromosome
Children’s Book
What becomes of us in mitosis?
RAFT ACTIVITY ON FRACTIONS
Role
Audience
Format
Topic
Fraction
Whole Number
Petitions
To be considered Part of the
Family
Improper Fraction
Mixed Numbers
Reconciliation
Letter
Were More Alike than
Different
A Simplified Fraction
A Non-Simplified
Fraction
Public Service
Announcement
A Case for Simplicity
Greatest Common
Factor
Common Factor
Nursery Rhyme
I’m the Greatest!
Equivalent Fractions
Non Equivalent
Personal Ad
How to Find Your Soul
Mate
Least Common Factor
Multiple Sets of
Numbers
Recipe
The Smaller the Better
Like Denominators in
an Additional Problem
Unlike Denominators in
an Addition Problem
Application form
To Become A Like
Denominator
A Mixed Number that
Needs to be Renamed to
Subtract
5th Grade Math Students
Riddle
What’s My New Name
Like Denominators in a
Subtraction Problem
Unlike Denominators in
a Subtraction Problem
Story Board
How to Become a Like
Denominator
Fraction
Baker
Directions
To Double the Recipe
Estimated Sum
Fractions/Mixed
Numbers
Advice Column
To Become Well Rounded
5th Grade Team, Free Rock
Elementary, Brighton, NY
Grade 6
Social Studies RAFT
The Feudal System
Students will
Know:
Names and roles of groups in the feudal class system.
Understand:
Roles in the feudal system were interdependent. A person’s role
in the feudal system will shape his/her perspective on events.
Be Able to Do:
Research
See events through varied perspectives
Share research & perspectives with peers
Feudal Pyramid RAFT
Role
Audience
Format
Topic
King
The Subjects
Proclamation
Read My Lips,
New Taxes
Knight
Squire
Job Description
Chivalry,
Is it for you?
Lord
King
Contract
Let’s Make a Deal
Serf
Animals
Lament Poem
My So Called Life
Monk
Masses
Illuminated
Manuscript
Do As I Say,
Not as I Do
Lady
Pages
Song
ABC, 123
Following the RAFT activity, students will share their research and perspectives in
mixed role groups of approximately five. Groups will have a “discussion agenda” to
guide their conversation.
Kathryn Scaman
Our Example Rafts. . .
ROLE
AUDIENCE
FORMAT
TOPIC
Wrist
Keyboard
Song
Stop you are
hurting me
Student
Community
skit
Problem solving
AEC
Community
brochure
Letter E
Alphabet
Fast track
phonics
When I am long.
.
Circles
Polygons
Dating Ad
Why not me?
Letter
Alphabet
Playdough, Skit,
sand, writing,
What am I?
Nickel
Penny
Simulation, song Why am I not
brown?
Proportional Reasoning
Think-Tac-Toe
Create a word problem that
requires proportional
reasoning. Solve the
problem and explain why it
requires proportional
reasoning.
Find a word problem from
the text that requires
proportional reasoning.
Solve the problem and
explain why it was
proportional.
Think of a way that you use
proportional reasoning in
your life. Describe the
situation, explain why it is
proportional and how you
use it.
Create a story about a
proportion in the world.
You can write it, act it,
video tape it, or another
story form.
How do you recognize a
Make a list of all the
proportional situation?
proportional situations in
Find a way to think about
the world today.
and explain proportionality.
Create a pict-o-gram, poem
or anagram of how to solve
proportional problems
Write a list of steps for
solving any proportional
problem.
Write a list of questions to
ask yourself, from
encountering a problem
that may be proportional
through solving it.
Similar Figures Menu
Negotiables (Choose 1):
1. Create a book of similar figure applications and problems.
This must include at least 10 problems. They can be
problems you have made up or found in books, but at least 3
must be application problems. Solve each of the problems
and include an explanation as to why your solution is correct.
2.
Show at least five different applications of similar figures in
the real world, and make them into math problems. Solve
each of the problems and explain the role of similarity.
Justify why the solutions are correct.
Similar Figures Menu
Optionals:
1. Create an art project based on similarity. Write a cover sheet
describing the use of similarity and how it affects the quality
of the art.
2.
Make a photo album showing the use of similar figures in the
world around us. Use captions to explain the similarity in
each picture.
3.
Write a story about similar figures in a world without
similarity.
4. Write a song about the beauty and mathematics of similar
figures.
5.
Create a “how-to” list or book about finding and creating
similar figures.
The Maturation of Tom Sawyer
Learning
Preference
The Adventures of Tom Sawyer by Mark Twain
Level 1:
Level 2:
On or Below Grade Level
On or Above Grade Level
Artist
The Writing’s On the Wall
You ARE Tom Sawyer. You will
create a “Growth Mural” of yourself to
give to Becky in order to show her
how much you’ve matured.
