Differentiation as RTI:
In the Social Studies Classroom
Greece Central School District
Office of Curriculum, Instruction and Assessment
Matthew Schultz
Why Differentiated Instruction?

Classrooms are filled with students with different backgrounds,
learning levels, and experiences.

To continue to stimulate learning in ALL students, leveled, or
“differentiated” instruction can help.

Differentiated instruction is a method of RTI for teachers in their
own classrooms.

Formative assessments and the PLC process set the stage for
differentiated activities – the data comes from these assessments.

The new SLO process centers on learning objectives for all
students. Differentiation allows for this continued student learning
and growth.
Tiers of Responses to Intervention

Tier I – Classroom based and teacher led. This is where
differentiated instructional strategies play a role in
student learning success and challenges.

Tier II – More individuals are involved. Teachers, grade
level teams, and PLCs all work together to customize
intervention for students in need.

Tier III – A school based approach in which counseling
and conferencing may be used for intense, individual
interventions.
How to Differentiate?

There are hundreds of ways to differentiate, but they all center
on three aspects of learning:

Content: level the content of learning from need to know, to
more detailed learning, to deep/enrichment levels of learning.

Process: Change the process of learning by differentiating
graphic organizers, levels of questions, or depth of analysis.

Product: Identify different levels of complexity, depth of
knowledge, and analysis/evaluation for lessons and unit ending
assessments, projects, products or activities.

It is important to note that differentiation and RTI can occur
through ability-leveled pairing, heterogeneous grouping for peer
learning, or individually.
What it Looks Like – Five Methods of
Differentiation for Social Studies Teachers

Method 1: Anchor Activities


Anchor activities are learning experiences that students work on
throughout a unit plan. When students finish an assignment in class, yet
have time remaining while the rest of class is still working, they can be
expected to work on the anchor activity for the unit.
Examples:

While learning about westward expansion in the US, have students
keep a journal as a traveler to the Pacific Ocean.

If studying revolutions, place images around the room focused on
those regions or movements and have students describe what they
see/how those images show change (ex. guillotine, steam engine)

If seniors are studying political parties, have them create a party
platform for a candidate, or create the ideal candidate based on their
own political beliefs.
What it Looks Like – Five Methods of
Differentiation for Social Studies Teachers

Method 2: Leveled Learning Centers

Leveled learning centers relate to cooperative learning stations, yet they
go beyond most activities. In leveled learning centers, activities are
organized around learning levels based on formative assessments.

Teachers can use shapes to identify the level of learning, or difficulty of
each learning center. Triangles = advanced level, squares = appropriate
level, circles = beginner level. The meaning of these symbols need not
be shared with students.

The symbols can also represents different learning styles, rather than
differentiated learning levels. Triangles = reading/writing, squares =
visuals, graphs and data, circles = hands-on activities.
What it Looks Like – Five Methods of
Differentiation for Social Studies Teachers

Method 2: Leveled Learning Centers, cont.

Leveled learning centers are tiered for differentiation, yet offer students
choice. Teachers can limit what centers students can visit by learning
level and ability. If a student is at an advanced level, we can limit
his/her choices to centers identified by a triangle only.

We can use heterogeneous grouping in order to have students support
and help each other through the learning centers as well. Teachers
can provide support at each learning center as needed.
What it Looks Like – Five Methods of
Differentiation for Social Studies Teachers

Method 2: Leveled Learning Centers, cont.

Example: If teaching about the four river valleys, each location can be
organized as a learning center. Students work through these centers at their
own pace, with support when needed. Background readings are provided.




Tigris and Euphrates Rivers (advanced level): How might the communities around
these two rivers have looked? Create a drawing, with a written explanation outlining
your reasons for the community you created. Also, how did the irrigation systems
work? Include this in your drawing.
Indus River (appropriate level): Create a mind map or collage of 5 items that were
important to people at the Indus River. Include the name of each.
Yellow River (beginner level): Use clay to create two symbols that stand for items
people used in China along the Yellow River. Explain each on a piece of paper.
Nile River (mixed skills level): Place a bag of soil, three to four vegetables, and a jar of
water labeled “annual flood” at this center. Differentiate the outcome based on
learning level of students or groups. For example, have students write about how
each was important to Egyptians, or have students use the three “artifacts” to create a
personal narrative about living as an Egyptian.
What it Looks Like – Five Methods of
Differentiation for Social Studies Teachers

Method 3: Choices Boards


Choices boards are simple organizers that allow students to
select different activities to complete through a lesson or unit.
They combine choices and tiering – the difficulty of the activities
varies, as does the learning style.

