The TLC Model: Teacher
Learning Choices
for Differentiating
Instruction
with Sanity and Success!
Dr. Rita Brodnax
ritabrodn@aol.com
brodnaxsbetterbrains@gmail.com
www.brodnaxsbetterbrains.com
(812) 564-0966
TLC Model
Teacher
Learning
Choices
Dr. Rita Brodnax
Brodnax’s Better©
Brains
Taken from the book, The Amazing Brain
Humans
are
Complex
Experience
Expectant
(M. Diamond and W. Greenough)
and
Require CEX:
Complex
Experiences
Brodnax’s Better©
Brains
Learning Teams
= A or B
= 1, 2, 3
Brodnax’s Better©
Brains
Think-Pair-Share
1.
Success is 99%
attitude and 1%
aptitude.
2.
3.
Success is
achieved by
developing our
strengths, not by
eliminating
weaknesses.
Success is how
high you bounce
when you hit
bottom.
George Patton
M. V. Savant
4.
Success is never
final. Failure is
seldom fatal. It is
courage that
counts.
Select a quote that
appeals to you and
share with your
partner.
Winston Churchill
You decide who
goes first.
6. Success means
having the
courage, the
determination, &
the will to become
the person you
believe you were
meant to be.
George Sheehan
8.
9.
is too short,
Success is 10% Rule your mind or
so kiss slowly,
inspiration &
it will rule you.
laugh insanely,
90% perspiration.
love truly and
Horace
Thomas Edison
forgive quickly.
7. Life
Choices within Boundaries
Topic: Differentiated Instruction
1.
2.
4.
7.
Student Signature &
Date:
3.
6.
8.
Tic-Tac-Toe Choices:
9.
Teacher Signature:
1, 2, 3, 4, 6, 7, 8, 9
Brodnax’s Better©
Brains
st
21
Century
Skill ____ and Capacities
______ ___
Inventive
_______
Literacy
Seven Capabilities & Capacities
1. Knowledge & ___________
2. Rigor & _______________
3. Innovation and New _________
4. Inquiry & Problem ___________
5. Learning & Learning How to_______
6.______________& Connections
7. _______________ & Resiliency
Effective
Communication
and _________
High
___________
Brodnax's Better Brains ©
11
21st Century Skill Sets and Capabilities
Digital-Age Literacy
Inventive Thinking
Scientific, Economic and Technological
Literacy
Visual and Information Literacy
Creativity, Curiosity, Risk-Taking
Higher- Order Thinking & Balanced
Thinking
Knowledge of Interdependent Systems
Multicultural Literacy and Global
Awareness
Managing Complexity, Adaptability
and Self-Direction
“Interdependence” of World &
Literacies
Looking at Issues From Various View
Points
Capabilities
Application of Knowledge
Rigor and Relevance
Innovation and Generation of New Knowledge
Inquiry & Problem Solving
Learning & Learning How to Learn
Relationships, Connections, Wellness
Perseverance, Perspective & Resiliency
Communication &
Collaboration
High Productivity
Teaming, Collaboration &
Interpersonal Skills
Prioritizing, Planning & Managing
for Results
Interactive Communication
Effective & Efficient Use of Real-World
Tools
Listening, Responding, Synthesizing
Personal, Social & Civic Responsibility
Ability to Produce Relevant,
High-Quality Work
Ability to Produce in a Timely Manner
Brodnax's Better Brains ©
Business Classes
UNIT
Brodnax's Better Brains ©
TITLES
13
Same
Same
Same
Different Extended
Different Extended
Different Extended
 Content
• Knowledge
• Applied Skills
• Life Skills
 Student
Interactive Activities
• Rehearsal, Application,
Percolation
• Collaborative, Solitary
• Projects, Products
 Assessments
for Grades
•Performance
Projects, Products
• Quizzes, Tests
Student Interests
Learning Styles
Student
Readiness
Readiness Level
Level
Brodnax’s Better©
Brains
How about you!
