Silas Finalf14

Differentiated Instruction
Silas Schaeffer
C&T 803 Differentiating Curriculum and Instruction
University of Kansas
December 17, 2014
I. Introduction
This is my first semester at the University of Kansas and I am studying to complete a masters degree in
Curriculum and Instruction. I enrolled in this course for several reasons. One of the objects of my
graduate program is to demonstrate the ability to teach each student as an individual, this course would
clearly meet that objective. I also enrolled because I realized that I did not know a lot about
differentiation and wanted to change that. I especially wanted to walk away with a handful of practical
strategies and techniques that I could use when I entered back into the classroom after my degree is
completed.
I feel that my primary objectives for the course were met and more. Many of the materials in the
course, such as tiering, and RAFTs were new to me, and through this course I found that they are
understandable and practical. It was also stressed in this course that a teacher, especially a new teacher,
should not try to differentiate every lesson they write, or else they will burn out. Rather, a slow and
systematic differentiation was suggested, such as differentiating one lesson per unit or per quarter. Over
time, your lessons will accumulate and if you are working on a team, entire units and semesters could
soon be differentiated without undue stress. Along with these strategies, I learned a lot of the language
of differentiation. This will allow me to discuss these concepts in an intelligent way with colleagues and
also allows me to understand and critique materials about differentiation.
II. Differentiation in Practice

Putting It Into Practice
Name: Silas Schaeffer
Strategies Used: Cubing and Multiple Intelligences
1. Your thoughts about how you might use the lesson. Think about the flow of instruction
introducing a topic, group encounters with the topic/concepts, individual work, culminating
learning activity. Where will the lesson fit?
This lesson would carry students from the introduction of a topic all the way through the culminating
activity. Because it is comprehensive in the scope of the flow of instruction, it could be given at any
point during a unit, leaving flexibility for the instructor to include it where it would best suit the content
of the other lessons.
2. What problems/challenges might you encounter? Pick ONE and describe briefly how you
might overcome the possible problems/challenge.
One of the challenges with any group work is in the perceived worth of the students in any given group.
The groups in this lesson were not made with general test achievement, but with the idea of grouping
students together who had similar strengths in Gardners Theory of multiple intelligences. Even though
this was the idea, it is possible for students to think they have been put into the dumb group. In order
to overcome this, I could explicitly explain my grouping to the classthat I am pairing them with
someone that I think will enhance the learning of the other person in the group. I might also emphasize
that each group is working with the same cube, so that students know that everyone is on an even
playing field.
3. A few thoughts about how youll know the strategy is working.
I will know the strategy is working by my observations of the students as they work on the project of
their choice. Are they in agreement of the project that they will choose? Is the project engaging to the
students? Are the students accomplishing the objectives of the lesson? These are all questions which I
might ask to gage whether cubing by multiple intelligences is working or not.
Developer: Silas Schaeffer

Content/specific topic: Medieval History,
Lesson/activity title: The Hundred Years War
Grade Level(s): 6th Grade
Field/unit topic: The Conflicts of England and

France
Instructional Groupings (check all that apply):

Whole group
Small groups
Peer partners
Homogeneous
Heterogeneous
Purpose of lesson the big idea you want students to absorb: Know the reasons why England
had the upper hand in the Hundred Years War and how France eventually gained their
independence.
What is Differentiated
Learner element:
Content: Students get to use library books,

internet websites, or textbooks to find
information on the Hundred Years War
Readiness:
Process: Cubing
Product: There will be several different
possible final products, meant to engage
auditory, visual, and kinesthetic learners.
Interest: Students are given several different

choices based on previous student feedback
one of which should engage their interest.
Learning profile
As a result of this lesson, students will:

KNOW/UNDERSTAND (knowledge of): Two reasons why England had the upper hand for the
majority of the Hundred Years war, and how Joan of Arc helped France to defeat the English.
APPLY/ANALYZE (knowledge about): Analyze Joan of Arcs role and the characteristics of her
successful leadership that can be applied to leaders today.