Monitor as students complete different assignments over the
course of a class, week or month. If they need more challenging
activities, simply assign them a higher level of difficulty. If a
student is struggling, allow them to select a lower level
assignment.

Level of difficulty in the example on the next slide is: 1 =
beginner level, 2 = appropriate level, 3 = advanced level
What it Looks Like – Five Methods of
Differentiation for Social Studies Teachers

Method 3: Choices Boards (Ex. Hammurabi’s Code)
Choose three laws and
describe how each is
reflective of the values
important to
Babylonians.
3
Why did Hammurabi
believe it was necessary
to create and post these
laws?
3
What does the “eye for
an eye” retribution in
these laws tell us about
the social conditions of
Babylon?
2
Categorize
Hammurabi’s Laws into
two categories, and
explain your reasoning
for those categories. 2
Create a set of five laws
for this class based on
the ideals of
Hammurabi’s Code.
2
Select any three laws
and rewrite them in your
own words.
Create a drawing in
which you visually
define a major idea of
Hammurabi’s Code. 2
Analyze the social and
economic injustices
contained in
Hammurabi’s Code. 3
Create a narrative in
which you describe at
least two of the laws in
Hammurabi’s Code. 1
1
What it Looks Like – Five Methods of
Differentiation for Social Studies Teachers

Method 4: Tiered Graphic Organizers



Tiered graphic organizers require student to complete more
complex work when needed, or simpler tasks to learn the “need
to know” essentials.
Following Bloom’s Taxonomy of skill levels, graphic organizers
can be tiered to allow students more specific stimulus levels in
the classroom.
Examples include adding writing prompts, another level of
analysis, textual evidence supports, or point of view referencing.
What it Looks Like – Five Methods of
Differentiation for Social Studies Teachers

Method 4: Tiered Graphic Organizers – Comparison of
Russian Leaders: Peter the Great, Stalin and Gorbachev.

Read biographies of each Russian leader. The reading levels of
these can be differentiated if desired.
Beginner Level: Students complete a Venn diagram, selecting any 2
leaders to compare using at least three comparisons.
Appropriate Level: Students complete a 3 circled Venn diagram,
comparing all three Russian leaders with at least 5 comparisons.
Advanced Level: Same as appropriate level work, but students also
complete the following writing prompt: Each of the leaders saw one
main issue that needed to be reformed in Russia. Describe the
reform, including textual evidence from each biography you read in
class.
What it Looks Like – Five Methods of
Differentiation for Social Studies Teachers

Method 5: Personal Planners

Personal planners are checklists of learning activities that span
an entire unit. As students complete assignments, they are
advanced to the next level of difficulty, or to a different learning
style activity.

Personal planners can be used for vertical alignment unit plans.
Economics content is an example of this for high school seniors.

Students must build upon knowledge in order to understand
entire concepts (ex. Monetary policy: Changes at the Federal
reserve = changes in the money market = a changing interest
rate = changes in aggregate demand = price level changes)
What it Looks Like – Five Methods of
Differentiation for Social Studies Teachers

Method 5: Personal Planners (Economics Example)
Project Description
Instructions
The Federal Reserve
Using your text and online sources,
summarize both the structure and
functions of the Federal Reserve
System.
Monetary Policy
Connect the monetary policy functions of
the Fed to the money market. You must
include graphs of both expansionary and
contractionary Fed policy.
Price Level Changes
How do changing interest rates in the
money market impact consumer
demand? Find 3 news articles that give
evidence of your conclusions and
summarize each in your response
Date
Completed
Resources…
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www.engageny.org: DDI (Data-driven Instruction)
National Center on Response to Intervention
RTI Action Network
Differentiation Central - Reach Every Learner
Works Cited: Many of the ideas and process contained
was taken from:
Conklin, Wendy. Differentiation Strategies for Social Studies. Huntington
Beach, CA: Shell Education, reprinted 2011. Print.