•
Interests
•
Learning Styles
Readiness Level
Brodnax’s Better©
Brains
Student
Interest
Brodnax’s Better©
Brains
16
Choices within Boundaries
Topic Or Lesson_______________
1.
2.
Music
3.
Environment
4.
Family and Friends
6.
Justice, Fairness
7.
by
Student Interests
8.
Politics
Student Signature &
Date:
Sports
9.
Fashion
Technology
Tic-Tac-Toe Choices:
Teacher Signature:
1, 2, 3, 4, 6, 7, 8, 9
Brodnax’s Better©
Brains
Multiple Intelligences
Learning Styles
Verbal Linguistic
Debate
Tell
Keep
Learn
Read
Explain
Compare
Make
Share
Discuss
Give a
Create
Write
Teach
Bodily Kinesthetic
Act Out
Learn
Use
Build
Put Together
Logical
Mathematical
Identify
Synthesize
Evaluate
Predict
Analyze
Brainstorm
Write
Contrast
Sequence
Design
Make
Take
Visualize
Build
Apply
Classify
Discover
Symbolize
Solve
Go to
Visit
Use
Capture
Care for
Compose
Play
Learn
Change
Teach
Observe
List
Classify
Grow
Collect
Take
Record
Plan
Categorize
Interpersonal
Draw
Paint
Use
Chart
Imagine
Musical Rhythmic
Copy
Write
Evaluate
Use
Rhyme
Depict
Play
Dissect
Do
Teach
Naturalist
VISUAL Spatial
Create
Illustrate
Practice
Mind Map
Play
Choreograph
Perform
Assemble
Create
Touch/Feel
Create
Sing
Listen
Interpret
Pattern
Discuss
Establish
Paraphrase
Role Play
Practice
Plan
Interview
Motivate
Tutor/Teach
Solve
Do
Make
Process
Collaborate
Mediate
Intrapersonal
Think About
Set Goals
Observe
Reflect
Choose
Make
Describe
Read
Take
Weigh
Prioritize
Relate
Record
Express
Critique
Brodnax’s Better©
Brains
1. Find out about the
role of worms in the
process of composting.
Create the lyrics to a
song that shows at
least 6 things worms
can do in soil.
2. Research the 5
different types of soil
and their purpose.
Think about and
describe what your life
would be like without
these “soils.”
3. Find out about
different cultures that
make sand paintings.
Make your own sand
painting and write a
paragraph about this art
form.
(Musical-Rhythmic)
(Intrapersonal,
Naturalists)
(Bodily Kinesthetic,
Intrapersonal)
5. Content by
Multiple Intelligences
6. Write a poem or story
about the different types
of soil and their
characteristics.
4. Interview Mr. Clark
about how adobe brick
is made. Make a mural
showing the process
Indians used to make
adobe brick and how
they built their houses.
Soil
(Interpersonal,
Visual Spatial)
7. Study the 5 different
types of soil and their
characteristics, look for
patterns and create a
chart or graph to
explain to the class.
(Visual Spatial,
Interpersonal,
Logical Mathematical)
(Verbal Linguistic)
8. Find out about
different cultures that
are known for their
clay pottery. Find
pictures of the pottery
and make your own
pottery out of clay.
(Visual Spatial,
Intrapersonal,
Bodily Kinesthetic)
9. Research
COMPOSTING and
RECYCLING. Compare
and contrast them using
the graphic organizer,
Venn Diagram.
(Visual Spatial,
Verbal Linguistic)
Pieces of Learning
1. Choose 2
2. Write a different
3. Draw at least 5
characters from your
book. With another
person, role play 2
key scenes from the
book featuring these
two characters.
Prepare a power
point to share your
rationale for scene
selection.
ending to your story.
This should change
what happened in
the last chapter of
the book. Be
prepared to explain
why the different
ending “makes
sense.”
comic strips that
highlight 5 important
events in your book.
Make sure the
dialogue is realistic
for the characters.
(Bodily-Kinesthetic,
Verbal-Linguistic)
(Verbal-Linguistic,
Intrapersonal)
4. Design a poster
advertising your
book. Include
interesting details
about the book that
would make others
want to read it.