ASSESS/CREATE (knowledge how): Complete and present one of the activities on the cube.
Will you pre-assess entering knowledge/skills? How?
1. Ask students to brainstorm three things that come to mind when thinking about the
Hundred Years War and write them down (or draw them if they are pictures) on a piece
of note paper.
2. Several students share their work with the class and explain why they wrote or drew the
things that they did.
Differentiation strategy (for example: cubing, learning games, Writers Workshop):
Cubing
Describe how you will use the strategy:
1. There will be six different assignments, one on each side of the cube. Each assignment is
designed to fulfill the lesson objectives while allowing students the freedom to choose a
learning style that works best for them.
2. Each group of two students will be given a cube and will get to choose the activity that
they would most like to accomplish.
3. After choosing their preferred activity, students begin their work.
List resources you will use:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Library books on Hundred Years War

Social Studies Textbooks
Construction Paper
Glue
Scissors
Poster paper
Markers/colored pencils
Old Magazines and Newspapers
Classroom computers for internet work and computer based assignments
Loose Leaf Paper
Pens/Pencils
A cube for each pair of students in the class
Lesson Plan:
1. Pre-assessment (as described above)
2. Explain to students a brief introduction to why the Hundred Years war started and why one
should bother studying it at all. Explain to them the objectives for the lesson, particularly the
one about drawing on Joan of Arcs experience to learn about leadership characteristics.
a. This is the connection with which I hope to make the Hundred Years War relevant to
their lives and spark an interest that will develop the students into self-motivated
learners.
3. Explain to students that they will have the choice to complete any of the activities listed on the
cubes that they will be given and that everyone has the same cube.
a. It is important that students understand that all of the cubes are the same, so as not to
create haves and have nots. Differentiating by interest enables each student to have
the same opportunity of choice and creativity and to have status and find meaning in
their learning.
4. Hand students a copy of the guidelines for the project (can be found on the next page) and
students read over them and we discuss these as a class.
5. Divide students into pairs based off of prior information on their learning styles.
a. It would probably be ideal for students to work individually, but group work is a
necessary strategy in this case, due to the limitations of time and resources, especially
the presentations at the end. For these groups I chose to group the students by my
perception of their learning style, thus the groups are homogenous. I would
purposefully not tell the students why I grouped them the way I did, and use their
choice of activity as anecdotal evidence which would either support my previous
thoughts about their learning strategies or help me to more accurately revise their
learning profile.
6. Students complete their activity.
7. Students come back to whole group and are handed the worksheet below. They are instructed
to be courteous as each group is presenting their project, and to fill in their sheet as they learn
the information from their groups. Explain that each student must turn in their worksheet at the
end of class, this will serve as a re-teaching tool for me.
8. Students present their project which they created based on the cubing activity. After work is
presented, the visual projects are posted in classroom.
9. The students research in completing their project will serve as the basis for a class discussion on
leadership characteristics of Joan of Arc.
a. Whichever of the tasks they completed would have filled in some of the gaps in
information on the Hundred Years War. The benefit and challenge of group work is that
they are all learning different things. The presentation and subsequent discussion is a
way to synthesize the information gathered by the entire class, focusing in on that
information which is essential in accomplishing the lesson objectives.
10. After the class discussion, the students will be able to complete their worksheet as listed below,
which is based on the objectives.
11. After whole group re-teaching next class, another assessment will be given to further gage
students comprehension.
Guidelines for presentation:
1. Each group member should participate

2. Aim to present for 2-3 minutes
3. Project your voice (Speak so that the people in the back of the
room can clearly hear you)
4. Make eye contact with the audience
5. Take a risk! Dont be afraid to be yourself, try something new, or
do something silly if it helps to make your presentation better.
Name: __________________
Date: ___________________
What We Learned About the Hundred Years War
Reasons why England had the upper hand:

1.
2.
Characteristics of Joan of Arcs leadership:
1.
2.
3.
Auditory: Imagine you were a

