Differentiated Instruction
Strategy – Choice Boards
(Process Differentiation)
Webinar presented by:
Dr. Sonya Carr,
Educational Consultant
Based on the work
of the LPPS Inclusion
Strategy Team (2009-2011)
Sponsored by LPPS and LASig2
October, 2011
Choice Boards
• In a differentiated
• Framework : Activities may
be organized using
classroom, choice
boards can be built into
o Bloom’s Taxonomy
the curriculum to appeal
o Multiple Intelligences
to learners and to meet
o Modality Preferences
individual needs.
o Students Interests
• Board Options:
• Choice boards offer
o Think-Tac-Toe
multiple ways for
students to process
o Bingo
information and practice
o Choice wheels
content and skills.
– Focus on use for process
differentiation
Sponsored by LPPS and LASig2
Sample Choice Boards
BINGO
Goal: Get one signature per square
Caution: Don’t sign more than three times on any person’s grid.
Sponsored by LPPS and LASig2
Least favorite
subject English
Likes to read
romance
novels
Likes to read
mysteries
Favorite
subject is
math
Least favorite
subject Science
Free time –
watches
movies at
home
Free time watches TV at
home
Collects
Beanie Babies
Would like to
meet Michael
Jordan
Would like to
have met Dr.
Martin Luther
King
Hobby –
playing with
dog
Hobby –
reading
Hobby –
playing tennis
Free time lounges in
bath at home
Collects
teddy bears
Collects
pictures
Collects paper
weights
Would like to
meet Wally
Amos
Collects junk
Would like to
meet Oprah
Winfrey
Enjoys talking
with husband
Would like to
have met
Abraham
Lincoln
Would like to
have met Dr.
Frederick
Douglas
Would like to
have met
Marie Clay
Would like to
have met
David (Bible)
EXAMPLE OF THE FLOW OF LESSONS
IN A DIFFERENTIATED UNIT (below)
1
3
5
7
Whole Class:
Whole Class:
Whole Class:
Exploration of a
topic or concept
Share information
and pose questions
Review key ideas
and extend study
through sharing
In small readiness
groups assigned by the
teacher , students
engage in Cubing or
ThinkDOTS activities
.
2
Students work
independently on Think-
Tac-Toe completing
9-10
Whole Class:
Introduce skills
needed later to make
a presentation
Students chose
groups based on
interests and solve
problems related to
the unit
tiered assignments
designed to help them
make sense of key
concepts at varied levels of
complexity and varied
4Sponsored by LPPS and LASig26
pacing
Whole Class:
Individual students
present projects for
summative
assessment
Students independently
complete a learning menu
through which they will
apply and extend their
understandings
8
When designing a choice board,
the teacher ….
1. Examines a unit in the curriculum, looking at the standards,
benchmarks, GLEs to determine important content (focus for DI)
2. Decides on a framework for the choice board (e.g., Bloom’s
Taxonomy, Multiple Intelligences, Modality Preferences, student
interests)
3. Brainstorms and writes activities that are aligned with the
instructional goal(s), standards, and framework selected (nine
activities for Tic-Tac-Toe, 20-25 activities for Bingo).
4. Arranges the activities on a blank Tic-Tac-Toe or Bingo template.
5. Reviews the order of the activities and arranges, or re-arranges,
the activities so that all students have some challenge.
6. Shares the draft Choice Board with a colleague, requests feedback,
and revises board activities.
7. Develops scoring criteria for each activity.
8. Decides on a time frame and procedures for monitoring activities
as they are completed. Sponsored by LPPS and LASig2
When designing a Think-Tac-Toe
Board, use this guide:
Easier activity
or something
presented at
the beginning
of unit
More
challenging
Easier activity
or something
presented at
the beginning
of unit
More
challenging
Easier activity
or something
presented at
the beginning
of unit
More
challenging
More
challenging
More
challenging
Easier activity
or something
presented at
the beginning
of unit
Sponsored by LPPS and LASig2
Framework Using Bloom’s Taxonomy:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Comprehension
or Evaluation
Application or
Evaluation
Knowledge or
Analysis
Sponsored by LPPS and LASig2
Sponsored by LPPS and LASig2
Think-Tac-Toe
Directions: Choose activities in a tic-tac-toe design. When you have
completed the activities in a row-horizontally, vertically, or diagonally –
you may decide to be finished, or you may decide to keep going and
complete more activities.
I choose activities # __________, # __________, # __________.
Name: __________________________Date Received: ____________
Date Due: _______________________Date
Completed: ___________
Sponsored by LPPS and LASig2
Sponsored by LPPS and LASig2
Sponsored by LPPS and LASig2
Writing Bingo
Try for one or more BINGOs this month. Remember, you must have a real
reason for the writing experience! If you mail or email your product, get
me to read it first and initial your box! Be sure to use your writing goals
and our class rubric to guide your work. (J. Melin)
Recipe
Thank you
note
Letter to the
editor
Directions to
one place to
another
Rules for a
game
Invitation
Email request
for
information
Letter to a pen
pal, friend, or
relative
Skit or scene
Interview
Newspaper
article
Short story
FREE
Your choice
Grocery or
shopping list
Schedule for
your work
Advertisement Cartoon strip
Poem
Instructions
Greeting card
Letter to your
teacher
Journal for a
week
Design for a
web page
Book Think
Aloud
B
Proposal to
improve
something
I
N
Sponsored by LPPS and LASig2
G
O
For more information, visit
LPPS Moodle or contact:
Ms. Felicia Boyd, LPPS Special Education Teacher
FELICIA.BOYD@lpsb.org
Ms. Anita Clark, LPPS General Education Teacher
ANITA.CLARK@lpsb.org
Ms. Demarious Poole, Inclusion/Staff Development
Coordinator, DEMARIOUS.POOLE@lpsb.org
Dr. Sonya Carr, Educational Consultant
SonyaC.Carr@gmail.com
Sponsored by LPPS and LASig2