(Visual- Spatial,
Verbal Linguistic)
5. Interactive Activities
by Multiple Intelligences
Reading
Comprehension
Book Report
(Visual- Spatial,
Verbal Linguistic)
6. Create song lyrics
and music to tell
about your book. Use
the book title as the
song title. Perform for
your class or record
your song on audio
tape.
(Musical-Rhythmic)
7. Write a letter to
8. Make an
9. Make a timeline
the author telling
why you liked the
book or why you
didn’t like it. Give
specific reasons for
your opinion.
information cube
about your book
with the following on
the 6 different sides
of the cube: title,
characters, setting,
plot, favorite part,
illustration of
scenes.
with illustrations
sequencing 7
important events that
happened in the
book.
(Intrapersonal,
Verbal-Linguistic)
(Verbal-Linguistic,
Bodily-Kinesthetic)
(Logical-Mathematical)
Pieces of Learning
Choices within Boundaries
Topic Or Lesson_______________
1.
2.
3.
Vary Complexity Level of
Content Covered
Vary Complexity Level of
Thinking Skills
Vary Complexity Level of
Resourced Used
4.
6.
by Readiness
”Complexity”
Level
Vary Structure
Provided for Task
7.
8.
Vary Content
Student Signature &
Date:
Vary Complexity Level
of Task
9.
Vary Complexity Level
of Content Covered
Tic-Tac-Toe Choices:
Vary Complexity Level
of Student Products
Teacher Signature:
1, 2, 3, 4, 6, 7, 8, 9
Brodnax’s Better©
Brains
1. Draw some type
2. Write a short
3. Compare and
of visual that relates
the 2 forms of cell
division.
essay explaining
the problems and
benefits that may
result from genetic
engineering.
contrast animals with
genetic disorders.
Identify the patterns
that emerge using a
graphic organizer.
(Knowledge &
Comprehension)
(Analysis)
4. Choose 1 disease
5. Assessment by
Thinking Skills
or condition that is
caused by genetics
or heredity. Write a
newspaper article
highlighting the most
important things the
general public needs
to know about it.
(Analysis)
Genetics
Exam
(Evaluation)
6. Illustrate a time-
line of genetically
coned animals. Start
with the first known
clone and continue to
the present.
(Knowledge &
Comprehension)
7. Create a position
8. Draw a visual that
statement about
when it is or not
permitted to practice
cloning. Be sure to
include rationale.
(Evaluation,
Creativity)
illustrates how
different treatments
genes and
for infertility. Include
chromosomes work. statistics and the
pros and cons of
each.
(Knowledge &
Comprehension)
9. Explain the 3
(Analysis)
Pieces of Learning
Best Guess …
1.
WHAT ! As a teacher … What three (3) major
professional curricular areas do you make decisions about
daily?
2.
What do those areas have to do with Differentiated
Instruction?
3.
HOW ! What is it about students that is included in
Differentiated Instruction?
4.
What does the concept of VARIETY have to do with DI?
5.
FORMAT! What do the concepts of SAME, EXTENDED
and DIFFERENT have to do with Differentiated
Instruction?
6.
What does the practice of CHOICES-WITHIN-
BOUNDARIES have to do with DI?
Thank You
Brodnax’s Better©
Brains
K-12 Differentiated Instruction with Sanity & Success
TLC: Teacher Learning Choices ©
S
D
S
S
E
C
• Knowledge
• Applied Skills
• Life Skills
Variety within the _____,
or a Variety of ______
D
D
E
 Student
I
E
A
A
• Rehearsal, Application,
Percolation
• Collaborative, Solitary
• Projects, Products
Variety within the ______,
or a Variety of _______
•Performance
Projects, Products
• Quizzes, Tests
Variety within the _____,
or a Variety of _______
Brodnax’s Better©
Brains
K-12 Differentiated Instruction with Sanity & Success!
TLC: Teacher Learning Choices ©
Same
Different
Extende
d
Brodnax’s Better©
Brains
K-12 Differentiated Instruction with Sanity & Success!