French General during the Hundred
Years War. Write a journal entry
explaining the reasons why England
is winning the battles and what has
to be done to defeat them. Be
prepared to read in front of the
class.
Visual: Create a PowerPoint

presentation with at least
three slides. Each slide must
have at least one picture with
a caption explaining that
picture. Be prepared to
present.
Kinesthetic:
Auditory:
Using magazines, newspapers,

construction paper, and other
materials, make a collage that
illustrates the outcome of the
Hundred Years War. Be prepared
to explain your creation.
Write at least three paragraphs

explaining why you think the
French leader was so successful.
Identify at least three
characteristics of a good leader
and how you can use these
characteristics in your own life.
Kinesthetic:
Imagine that the leader of the
French army during the end of
the Hundred Years War was
brought into our classroom.
Based on your research, design
an interview between that
person and yourself. Be prepared
Visual:
to perform your skit in front of
the class.
Create a poster about the 100

Years War. Your poster must
include at least 4 colors, one
illustration, and the answer to
the main question.
Many of these activities are routine in my classroom, so activities such as presenting the PowerPoint the students
are not left to their own devices, but the students have been given instruction in how to create a PowerPoint and how
to present in front of a group as well.

Strategies Used: Tiering, Equalizer, Rubric
This lesson is designed to supply the full sequence of the flow of instruction to students. It takes
students from no previous understanding and gives them a pre-test and background information. After
that, students supplement their understanding with information and showcase their understanding
through a project.
The tiering breaks students into a concrete group and an abstract group. If this grouping were used
too often, students may start to think of themselves as high or low, which is clearly not the point of
the grouping. In order to overcome this challenge I would use other types of grouping for other
exercises. For example, I might use heterogeneous grouping in complex instruction for a different
history activity later in the same week. Mixing up the grouping makes students much less likely to define
themselves as high or low, because they will see that learning is much more complex and variable than
that.
I will know the strategy is working if when walking around the students are having intelligent
conversations about leadership with their partner and are struggling with the concept and how to
represent it. The point of having two groups in the first place is that was recognizing that different
students need different types of tasks to challenge and stretch them. If any pair of students seems to be
having too easy of a time, that is qualitative data which I can use to either move them to the other tier
or create another tier with more abstract and challenging tasks.

Content/specific topic: Medieval History

France

Whole group
Small groups
Peer partners
Homogeneous
Heterogeneous
independence.
Learner element:
Content:
Readiness: I am tiering based on the equalizer

concrete to abstract. Thus, I will use my own
qualitative assessment of each students
current ability to think abstractly to sort them
into either the concrete group or the
abstract group
Process: Tiering
Product: There are four possible products, two
possibilities for each tier.
Interest: Within each tier, there are two

choices of products to produce which the
students may choose based off of their
interest. It is not a huge variety of choice, but
nonetheless offers the learner at least some
control over their final product.
Learning profile

