Differentiation

DIFFERENTIATION STRATEGIES
 * WAYS TO TIER LESSONS **
 * Tier by ** challenge ** ** level ** (Bloom's Taxonomy)
 * Tier by ** complexity ** (Address students at introductory levels, as well as students who are ready for ** more advanced work ** )
 * Tier by ** resources ** (Choose ** materials at various reading levels ** and complexity of content)
 * Tier by ** outcomes ** (Students use the same materials, but their ** end-products vary ** )
 * Tier by ** process ** (The end-products are a the some, but the ways in which students arrive at those ** outcomes may vary ** )
 * Tier by ** product ** (Group multiple intelligences or ** learning styles **, followed by assignments that fit those preferences)



Civil War RAFT Activities Who are you? ||= **Audience ** Who are you talking to? ||= **Format ** How are you sharing? ||= **Topic ** What you talking about? ||
 * = **Role **
 * = A southern orphan living under a train depot ||= President Lincoln at the White House ||= A personal journal entry ||= Reconstruction in the United States ||
 * = A southern colonel who has returned to the South to find that his plantation has burned to the ground ||= A group of Civil War veterans gathered at a cemetery to remember a friend ||= Personal monologue ||= Why the South tried to secede from the Union ||
 * = A northern industrialist ||= School children ten years after the Civil War ended ||= A set of drawings ||= The abolitionists ||
 * = Harriet Tubman ||= A news reported doing a story ||= A speech ||= Abraham Lincoln’s presidency ||


 * ** TIERED EXAMPLES ** ||
 * ** SOCIAL STUDIES: THE CONSTITUTION **
 * • “If men were angels, no government would be necessary.” James Madison. Select a current news story involving someone breaking the law. Rewrite the story as if all the people involved were “angels.” (T1)
 * • Analyze why the Articles of Confederation “died” then report how these “diseases” (weaknesses) killed that plan of government. (T2)
 * • Select Federalist or Anti-Federalist position on ratification of the Constitution. Create written poster convincing citizens to vote according to your group’s beliefs. (T3) ||
 * ** SCIENCE: GENETICS **
 * • Imagine you’re Gregor Mendel's assistant. While crossing several generations of pea plants, all with purple flowers, they find one with a white flower. Describe the presence of the white flower in a letter to a colleague. (T1)
 * • Create a pedigree from at least 10 relatives/lineages (T2)
 * • Find newspaper or magazine articles about genetics and make a poster to explain genetics role in flowers (T3) ||
 * ** MATH: Pre-Algebra **
 * • Bring in a food or drink to demonstrate fractions (T1)
 * • Estimate the distance from your house to school. Use exponents in 3 different forms of measurement to submit your answer. (T2)
 * • Calculate your yearly budget based on jobs, allowance or any other income and how you spend it. If you were told to cut 1/8 of your budget, what you cut and why? What if you were told to cut ¼ or ½? (T3) ||
 * ** LANGUAGE ARTS: Freak the Mighty **
 * • Create original music as a soundtrack for the novel. Record your music & share with others (T1)
 * • Find an actual medical diagnosis for Kevin. Write paragraphs outlining how you found & why you think the diagnosis is accurate. (T2)
 * • Decide your opinion. Write a one page defense of your position with supporting arguments: Would it be better if only perfect children were allowed to be born? (T3) ||
 * ** FOREIGN LANGUAGE **
 * • Design poster w/10 old & expand w/ 5 new vocab (T1)
 * • Write & perform a rap song use 15 vocab (T2)
 * • Present a 2 minute conversation with a partner (T3) ||
 * ** PHYSICAL EDUCATION **
 * • View sporting event. State rules & player positions (T1)
 * • Officiate a class game of hockey, volleyball… (T2)
 * • View sporting event, analyze calls. What would you have done differently? Agree w/ calls? Disagree w/ calls? (T3) ||
 * ** MUSIC **
 * • Watch American Idol. Identify the qualities of a good singer, explain (T1)
 * • Examine role a live/TV audience plays in judging (T2)
 * • Profile the career of another type of judge (T3) ||

MENU BOARD

Resource: **[|http://Scratch.mit.edu]** || ** Build: ** develop a model of something that represents the philosophy that we have studied. You must write a short paragraph that explains the connection between your project and the philosopher. Resource: **[|http://makezine.com]** || ** Produce: ** Using Aviary.com or Audacity create a podcast that is like a news report that gives important information about the philosopher in a humorous way. Resource: Listen to **NPR program: Wait, Wait Don’t Tell Me** || Resource: TedTalks; Future of Computing. **[|http://ted.com]** || ** Write: ** Develop a short script for a play or a skit on a philosopher of your choice. You will have one minute to perform your work. It must be videotaped so it can be presented to class. Resource: **The Week in Rap** || ** Construct: a ** scenario in which 2 philosophers of your choice have a discussion. Pick a topic they would disagree on and role play what this interaction would sound like. Video or audio tape it for class viewing. ||
 * ** Debate: ** Select a moral dilemma that is current in the news today and have a debate with another peer. Be sure to represent both sides of the argument. || ** Imagine: ** Select a philosopher and predict what he would have to say about the ways things are in today’s society. Would his philosophies transfer to the 21st Century? Make a visual to represent these ideas. || ** Create: ** Design your own project that reflects some of the issues we have discussed on philosophers. Check with teacher to approve your idea before you begin. ||
 * ** Design: ** Create a Scratch computer project that represents the philosophers we have discussed in a Choose your own Adventure format.
 * ** Predict: ** Forecast what the future might look like in the field of technology. What might Plato or Socrates think about how technology and medicine has changed our world?

** BLOOM'S TAXONOMY ** Look over these resources as you apply them to an activity of your choice.

Begin with Tiering document/rtf in top boxes. Then use the Verb List & Bloom's Questioning Stems documents to rework an activity of your choice.

Interactive Bloom's Table Use this link to see options for Learning Objectives (what student should know or be able to do at end of lesson).


 * [[file:Tiering Worksheet 1.doc]] ||
 * [[file:VerbList.doc]][[file:blooms_qstems.docx]] ||
 * [[file:blooms_planningsheet.doc]][[file:Higher_Order_Thinking_Questions.doc]] ||


 * [[file:Tiering Worksheet 1.rtf]] ||
 * [[file:VerbListRTF.rtf]] || [[file:blooms_qstemsRTF.rtf]] ||
 * [[file:blooms_planningsheetRTF.rtf]] || [[file:Higher_Order_Thinking_QuestionsRTF.rtf]] ||