Differentiated+Instruction


 * Teaching Gifted: Book of Forms **

http://www.brighthubeducation.com/teaching-gifted-students/117011-ideas-for-activities-for-gifted-students-in-elementary-school/
 * Alternative Assignments Options **

http://www.brighthubeducation.com/teaching-gifted-students/107989-ideas-for-independent-projects-for-gifted-young-students/
 * Independent Project Ideas **

http://www.conversationpieceslearning.org/independent-projects.html
 * Independent Study Project Ideas **

http://metagifted.org/products/enrichmentProjectList/
 * Enrichment Project List **

http://casdudl.wikispaces.com/Differentiated+Instruction+Resources
 * Differentiating Curriculum and Instruction **
 * DI **

__** Activities and Products Using Bloom's Taxonomy **__

http://www.nsgt.org/differentiating-learning-for-gifted-students/
 * Differentiating Learning for Gifted Students **

Information on differentiation Wiki - Dare to Differentiate [|Carol Tomlinson's Blog] [|Differentiated Instruction Modules] [|Enhancing Your Instruction Through Differentiation Module] [|Making A Difference]: Carol Ann Tomlinson explains why DI works and why we need it now (Teacher Professional Development Sourcebook) [|A WebQuest about Differentiated Instruction] [|Differentiation Cue Card] [|What differentiation is and isn't] [|Differentiation in the Multilevel Classroom] [|Busting Myths about Differentiated Instruction] [|Making A Difference: Meeting Diverse Learner Needs with Differentiated Instruction] [|Explaining differentiation to the students] Positive Aspects of Differentiated Instruction Differentiated Instruction: Overview powerpoint

Strategies and Activities
[|Website links for Differentiated Instruction resources] [|On Target: Strategies That Differentiate Instruction K-4] [|What are some ways to differentiate?] Strategies for Differentiated Instruction Differentiation Activity Matrix Low prep and high prep differentiation Differentiation product possibilities

__**Anchor Activity**__: An anchor activity is a strategy that allows students to work on an on-going assignment directly related to the curriculum that can be worked on independently throughout a unit or semester. An anchor activity is a logical extension of learning during a unit, an elaboration of important goals and outcomes that are tied to the curriculum and tasks for which students are held accountable.
 * The purpose of an anchor activity is to provide meaningful work for students when they are not actively engaged in classroom activities.
 * Anchor Activity Resource **[]


 * __** Choice Board **__ : A choice board offers students a way to make decisions about what they will do in order to meet class requirements. A choice board could be for a single lesson, a week-long lesson, or even a month-long period of study. In order to create a choice board:
 * Identify the most important elements of a lesson or unit.
 * Create a required assignment or project that reflects the minimum understanding you expect all students to achieve.
 * Create negotiables which expand upon the minimum understands. These negotiables often require students to go beyond the basic levels of Bloom's Taxonomy.
 * Create a final optional section that requires students the opportunity for enrichment. The optional section often reflects activities that students can use for extra credit.

x [|B] [|B]


 * Reading Grades K/1** [[file:daretodifferentiate/DI activitiesK.pdf|http://daretodifferentiate.wikispaces.com/file/view/DI+activitiesK.pdf]]
 * Vowel Sound Review** [[file:daretodifferentiate/DI activities1st.pdf|http://daretodifferentiate.wikispaces.com/file/view/DI+activities1st.pdf]]
 * Book Activity** [[file:daretodifferentiate/Book Activities12.pdf|http://daretodifferentiate.wikispaces.com/file/view/Book+Activities12.pdf]]
 * Reading Book Activity** [[file:daretodifferentiate/DI34.pdf|http://daretodifferentiate.wikispaces.com/file/view/DI34.pdf]]

>> >> **Adaptations**
 * __** Cubing **__ : Cubing requires students to look at a topic from six different angles such as: //Describe It!, Compare It!, Associate It!, Apply It!, Analyze It!, Argue For or Against It!.// Teachers often create a visual cube that serves as a starting point when they want students to analyze or consider various aspects of a topic. Cubes can be an after-reading strategy that requires students to think critically about a topic. When students work with cubes, they apply information in new ways. Cubes can be differentiated by interest and readiness.
 * Design cubes based on interest or learning profiles.
 * Use the cubes as dice which students roll.
 * In math, create problems for students to solve. One problem is printed on each side of the cube.
 * Create cubes around the Multiple Intelligences.
 * Incorporate Bloom's Taxonomy.