APPLY/ANALYZE (knowledge about): Apply Joan of Arcs leadership characteristics to other
medieval and modern scenarios.
ASSESS/CREATE (knowledge how): Create either a job listing, wanted poster, magazine cover,
or cartoon strip that demonstrates understanding of the above objective.
1. Ask students to brainstorm (with either words or pictures) three things that come to
mind when they think of someone that is a good leader.
Tiering
1. There will be two tiers, complex and abstract.
2. Based off of my qualitative assessment of their level of thinking, the students will be
assigned to one of these two groups.
3. Each group will be assigned a complex task that requires some level of higher-level
thinking. The concrete group and the abstract group alike will both have to apply the
information about leadership qualities in order to create a product that demonstrates
their learning. The difference comes in that the abstract group has to compare and
contrast with other leaders, which may be difficult for some of the students that are not
ready for that type of evaluative thinking.
4. It is important to note also that all four possible products are comparatively fun. A job
listing, a wanted poster, a magazine cover, and a cartoon strip allow there to be
differences in product without creating the bourgeoisie and proletariat within the
classroom. In other words, value is bestowed on each learner, encouraging them to
engage in the lesson and find motivation to complete their work with quality.
1. Social Studies Textbooks
a. I have purposefully limited the resources in this version of the lesson,
encouraging the students to rely on the textbook. This is because the main
purpose of the assignment is not a research assignment, but an assignment that
will stretch their own thinking. Thus, they need only an outline of the facts of
Joan of Arcs life and with those facts learn to extract the characteristics of her
leadership.
2.
3.
4.
5.
6.
7.
8.
Construction Paper
Glue
Scissors
Poster paper
Markers/colored pencils
Loose Leaf Paper
Pens/Pencils
The red text is that part of the lesson which is also in my cubing lesson. The black text is the new part of
the lesson.
Lesson Plan:
learners.
14. On the board, students names will be listed in two columns, students will be allowed 1-2
minutes in order to form groups of two or three with students in their column.
a. I have chosen to allow students to create their own groups within the general structure
of the two tiers in order to increase student enjoyment and ownership of the task. The
danger with student chosen groups is for those students that do not have close friends
in the class to be left out or grudgingly accepted into a group. Thus, I would not use this
type of grouping every day, but alternate it between more structured groups.
b. There is also the possibility of tiering in different ways for different activities, so that
students do not start labeling themselves or others as high or low. Constantly
changing up the grouping, will allow students a safe environment in which they can
grow as a learner without cliques and labels.
15. After groups are formed, students will use mainly their textbooks to learn about the Hundred
Years War, particularly looking for the characteristics of Joan of Arc that made her an effective
leader. Students are asked to write down as many characteristics as they can. I will walk around
and help/scaffold as students are having trouble.
16. After several minutes, the class will gather together as a whole group and each group will share
the leadership characteristics which they found in Joan of Arc. A student will volunteer and write
each quality on the board as the groups share. We will discuss which qualities should/shouldnt
be included in the list and which could be combined under a single word.
17. Once we have a final list, students will copy this list down onto their paper and split up into their
respective groups, but this time in order to complete their project.
a. I will have color-coded slips of paper and will pass out the yellow slips to the concrete
groups and the pink slips to the abstract groups. Each slip will include the two
products which they can complete and a rubric of how they will be evaluated on their
work.
18. Students complete their projects, using any available classroom resources.
19. Students present/share their projects.
a. It is important to note that for this project they will not be evaluated on their
presentation, but on the work itself. Although there is no formal evaluation connected
with the presentation, it makes the work more purposeful if the students are able to
share what they created.
20. Since each of the projects has some visual component to it, students are asked to go home and
share their work with their family and then bring it back so that it can be posted in the
classroom.
21. Wrap up class with a re-capping of the Hundred Years War, specifically the leadership
characteristics of Joan of Arc and dismiss class.
Concrete Group
(Yellow Sheet)
Choices:
1. You own your own company and are looking to hire a manager. Choose three leadership traits
of Joan of Arc to make a job description for what you are looking for in a manager. Make sure
you include the following in your presentation:
a. Heading
b. Name and description of your company
c. Starting salary
d. Preferred qualifications (education, years of experience, etc.)
e. List of the leadership qualities you are looking for
f. Imaginary email address to which they can email their resumes if they are interested in
the job.
2. You are an English general after Joan of Arc has secured the independence of France. In order to
capture Joan of Arc, you make wanted posters so that people will recognize her and understand
the crime she has committed. In your poster, include the following:
a. Heading
b. Picture of Joan of Arc
c. Reward for catching her
d. Where Joan of Arc can be brought to turn her in and to collect the reward
e. At least three things that she did that would have made the English angry (you will want
to choose three leadership characteristics and find how these tie into actual events in
her life)
f. Make sure that your poster is colorful so that it catches peoples eye.
Abstract Group2
(Pink Sheet)
1. Make a magazine cover3 featuring Joan of Arc and comparing/contrasting her to either other
historical leaders from the middle ages or leaders from the 20th and 21st century (such as Martin
Luther King Junior, one of our presidents, a general, etc.)
a. Include an engaging cover design
b. At least three points of comparison or contrast in the form of articles and features that
would appear inside of the magazine.
c. A name for your magazine that fits into the Middle Ages.
d. The date of the publication (the date should be some time during Joan of Arcs life), and
the issue number in Roman numerals4
2. Make a cartoon strip in which Joan of Arc meets another leader from the middle ages or from
the 20th-21st century. In their conversation, bring up at least three ways that they are similar or
different to one another.
a. Cartoon should have at least nine frames
b. The characters should be interacting (i.e. having a conversation, asking each other
questions)
c. Should have a title
d. Should be colored
e. Characters should speak in complete sentences (there are acceptable exceptions, but
please ask me before you decide to break this rule)
f. Characters representations should bear some resemblance or recognizable features,
(i.e. George Washington might be wearing a powdered wig, Martin Luther might be
wearing robes. Be prepared to explain why you chose to represent the people in the
way that you did)
I would not include the words Abstract Group and Complex Group on the final product when handed to the
student, that is just for my own use.
3
I will provide several magazines covers, such as Time, National Geographic, Sports Illustrated for Kids, and other
such covers to add a scaffold for them off of which they can model their work.
4
I could also provide a help sheet on Roman numerals for those who were not familiar with them. The reason for the
Roman numerals is to make it more authentic to the time period and is also a good connection to a skill they have to
learn in math.
Rubric
Characteristic
Needs
Improvement
(1)
Leadership qualities:
At least three qualities are