TLC: Teacher Learning Choices ©
Variety-within-an-Activity
Variety of
… within an
Activity
Student
Readiness
Levels
Student
Learning
Styles
Student
Interests
Brodnax’s Better©
Brains
K-12 Differentiated Instruction with Sanity & Success!
TLC: Teacher Learning Choices ©
Variety-of-Activities with
Choices-within-Boundaries
Student
Learning
Styles
Student
Readiness
Levels
Variety of
Activities
by . . .
Student
Interests
(Choices
within
Boundaries)
Brodnax’s Better©
Brains
Brodnax’s Better Brains
K-12 Differentiated Instruction with Sanity & Success
TLC: Teacher Learning Choices
Same
Same
Same
Different Extended
Different Extended
Different Extended
 Content
• Knowledge
• Applied Skills
• Life Skills
 Student
Interactive Activities
• Rehearsal, Application,
Percolation
• Collaborative, Solitary
• Projects, Products
 Assessments
for Grades
•Performance
Projects, Products
• Quizzes, Tests
Variety within the Activity,
or a Variety of Activities
Variety within the Activity,
or a Variety of Activities
Student
Interest
Student
Interest
Student
Interest
Student
Student
Student
Readiness
Readiness
Readiness
Level
Level
Level
Variety within the Activity,
or a Variety of Activities
Brodnax’s Better©
Brains
The TLC: Teacher Learning
Choices Model
of
Differentiated Instruction with
Sanity and Success
Tic-Tac-Toe
Templates
Choices-withinBoundaries
Brodnax’s Better©
Brains
Choices-within-Boundaries
“X” and “O” with Tic-Tac-Toe
1.
2.
3.
4.
5.
6.
7.
8.
9.
Student Signature _______________________________________________
I choose activities ___, ___, and ___. Date _______Due Date ________
Additional Comments: ___________________________________________
Teacher Signature and Comments: __________________________________
______________________________________________________________
Brodnax’s Better©
Brains
Organizers for Differentiating
Content, Practice Activities, Assessments
Choices within Boundaries
“X” and “O” with Tic-Tac-Toe
1.
2.
3.
Tic-Tac-Toe
Check: ___ Content ___SPA ___Assessment
Student Selection Chart
Date__________ TTT #______
4.
5.
6.
7.
8.
9.
Name
1
2
3
4
5
6
7
8
9
 Decide what you are differentiating. Are you choosing to use this Tic-Tac-Toe to
differentiate Content, Practice Activities or Assessment?
 Include activities that address the standards in your unit.
 Choose how you want to differentiate:
by Learning Style: Multiple Intelligences; Auditory, Visual, Kinesthetic
by Student Interests, and/or
by Student Readiness Levels
 Insert activities that match the “how” you selected in Step .
 Include activities with a variety of difficulty levels.
 Choose how many activities you want to include, (and if appropriate, clarify how
they will be assessed and graded.)
 Decide if this will be given to all students, or used as an alternate activity when
students finish their other work, or for review and practice for slower students, or
as an alternate student activity instead of doing the grade level work.
Brodnax’s Better©
Brains
Choices within Boundaries
Topic Or Lesson_______________
1.
2.
3.
4.
6.
by
7.
Student Signature &
Date:
8.
Tic-Tac-Toe Choices:
9.
Teacher Signature:
1, 2, 3, 4, 6, 7, 8, 9
Brodnax’s Better©
Brains
Choices within Boundaries
Topic Or Lesson_______________
1.
2.
Verbal Linguistic
3.
Musical Rhythmic
4.
Visual Spatial
6.
Naturalist
7.
by
Learning Styles
8.
Interpersonal
Student Signature &
Date:
Intrapersonal
9.
Logical Mathematical
Bodily Kinesthetic
Tic-Tac-Toe Choices:
Teacher Signature:
1, 2, 3, 4, 6, 7, 8, 9
Brodnax’s Better©
Brains
Choices within Boundaries
Topic Or Lesson_______________
1.
