Reaching Them All: Assignments of Choice. OMLA February 20, 2014 Elizabeth Raker, PhD The University of Findlay 419.434.5520 email@example.com. What is Differentiated Instruction?.
OMLA February 20, 2014
Elizabeth Raker, PhD
The University of Findlay
Differentiating Instruction means changing the pace, level, or kind of instruction you provide in response to individual learners’ needs.
A way of thinking about teaching & learning
A collection of best practice strategies
Tailoring instruction to meet student needs
Flexible & varied
Challenging & inviting tasks for ALL learners
Instructional activities aligned with standards
Engaging content, performances, & products
Address readiness, interests, learning profiles
Opportunities to work in varied formats
Meet curriculum requirements for ALL students
Learner-responsive, teacher-facilitated classrooms
Learning Styles/Multiple Intelligences
Socioeconomic & Family Factors
Value of Learning
Confidence in Learning
Providing & prescribing DI opportunities
Organizing students for learning
Using time flexibly
Innovative teaming with other teachers
Work with media specialists
Communicate with other building specialists
Communicate with families/community
Vietnam War Think-Tac-Toe Directions: each student must complete three assignments in a straight line. The assignment may be completed in a vertical, horizontal, or diagonal line. Please refer to the rubrics of this assignment before beginning. This assignment is worth 150 points. Be prepared to present all of your work to the class.
RAFTS are incredibly flexible and offer limitless opportunities for creativity for both you and your students. RAFT assignments encourage students to uncover their own voices and formats for presenting their ideas about content information they are studying.
Students learn to respond to writing prompts that require them to think about various perspectives
Cubing is an instructional strategy that asks students to consider a concept from a variety of different perspectives.
The cubes are six-sided figures that have a different activity on each side of the cube.
A student rolls the cube and does the activity
that comes up.
Blooms’s Taxonomy Cubes (questions/activities)
Multiple Intelligence Cubes (questions/activities)
Learning Style Cubes (questions/activities)
The activities on the activity card should allow students to explore what they just learned from a variety of angles.
You may consider having each activity card explore a concept or idea from a different level of Bloom’s Revised Taxonomy*
You can use the cards for a fun, engaging test review– put different formulas, important terms, or problems on each card
1. Use “Think Dots” to lead students
into deeper exploration of an idea.
2. Use “Think Dots” for review before
3. Use “Think Dots as an assessment
Blooms’s Taxonomy Think Dots
Multiple Intelligence Think Dots
Learning Style Think Dots
5WH Think Dots
Start where you are
Start with opportunities for choice
Start with simple formats
(Think-Tac-Toe, RAFTS, Cubes, Dots, Anchoring Activities)
Use Bloom, Williams, or Multiple Intelligences
Work with a partner or a team
Planning to Implementation
Bridge Back Ground from Slides 1 & 2
All surveys included in the hand-out are from Handbook on Differentiated Instruction by Sheryn Spencer Northey (see references)
Sample documents were developed by the presenter or by students in the presenter’s classes who have given permission for inclusion, as well as from Fulfilling the Promise of the Differentiated Classroom by Carol Ann Tomlinson (see references).