identified correctly from Joan of
Arcs life.
Student is able to explain the
events of Joan of Arcs life that
demonstrated the leadership
techniques that they chose
Application:
Student applies the leadership

characteristics in their chosen task
in a way that demonstrates their
understanding that the same
characteristics are found in other
people and contexts.
Visual Appeal
Work is neat, colorful, and choice

of materials/writing implements
enhances the purpose of the
project
Followed the given instructions
All given criteria in the instructions

are completely followed
Final Score (Out of 8):
Good to
Go
(2)
Comments

Strategies Used: Compacting, Learning Contracts
This lesson would definitely fit into the introduction of the unit. The point of compacting is to not make
the students cover material that they already know, thus it is most appropriate to give a compacting
pre-test at the beginning of a unit. The learning contract would then span the length of the unit.
One of the potential problems with having a few students doing something different than all of the
other students is the accusation that some students might make of the teacher showing preferential
treatment. This could be easily overcome by offering the pre-test to all students. Students who score
above the required amount are offered learning contracts, while those who do not are not. This makes
the accessibility of the contracts equal to all students, and the means of attaining a contract, strictly
objective.
I will know that the learning contract is working based on the product produced by the learner and my
post-conference with them. Is the product well-done as defined by the project? What did the student
learn? Did the student enjoy the project? These are some of the questions which I would ask in order to
gage the success of the compacting/learner contract strategies.

Field/unit topic: From Aquinas to Wycliffe

(1200 A.D. 1400 A.D.)

Whole group
Small groups
Peer partners
Homogeneous
Heterogeneous
Purpose of lesson To compact the material in a unit by giving students a pre-test which shows
they have mastered. This gives them an opportunity to pursue a history-based project of their
choice by means of a learning contract
Learner element:
Content: Students who score 90% or higher on

the pre-test get a certain amount of control
over what content they study.
Readiness: Scoring a 90% on the pre-test

shows adequate mastery of the unit material,
and those students have demonstrated that
they are ready for different/more complex
material or projects.
Process: Compacting/Contracts
Product: Those students who make a learning
contract will include in the contract the type of
product that they will produce in order to
show their learning.
Learning profile

KNOW/UNDERSTAND (knowledge of): All of the unit 5 objectives
APPLY/ANALYZE (knowledge about): Differs depending on the learning contract
ASSESS/CREATE (knowledge how): Differs depending on the learning contract

