Differentiation Tip: Cubing (Chapman & King, 2005) Cubing activities are designed to offer students choices and add novelty to thinking. Cubes are six-sided figures that have a different activity on each side of the cube. Students roll the cube and do the activity that comes up. Different colored cubes can be created for different groups of learners. Cubing activities can be created to help students accomplish tasks at their readiness levels, in their preferred learning styles, and/or in areas of personal interest. All students are working on activities dictated by their cubes; the activities are differentiated for individual students or groups of students. Creating Cubing Exercises Start by deciding which part of your unit lends itself to optional activities. What concepts can you create a cube for? Can you make cubes for different interests, levels or topics? Step 1 Cubing Write 6 questions that ask for information in a selected unit Design different levels of questions using Bloom, intelligence levels, etc. that probe the unit Keep one question opinion based, no right or wrong Step 2 Cubing Design the first cube as your “average” Design two more – one higher and one lower All cubes need to cover the same type of questions Label the cubes so you know the levels Ask a colleague if they can tell which is high, medium or low. If not, adjust. Step 3 Cubing Remember to have one easy and one hard side for each cube Color code the cubes for easy identification Decide the rules in advance. o Do the students have to do all six sides? o Will they role and select four sides? o Do any 2 questions on three cubes? Suggestions for labels on face of cube Side 1 Side 2 Side 3 Side 4 Side 5 Side 6 DESCRIBE IT, Recall, name, locate, list/How would you solve. . . COMPARE IT, Contrast, Example, Explain, Write, what is it similar to? What is it different from?/ Compare and contrast this problem to one on page ASSOCIATE IT, Connect, Make, Design, What does it make you think of?/Create an interesting and challenging word problem from the number problem ANALYZE IT, Review, Discuss, Diagram, Tell how it is made. What are its traits and attributes? How this problem helps us use mathematical thinking and problem solving APPLY IT, Propose, Suggest, Prescribe, How can it be used?/ Demonstrate how this problem could be useful in work or real life ARGUE FOR/AGAINST IT, Debate, Formulate, Support, Take a stand. Use reasoning to explain/Diagram or illustrate the solution to the problem. Interpret the visual so we understand it.