3.
2.
Verbal Linguistic:
Debate, Tell, Learn, Read,
Explain, Compare, Share,
Discuss, Create, Write, Teach
Musical Rhythmic:
Copy, Use, Compose, Play,
Change, Teach, Create, Sing,
Listen, Interpret, ID Pattern
4.
Visual Spatial:
Create, Illustrate, Practice,
Mind Map, Play, Design,
Visualize, Draw, Chart,
Imagine, Make, Symbolize
6.
Intrapersonal:
Naturalist:
Go to, Visit, Use, Capture, Care
for, Observe, List, Classify,
Grow, Collect, Record, Plan
Categorize, ID Connections
7.
by
Learning Styles
8.
Interpersonal:
Discuss, Establish, Paraphrase,
Role Play, Practice, Interview,
Motivate, Tutor/Teach, Solve,
Process, Collaborate
Think About, Reflect on,
Observe, Choose, Make,
Describe, Weigh, Prioritize,
Relate, Express, Critique,
Synthesize, Record
9.
Logical Mathematical:
Bodily Kinesthetic:
Identify, Synthesize, Evaluate,
Predict, Analyze, Brainstorm,
Contrast, Sequence, Apply,
Classify, Discover, Symbolize,
Solve
Act Out, Learn, Use, Build,
Put Together, Choreograph,
Perform, Assemble, Create,
Touch/Feel, Play, Do, Teach
Brodnax’s Better©
Brains
Choices within Boundaries
Topic Or Lesson_______________
1.
2.
Music
3.
Environment
4.
Family and Friends
6.
Justice, Fairness
7.
by
Student Interests
8.
Politics
Student Signature &
Date:
Sports
9.
Fashion
Technology
Tic-Tac-Toe Choices:
Teacher Signature:
1, 2, 3, 4, 6, 7, 8, 9
Brodnax’s Better©
Brains
Choices within Boundaries
Topic Or Lesson_______________
1.
2.
3.
Vary Complexity Level of
Content Covered
Vary Complexity Level of
Thinking Skills
Vary Complexity Level of
Resourced Used
4.
6.
by Readiness
”Complexity”
Level
Vary Structure
Provided for Task
7.
8.
Vary Content
Student Signature &
Date:
Vary Complexity Level
of Task
9.
Vary Complexity Level
of Content Covered
Tic-Tac-Toe Choices:
Vary Complexity Level
of Student Products
Teacher Signature:
1, 2, 3, 4, 6, 7, 8, 9
Brodnax’s Better©
Brains
Choices within Boundaries
Topic Or Lesson_______________
1.
2.
Application
3.
Synthesis
4.
Knowledge &
Comprehension
6.
Evaluation
7.
by Levels of
Critical Thinking
8.
Creativity
Student Signature &
Date:
Synthesis
9.
Application
Analysis
Tic-Tac-Toe Choices:
Teacher Signature:
1, 2, 3, 4, 6, 7, 8, 9
Brodnax’s Better©
Brains
Choices within Boundaries
Topic Or Lesson_______________
1.
2.
3.
Application:
Apply, Use, Translate,
Practice, Interpret,
Illustrate, Demonstrate,
Construct, Solve, Organize
Synthesis:
Compose, Construct,
Formulate, Design, Create,
Assemble, Collect, Propose,
Produce, Predict, Rearrange
Knowledge &
Comprehension:
Define, Repeat, Name,
Label, Recall, List, Describe,
Review, Report, Identify,
Summarize
4.
Evaluation:
Compare, Judge, Appraise,
Predict, Evaluate, Estimate,
Assess, Select, Score, Rank,
Choose, Critique, Rate,
Defend, Recommend
6.
by Levels of
Critical Thinking
Synthesis:
Compose, Construct,
Formulate, Design, Create,
Assemble, Collect, Propose,
Produce, Predict, Rearrange
7.
8.
9.