I will give students a unit 5 pre-test.
Compacting/Contracts
I will give students a pre-test, any students who score above 90% on the pre-test will be
offered a learning contract, allowing them to pursue a historical study of their choice for
the duration of the unit.
1. Pre-tests
2. Learning contracts
3. Other materials will vary depending on the learning contract signed by the student.
Lesson Plan:
1. Issue the pre-tests
2. After scoring the tests, individually conference with those students in order to develop a
contract of what they will study for that unit.
3. Once the details of the contract are developed, the student will sign the contract and bring it
home to their parents to sign. Once the parents sign it and the student brings it back, I will sign
it myself.
4. After the unit, I will collect and assess the product produced by the student, dependent on the
details of the contract. I will also conference with them to see what they learned and if they
enjoyed their work.
G6 History Unit 5 Pre-Test
1. Compare and contrast the intellectual achievements of Frederick II and Roger Bacon. In your
opinion, which made better use of their mind? Justify your answer.
2. Name two of the inventions which Bacon predicted. Explain the relationship between his faith
and his research.
3. How did the size of the Mongol empire compare with the Roman Empire? What are some of the
modern day countries that the Mongol Empire encompassed? What was the name of Genghis
Khans grandson?
4. Where was Marco Polo from? Where did he go that made him famous? Who was the ruler of
the place that he went to? What was the name of the French author who published the events
of his life?
5. Which two nations fought the Hundred Years War? How did the conflict start? Who had the
upper hand most of the war and why? Who won in the end?
6. What was Wycliffes nickname? Why do we give him this nickname? What was his biggest
contribution to liberty?
7. How did Wycliffe die? What happened to him after his death?
Learning Contract
Developed by: Silas Schaeffer
Topic: History of the Middle Ages
Topic
Duration
Learning Goals: The student explores a topic

of interest to them.
How is the contract differentiated?
Know
Do
Understand
The contract is differentiated by content and

interest. The student will have a large degree
of control over the process and product over
the learning as long as it is contained within
the period of study for the semester.
Attach the form(s) for students

SHORT description of how you might use the contract: The contract would be used as a
communication tool between the parent, the student, and myself that the student has mastered
the essential learning for unit five and for a clearly defined period of time is allowed to pursue a
clearly defined topic of interest with a clearly defined product to demonstrate learning. This is
MUCH better than simply allowing the student to do other work during class, as the parent
might be very upset when they learn that their student is not learning any history in history
class. It is so important that the contract spells out exactly what the student will be doing and
for how long, so that parent, student, and teacher can all stay on the same page and judge
success by the same measure.
How will you judge the success of the contract? Success will be judged based on the quality of
the product that the student produces and from a post-contract meeting with the student to
discuss what they learned during the duration of their independent study. The major goal in
mind in the contract is to foster a love of history through allowing a student to pursue a topic of
their choice, either through reading the textbook, online resources, historical fiction, or any
other type of print or media that might contribute to the study of the individual students
chosen topic.

Strategies Used: Complex Instruction, Concept Maps, RAFTS
This lesson spans from a pre-assessment and introduction of a topic, to group work, to the creating of a
product. That being said, it might fit in at any particular point during the unit, but I think that this lesson
may be best suited near the beginning of a unit. The reason that I say that is that it would be nice to
reflect on the learning process and re-visit the RAFTS. Also, allowing this project to be at the beginning
of the unit makes it possible for the students to receive feedback and even gives them the opportunity
to revise/improve their work.
One possible problems that is a constant challenge of group work is for a dominant personality to take
over in the group and not allow for other voices to be heard or considered. To counteract this, we could
discuss this potential problem before breaking into groups. After breaking out into groups, I could
monitor to see if all members of the group are participating, and gently remind students if they are
talking too much.
I will know the strategy is working based on the quality of the work produced by the students. The
heterogeneous groups were designed in order to give each student a different and meaningful task
within the group. That task was also designed to bring out the strengths of each student, allowing them
to be successful in their attempt to create quality work. If their work is less than it should be, I need to
either reassess my evaluative of their type of intelligence (according to Gardner) or else find some way
in which I might more effectively scaffold for that student in order to heighten the chances of their
success.


