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Differentiated Instruction Choice Boards

Differentiated Instruction Choice Boards. Are often referred to as Tic-Tac-Toe Boards Extension Boards Thinking Boards Provide an entry point for DI in Core Instruction. Instruction can be differentiated for individual profiles, interests, and readiness by adjusting:.

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Differentiated Instruction Choice Boards

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  1. Differentiated InstructionChoice Boards • Are often referred to as • Tic-Tac-Toe Boards • Extension Boards • Thinking Boards • Provide an entry point for DI in Core Instruction

  2. Instruction can be differentiated for individual profiles, interests, and readiness by adjusting: • Content– what students will learn and the materials that represent that learning • Process – methods students use to make sense of the content • Product – how students will demonstrate what they know, understand or are able to do • Learning Environment– the culture and surroundings in which students learn best

  3. Choice Boards • List of activities selected by the teacher • Often resemble a tic-tac-toe board • Aligned to the learning goals • Developed to meet specific needs of the learner • Allows student to show evidence of learning • Provide structured activities to : • Gain confidence with the learning target/skill • Practice the learning target/skill, • Extend the learning • Provide evidence of learning

  4. Instructional Advantages • Designed to meet the needs of individuals and small groups • Teach, reinforce, practice or enhance learning • Give students choice of learning tasks • Give students choices to show what they know • Enhance the learners ownership in their learning

  5. Teachers Role • Identify the purpose of the Choice Board • Teach, practice, enhance, extend • Determine suitable activities based on learner needs • Create meaningful activities aligned to learning goals • Visit and talk with student groups and/or individuals to become informed about progress • Based the choices on topics or higher order thinking skills

  6. Tips for designing • Does the activity address a learning need? • Is the activity directly aligned to a learning goal? • Remove any activities that are “busy work” • Activities are for students to learn, practice or extend the learning. • Plan activities in 20-30 minute chunks. • Are all materials readily available? • Can the activity be completed with little or no adult help?

  7. What do you notice in the design of this and the following choice boards?

  8. Next Steps • Explore some of the examples on the web page • Select a student learning expectation • List the scaffolded skills needed to master the SLE • Create a choice Board for your class. • FYI: Choice boards can made with pictures instead of words

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