Cubing!
BY: BETH STEPHENS, MICHAEL
MCCARTNEY, JULIE MARQUARDT AND
LAUREN AUFDEMBRINK
What is Cubing?
◊ Cubing is a technique that helps
students consider a subject from six points
of view.
◊ Different commands or tasks appear on
each side of a cube.
What is Cubing? (continued)
◊ Cubes may vary with commands or tasks
appropriate to the level of readiness of the
group.
◊ Cubes may also be constructed with tasks
relating to different areas of intelligence, such
as verbal/linguistic or bodily/kinesthetic.
What is Cubing? (continued)
◊ In a more sophisticated form, this is a
technique that helps students think at
different levels of Bloom’s taxonomy.
Cubing Tied to Bloom’s Taxonomy
 1. Knowledge
 4. Analysis
Recall: What is this about?
How many elements are
present?
 2. Comprehension
Understanding: Why did
this happen?
 5. Synthesis
Combining: Change to a
new scenario.
 3. Application
 6. Evaluation
Transfer: Use the
information to predict.
Rating: Rank solutions in
priority order.
Why Do We Use Cubes?
◊ To differentiate learning by readiness
(familiarity with content or skill level)
◊ To differentiate learning by interest
Why Do We Use Cubes?
◊ To differentiate learning by student learning
profile (visual, auditory, kinesthetic; multiple
intelligences)
◊ To add an element of novelty to classroom
instruction
How To Use Cubing
◊ Students can work alone, in pairs, or in
small groups with the appropriate cube.
◊ When the children roll the cube , they
are able to roll the cube up to 2-4 times
depending on the teacher and the extent of
the assignment.
Variations on Cubing
1. Number the list of tasks to be completed.
Roll the die to select the item on the list to
complete.
2. Write each task on a tongue depressor and
let students select one.
Variations (continued)
3. Incorporate learning styles in the cubed
activity, such as visual/spatial;
bodily/kinesthetic, etc.
4. Design a cube for reading nonfiction (Who?
What? When? Where? Why? How?); especially
powerful in content areas.
Examples!
Onomatopoeia
Side One
Find an example of
onomatopoeia in a
poem from our
anthology
Side Four
Write a limerick,
concrete poem, or
haiku using at
least one example of
Onomatopoeia
Side Two
Side Three
Make a list of all the
examples of
onomatopoeia
that you can think of in
two minutes. Have your
partner time you.
Write a letter to
Webster’s
Dictionary from
onomatopoeia on the
topic, “We are words,
too! Include us!”
Side Five
Side Six
Why do you think
writers use
onomatopoeia? What
purpose does it
serve?
Research the origin of
the word
“onomatopoeia.”
Where does it come
from? What do its
parts mean?
Examples!
Fractions
Side One: Locate It
Side Two: Define It
Side Three: Solve It
In two minutes, make a
list of all of the places in
which we find fractions
in every day life. Have
your partner time you.
What is a fraction?
How would you explain
what a fraction is to a
first
grader?
Complete fraction
problems 1-10 on
page 65. Have your
partner check your
work.
Side Four: Analyze It
Side Five: Think About It
Side Six: Illustrate It
What are the parts of
a fraction? Define
each part and
describe their
relationships to one
another.
When dividing
fractions, why do we
have to “invert and
multiply”? Show your
thinking on paper.
Create a children’s
picture book about
fractions. Use “Give
Me Half!” as an
example.
Score
Levels
Content
 Is well thought out
 Has clear goal that is
related to the topic
 Is accurate
3
Conventions
 No spelling,
grammatical, or
punctuation errors
 High-level use of
vocabulary and word
choice
Organization
 Information is clearly
focused in an
organized and
thoughtful manner.
 Information is
constructed in a
logical pattern
Presentation
 Format enhances the
content.
 Presentation captures
audience attention.
 Presentation is
organized and well
laid out.
 Project remains
focused on the project
all the time.
 Is well thought out and
supports the solution
2
 Few spelling,
grammatical, or
punctuation errors
 Information supports
the solution to the
challenge or question.
 Good use of
vocabulary and word
choice
 The information is
organized and clear
 Has application of
critical thinking that is
apparent
 Minimal spelling,
grammatical, or
punctuation errors
 Project has a focus
but might stray from it
at times.
 The project does not
follow all of the
instructions
 Low-level use of
vocabulary and word
choice
 Information appears
to be organized, but is
not consistent
 Has application of
critical thinking that is
apparent
 Is accurate
1
 The information is
mostly inaccurate
 The information is not
accurate at all
0
 Project does not follow
instructions
 Has no critical thinking
application
 Project has a focus
 Information loosely
supports the
assignment.
 More spelling,
grammatical, or
punctuation errors
 Poor use of
vocabulary and word
choice
 Content is unfocused
and haphazard.
 Information does not
support the
assignment
 Information has no
apparent pattern.
 Format is appropriate
for the content.
 Presentation captures
audience attention.
 Presentation is well
organized.
 Format does not suit
the content.
 Presentation does not
capture audience
attention.
 Presentation is
loosely organized.
 Presentation appears
sloppy and/or
unfinished.
 Format does not
enhance content.
 Presentation has no
clear organization.
Works Cited
Barbara Ewing Cockroft, M.Ed. NBCT,
presenter
Visit: http://www.cdeducation.org/ocea/handouts/39%20%20Differentiation%20Strategy%20101%20Cubing%20a%20Lesson/
For more activities and lessons using cubing
http://daretodifferentiate.wikispaces.com/file/view/nagc_cubi
ng__think_dots.pdf