Creativity:
Create, Originate, Imagine,
Invent, Envision, Brain
Storm, Develop
Application:
Apply, Use, Translate,
Practice, Interpret,
Illustrate, Demonstrate,
Construct, Solve, Organize
Analysis:
Compare, Test, Analyze,
Critique, Solve, Examine,
Question, Relate, Calculate,
Differentiate, Categorize,
Classify, Simplify
Brodnax’s Better©
Brains
Choices within Boundaries
Topic Or Lesson_______________
1.
2.
Patterns
3.
Cycles
4.
Change
6.
Structure
7.
by “Conceptual”
Organizers
8.
Cause & Effect
Student Signature &
Date:
Conflict
9.
Interdependence
Interconnectedness
Tic-Tac-Toe Choices:
Teacher Signature:
1, 2, 3, 4, 6, 7, 8, 9
Brodnax’s Better©
Brains
Choices within Boundaries
Topic Or Lesson_______________
1.
2.
Digital-Age Literacy
Inventive Thinking
Scientific, Economic &
Technological Literacy; Visual &
Information Literacy;
Multicultural Literacy and
Global Literacy;
Interdependence of World &
Literacies
Creativity, Curiosity, RiskTaking; Higher-Order Thinking &
Inclusive Thinking; Knowledge
of Interdependent Systems;
Managing Complexity,
Adaptability & Self-Direction;
Looking at Issues from Various
Viewpoints
3.
by
21st Century
Skill Sets
Communication &
Collaboration
High Productivity
Prioritizing, Planning &
Managing for Results; Effective
& Efficient Use of Real-World
Tools; Ability to Produce
Relevant, High-Quality Work;
Ability to Produce in a Timely
Manner
Teaming, Collaboration &
Interpersonal Skills; Interactive
Communication; Listening,
Responding, Synthesizing;
Personal, Social & Civic
Responsibility
Student Signature &
Date:
4.
Tic-Tac-Toe Choices:
Teacher Signature:
1, 2, 3, 4, 6, 7, 8, 9
Brodnax’s Better©
Brains
Choices within Boundaries
Topic Or Lesson_______________
1.
2.
Application of
Knowledge
3.
Rigor and Relevance
4.
Innovation, Generation
of New Knowledge
6.
Inquiry & Problem
Solving
7.
Relationships,
Connections, Wellness
Student Signature &
Date:
by 21st Century
Capabilities
8.
Learning & Learning
How to Learn
9.
Perseverance &
Resiliency
Curiosity
Tic-Tac-Toe Choices:
Teacher Signature:
1, 2, 3, 4, 6, 7, 8, 9
Brodnax’s Better©
Brains
Choices within Boundaries
Topic Or Lesson_______________
1.
2.
Compare & Contrast
3.
Cause & Effect
4.
General to Specific
6.
by Critical
Thinking Strands
Specific to General
7.
Justify an Assertion
8.
Find Patterns
Student Signature &
Date:
9.
Find Structure
Find Interdependence
Tic-Tac-Toe Choices:
Teacher Signature:
1, 2, 3, 4, 6, 7, 8, 9
Brodnax’s Better©
Brains
Choices within Boundaries
Topic Or Lesson_______________
1.
2.
3.
4.
6.
by …
7.
Student Signature &
Date:
8.
Tic-Tac-Toe Choices:
9.
Teacher Signature:
1, 2, 3, 4, 6, 7, 8, 9
Brodnax’s Better©
Brains
Choices-within-Boundaries
“X” and “O” with Tic-Tac-Toe
1.
2.
3.
4.
5.
6.
7.
8.
9.
Student Signature _______________________________________________
I choose activities ___, ___, and ___. Date _______Due Date ________
Additional Comments: ___________________________________________
Teacher Signature and Comments: __________________________________
______________________________________________________________
Brodnax’s Better©
Brains
Choices within Boundaries

Topic Or Lesson______________________________
1.
2.
4.
7.
Student Signature &
Date:
3.
6.
8.
Tic-Tac-Toe Choices:
9.
Teacher Signature:
1, 2, 3, 4, 6, 7, 8, 9
Brodnax’s Better©
Brains
Suggested Products and Performances
(Pieces of Learning)
Make a model of …
Draw a map showing …
Create a brochure about . . .