 * Informational Writing** [[file:daretodifferentiate/informwrit cube.pdf|http://daretodifferentiate.wikispaces.com/file/view/informwrit+cube.pdf]]
 * Dinosuar Cubing** []
 * Litttle Red Hen Comprehension Cube** []

[]
 * ** __Graphic Organizers__: **

>>
 * __**Layered Curriculum**__: The Layered-Curriculum approach features a 3-layer model that requires students to use higher level thinking skills as they work through the layers. The layers are often connected to grades:
 * The **C Layer** is the basic layer of competency and reflects what all students must do. If students successfully complete the tasks required in the C Layer, they earn a C grade. These activities typically ask students to collect factual information.
 * The **B Layer** provides students with the opportunity to apply, manipulate, and play with the information they gathered while completing the C Layer activities. Students who successfully complete the C and B Layers can earn a B grade.
 * The **A Layer** asks students to think critically about an issue. It consists of questions that ask students to analyze a topic. frequently, no right or wrong answer exists. Students who successfully complete C, B, and A Layers can earn an A grade


 * ** __RAFTs__: ** RAFT is an acronym for Role, Audience, Format, and Topic. In a RAFT, students take on a particular role, develop a product for a specified audience in a particular format and on a topic that gets right at the heart of what matters most in a particular segment of study. At some points, a teacher may want to assign students particular RAFTs and at other points may want the student to make the choice. RAFT assignments are typically of fairly short duration and can be completed at school or at home.


 * **__Think Dots__:** After students have worked to gain essential knowledge, understanding, and skill about a topic, they can use Think Dots to review, demonstrate, and extend their thinking on the subject. Think Dots are made of six cards that are hole-punched in one corner. The set is held together with a notebook ring, a loop of string, or any other device that allows students to flip through the set easily. Each card has one ot more dots on its front. On the back of each card is a question or task that asks students to work directly with important knowledge, understanding, and skills related to the topic they are studying.

>> >> **Adaptations**
 * __**Tic-Tac-Toe**__: Tic-Tac-Toe is a simple way to give students alternative ways of exploring and expressing key ideas and using key skills. Typically, the Tic-Tac-Toe board has 9 cells in it, like that of the game. This can, of course, be adjusted.
 * Allow students to complete any 3 tasks--even if the completed tasks don't make a Tic-Tac-Toe.
 * Assign student tasks based on readiness.
 * Create different Tic-Tac-Toe boards based on readiness.
 * Create Tic-Tac-Toe boards based on learning styles or learning preferences.
 * Create Tic-Tac-Toe boards based on Multiple Intelligences.

**Animal Habitat** []

 * Word Problems** []
 * Comprehension** []
 * Dinosaur** []
 * Underground Railroad** []
 * Geometric Sahpes** []
 * Oceans** []

>> >> >> >>
 * __**Tiered Instruction**__: Tiering is an instructional approach designed to have students of differing readiness levels work with essential knowledge, understanding, and skills but to do so at levels of difficulty appropriately challenging for them as individuals at a given point in the instructional cycle. To tier an activity or work product:
 * Clearly establish what students should know, understand, and be able to do as a result of the activity or product assignment.
 * Select [|elements] to tier.
 * 1) **Tier by challenge level** (Bloom's Taxonomy)
 * 2) **Tier by complexity** (Address the needs of students at intorductory levels, as well as students who are ready for more advanced work)
 * 3) **Tier by resources** (Choose materials at various reading levels and complexity of content)
 * 4) **Tier by outcomes** (Students use the same materials, but their end-products vary)
 * 5) **Tier by process** (The end-products are a the some, but the ways in which students arrive at those outcomes may vary)
 * 6) **Tier by product** (Group multiple intelligences or learning styles, followed by assignments that fit those preferences)
 * Develop one activity or product assignment that is interesting and engaging for students, squarely focuses on the stated learning goals, and requires students to work at a high level of thought.
 * Design a similar task for struggling learners. The task should make adjustments based on student readiness.
 * If needed, develop a third, more advanced activity for learners who have already mastered the basic concepts or skills being addressed