Life is Like a Box of Chocolate
Illustrate Tom’s growth or maturation through
the use of an extended metaphor or simile that
compares Tom’s growth process to
__________________
Announcer:
Hannibal on a Wire
Create an audio recording of the scene
that you feel was the most important to
Tom’s growth.
Tommy Goes to Hollywood
Create and produce an NPR segment in which
the hosts of the show interview Steven
Spielberg about his upcoming film adaptation
of The Adventures of Tom Sawyer
Writer:
Growth Report Card
You are a psychologist hired by Aunt
Polly to examine Tom’s behavior and
assess his growth.
Investigative Report
Develop a Private investigator’s Report about
Tom’s emotional and mental growth and wellbeing.
Actor:
Lights, Camera, Action!
Choose an important scene that
demonstrates Tom’s growth of
character, and act it out using props,
costumes, etc.
Live with Dr. Phil!
Act out an episode of the Dr. Phil show in
which characters from the book will discuss
whether or not they believe that Tom has grown
or changed and how.
•Informal (on going) Assessments:
•thumb-o-meter
•Give me 5
•Colored Cards (red, green, yellow)
Assessment
Idea’s
•Yes/No Cards
•vocab, synonym/antonym, cause/effect,
fact/opinion, polygons
•Jigsaw Check
•Journals
•Free Write/Fast write
•Exit Cards (3-2-1, difference w/ examples)
•Graphic Organizers
Cubing Activities
© ThinkDOTS
Nanci Smith
CUBING
1.
Describe it: Look at the subject closely
(perhaps with your senses as well as
your mind)
2.
Compare it: What is it similar to?
What is it different from?
3.
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.
4.
Analyze it: Tell how it is made? What
are it’s traits and attributes?
5.
Apply it: Tell what you can do with it.
How can it be used?
6.
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
Setting
Illustrate the setting of
your poem. Use color
(markers, pencils) and
give your picture a title
that is connected to
the poem but not the
title of the poem
Figurative Language
Theme
Using a graphic
Describe the theme
organizer, list all the
of your poem in a
paragraph. Check for similes and metaphors
in your poem. If you
topic sentence,
need help finding
supporting details
metaphors, consult With
and conclusion
your group members
Speaker
Describe the speaker
of this poem. Be
prepared to share
orally.
Poetry Level I
Line
Describe the way
the lines
are arranged
Rhyme
Figure out the rhyme
scheme of the poem.
Be prepared to
teach it to the
class.
Setting
Illustrate the setting of
your poem. Use color
(markers, pencils) and
give your picture a title
that is connected to
the poem but not the
title of the poem
Poetry Level II
Theme
Rhyme
Figurative Language
Line
Compare the theme of
What does the rhyme
Tell how the similes
Describe the impact
your poem to the theme
scheme have to do
and metaphors in your
the line arrangement
of a story or novel you
with the meaning of
poem enhance the
has on the poem.
have read. Use a Venn
the poem? Why do
imagery. Be prepared
Argue convincingly
diagram to show your
you think the poet
to share orally.
In a short paragraph.
comparison.
chose this pattern?
Speaker
How does the speaker
feel? Find at least 2
feelings and be
prepared to explain
orally.
Setting
If your poet were an
artist, how would
he/she express this
poem as a picture?
Use markers, pencils,
etc. to illustrate
your answer.
Theme
Write a short poem to
express the theme of
the poem you have
chosen. Choose your
own style.
Poetry Level III
Rhyme
Provide other examples
Figurative Language
Of rhyme or rhythm
Write 2 more similes
Besides end rhyme
used in your poem.
and metaphors that
How does this add
could be added to
To the sound of the
the poem.
Poem? Be prepared
To share orally
Speaker
Create another line for
this poem that the
speaker may have
written.
Line
How would the poet
arrange the next lines
of this poem if he/she
were extending the
meaning and theme?
Describe how you would
solve
2 3 1
 
13 7 91
or roll
Explain why you need
a common denominator
the die to determine your
when adding fractions,
own fractions.
But not when multiplying.
Can common denominators
Compare and contrast
ever be used when dividing
these two problems:
fractions?
1 1
3 1
 and 
3 2
7 7
Create an interesting and
challenging word problem
Nanci Smith
A carpet-layer has 2 yards
that can be solved by
of carpet. He needs 4 feet
___ + ____ - ____.
of carpet. What fraction of
Roll the fraction die to
his carpet will he use? How
determine your fractions.
do you know you are correct?
Diagram and explain the
solution to ___ + ___ + ___.
Roll the fraction die to
determine your fractions.
So. . . What is Differentiation?
•
•
•
•
Content
Process
Product
Environment
• Readiness
• Interest
• Learning Profile
– Multiple Intelligences
– Sternberg’s Problem
Solving Intelligences
– Learning Modalities
– Character