Develop a picture dictionary on the topic of . . .
Write a journal from the point of view of . . .
Make a flow chart showing . . .
Interview ___, creating at least 5
interview questions . . .
Search the internet for information about
Do an oral report using visuals about
Create Jeopardy questions about . . .
Make a Venn Diagram comparing & contrasting . . .
Make picture postcards showing . . .
Write a poem about . . .
Write an editorial expressing your opinion about . . .
Do a written report
Tape a radio report telling about . . .
Make a collage of . . .
Explain ___ in paragraph form
Design a symbol of . . .
Write a short story about . . .
Design a T-shirt showing . . .
Make a word search about . . .
Make an illustrated booklet of . . .
Write a myth or legend explaining . . .
Make a diorama showing . . .
Produce a video news report about . . .
Create a PowerPoint about . . .
Write an epilogue to . . .
Role play . . .
Write a letter describing . . .
Design a study guide for . . .
Generate a graph to show . . .
Use a graphic organizer to . . .
Conduct an email interview with . . .
Make a mobile showing . . .
Do a slide show on the computer about
Use a digital camera to . . .
Create son lyrics and music to tell about . . .
Draw a comic strip about . . .
Develop or find web quests about . . .
Make a time line showing . . .
Construct an information cube with this information
Make a poster showing . . .
Make a scrapbook of . . .
Design a bookmark about . . .
Create a mural showing . . .
Write a shape story about . . .
Make a speech about . . .
Construct puppets & put on a puppet show about . . .
Write a diary entry dated . . .
Develop a pro and con chart about . . .
Design a game to teach about . . .
Evaluate the effect of . . .
Do a concept map or web showing . . .
Make a chart to show . . .
Do a song or rap to . . .
Create a mosaic depicting . . .
Lead a class discussion on . . .
Write and direct a one-act play about
Read a book about
All Learning Involves Thinking Skills
The-Skills-to-Think for Resiliency, Persistence and Perseverance
Levels of Critical Thinking with Verb Stems
Knowledge & Comprehension
Define
Repeat
Name
Label
Record
Review
Recall
List
Report
Explain
Describe
Identify
 Application
Apply
Translate Interpret
Use
Practice
Illustrate
Demonstrate
 Analysis
Compare
Critique
Test
Solve
Analyze
Examine
Differentiate
Question
Relate
Calculate
Synthesis
Compose
Construct
Formulate
Design
Collect
Create
Propose
Assemble
Plan
 Evaluation
Compare
Judge
Appraise
Rank
Predict
Assess
Evaluate
Select
Estimate
Score
Choose
 Creativity
Create
Imagine
Originate
Envision
Invent
©
Brodnax’s Better©
Brains
Brodnax’s Better Brains
K-12 Differentiated Instruction with Sanity & Success
TLC: Teacher Learning Choices
Same
Same
Same
Different Extended
Different Extended
Different Extended
 Content
• Knowledge
• Applied Skills
• Life Skills
 Student
Interactive Activities
• Rehearsal, Application,
Percolation
• Collaborative, Solitary
• Projects, Products
 Assessments
for Grades
•Performance
Projects, Products
• Quizzes, Tests
Variety within the Activity,
or a Variety of Activities
Variety within the Activity,
or a Variety of Activities
Student
Interest
Student
Interest
Student
Interest
Student
Student
Student
Readiness
Readiness
Readiness
Level
Level
Level
Variety within the Activity,
or a Variety of Activities
Brodnax’s Better©
Brains
Creates perspective & deeper meaning.
Integrates smaller parts with bigger picture.
Connects with real life.
Acts as a bridge to current learnings.
Grows the complex, neural networks needed
for learning and sustainable memory.
Ageless and Universal
~ Patterns
~ Cycles
~ Change
~ Structure
~ Conflict
~ Cause & Effect
~ Dependence, Independence
& Interdependence
~ Interconnectedness
Brodnax’s Better©
Brains
THANK
YOU!