How many …? Who was it that ….? Can you name the …? Describe what happened at …? Who spoke to …? Can you tell why …? Find the meaning of …? What is …? Which is true or false…? || Make a list of the main events. Make a timeline of events. Make a facts chart. Write a list of any pieces of information you can remember. List all the _ in the story. Make a chart showing .... Make an acrostic. Recite a poem. || Can you write a brief outline…? What do you think could have happened next …? Who do you think…? What was the main idea…? Who was the key character …? Can you distinguish between …? What differences exist between …? Can you provide an example of what you mean …? Can you provide a definition for ….? || Cut out or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Retell the story in your words. Paint a picture of some aspect you like. Write a summary report of an event. Prepare a flow chart to illustrate the sequence of events. Make a coloring book based on … || Could this have happened in…? Can you group by characteristics such as …? What factors would you change if …? Can you apply the method used to some experience of your own…? What question would you ask of …? From the information given, can you …? Would this information be useful if you had a …? || Construct a model to demonstrate how it will work. Make a diorama to illustrate an important event. Make a scrapbook about the areas of study. Make a map ti include relevant information about an event. Take a collection of photographs to demonstrate a particular point. Make up a puzzle game using the ideas from the study area. Make a clay model of an item in the material studies or read. Design a market strategy for your product using a known strategy as a model. Dress a doll or draw a national costume. Paint a mural using information or events from the area of studies. Write a textbook about …. for others. || If … happened, what might the ending gave been? How was this similar to …? What was the underlying theme of …? What do you see as other possible outcomes? Why did … changes occur? Can you compare your … with that presented in …? Can you explain what must have happened when …? How is … similar to …? What are some of the motives behind…? What was the turning point in the ….? What was the problem with …? || Design a questionnaire to gather information. Write a commercial to sell a product. Conduct an investigation to produce information to support a view. Make a flow chart to show the critical stages. Construct a graph to illustrate selected information. Make a jigsaw puzzle. Make a family tree showing relationships. Put on a play about the study area content. Prepare a report about the area of study. Write a biography of the study person. Review a work of art in terms of form, color, and texture. || Why not compose a song about …? Can you see a possible solution to …? If you had access to all resources how would you deal with …? Why don’t you devise your own way to deal with …? What would happen if …? How many ways can you …? Can you create new and unusual uses for …? Can you write a new recipe for a tasty dish? Can you develop a proposal which would …? || Invent a machine to do a specific task. Design a building to >>> Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to … Write a TV show, play, puppet show, song or pantomime about … Design a record, book, or magazine cover for … Make up a new language code and write material using it. Devise a way to … Compose a rhythm or put new words to a known melody. || Judge the value of … Defend your position about … Do you think… is a good or bad ….? How would you have handles…? What changes to …would you recommend? Do you believe…? How would feel if …? How effective are …? What do you think about …? || Prepare a list of criteria to judge a … show. Indicate priority and ratings. Conduct a debate about an issue of special interest. Make a booklet about 5 rules you see as important. Convince others …. Form a panel to discuss views about … Write a letter to … advising on changes needed at … Write a yearly report about … Prepare a case to present your view about … ||
 * **// Knowledge //** ||
 * //Sample Question Starters// ||  //Possible Activities and Products//  ||
 * What happened after ….?
 * **// Comprehension //** ||
 * //Sample Question Starters// ||  //Possible Activities and Products//  ||
 * Can you write in your own words…?
 * **// Application //** ||
 * //Sample Question Starters// ||  //Possible Activities and Products//  ||
 * Do you know another instance where…?
 * **// Analysis //** ||
 * //Sample Question Starters// ||  //Possible Activities and Products//  ||
 * Which events could have happened …?
 * **// Synthesis //** ||
 * //Sample Question Starters// ||  //Possible Activities and Products//  ||
 * Can you design a … to …?
 * **// Evaluation //** ||
 * //Sample Question Starters// ||  //Possible Activities and Products//  ||
 * Is there a better solution to….?