France

Whole group
Small groups
Peer partners
Homogeneous
Heterogeneous
independence.
Learner element:
Content:
Readiness:
Process: Complex Instruction, Concept Maps,

RAFT
Interest:
Product: The RAFT allows for several different

options from which students can choose.
Learning profile: I am creating heterogeneous

groups based on my understanding of each
students strengths in the class. The groups are
designed to give each member a meaningful
role in the proceedings.

APPLY/ANALYZE (knowledge about): Apply Joan of Arcs leadership characteristics to other
medieval and modern scenarios.
ASSESS/CREATE (knowledge how): Create a concept map that will aid in the completion of one
of the RAFT activities.

1. Ask students to brainstorm (with either words or pictures) three things that come to
mind when they think of someone that is a good leader.
Complex Instruction, Concept Maps, RAFT
1. The final goal is for each group to complete a RAFT assignment. This allows for each
group to engage in conversation which will in turn bring about the academic growth of
each student.
2. Before making the assignment itself, the students will be asked to map out their ideas of
the concept that they will be completing, forcing them to think through the concept
before writing about it.
3. The class will be divided into groups of four. There will be four roles, assigned to
students by their strength in Gardners multiple intelligences:
a. Poster-Maker, for a student strong in visual intelligence
b. Concept-Map Maker, for a student strong in logical/mathematical intelligence
c. Writer, for a student strong in verbal/linguistic intelligence
d. Group Presenter, for a student strong in interpersonal intelligence
1. Social Studies Textbooks
a. I have purposefully limited the resources in this version of the lesson,
encouraging the students to rely on the textbook. This is because the main
purpose of the assignment is not a research assignment, but an assignment that
will stretch their own thinking. Thus, they need only an outline of the facts of
Joan of Arcs life and with those facts learn to extract the characteristics of her
leadership.
2. Construction Paper
3. Glue
4. Scissors
5. Poster paper
6. Markers/colored pencils
7. Loose Leaf Paper
8. Pens/Pencils
Lesson Plan:
learners.
24. I will instruct the students that they will be making a word-web about Joan of Arcs leadership. I
will tell the students what groups they are in and who is in charge of making the web.
a. The students would be familiar with concept maps at this point in the semester and
would not even need a template, but could make the word-web free-form and know
how to connect ideas in the web.
25. I will have a print-out for each group which contains the names and roles of each person in that
group, as well as a list of the RAFT assignments. When they have adequately thought through
the idea of Joan of Arcs leadership via the concept map, I will hand the sheet to the group that
will allow them to progress to the RAFT assignment.
26. Students complete their RAFT
27. Students present/share their RAFT
28. Students turn in their concept map, poster, and writing to be evaluated. I will evaluate the
presenter as they present.
29. Wrap up class with a re-capping of the Hundred Years War, specifically the leadership
characteristics of Joan of Arc and dismiss class.
Joan of Arc RAFT

Role
Audience
Format
Topic
Joan of Arc
French Soldiers
A speech before a
battle
Why we will be
victorious!
Martin Luther King Jr.
Joan of Arc
A conversation in
Starbucks
We have a lot in
common.
CEO of Apple
Joan of Arc
A job offer
Youre the right woman

for the job
English King, Henry VI
The English people
A wanted poster
Englands #1 most
wanted
Joan of Arc
Journal
Journal Entry before she Was it worth it?

is burned at the stake
TV Reporter
News viewers
A feature on Joan of Arc
The secret of her

success.
Concept Map:
Help the group in their pre-writing stage to understand the idea of Joan of Arcs leadership.
Listen to other peoples ideas as you make your word-web
Poster:
After your group picks the project, decide as a group what type of a poster would help the
audience better understand your presentation.
Your work should be colorful and neat.
Writer:
You will brainstorm with your group the types of things you will write about. After the
brainstorming, it is your job to actually write.
Remember to write in a style that matches the prompta journal entry is very different then
a TV-report.
Presenter:
After the writer is finished, it is your job to read and clearly understand how you are going to
clearly communicate the information to the rest of the class.
Read with the emotion that fits the writing, speak clearly, project your voice, and look up at
least twice during your reading at the audience.
Joan of Arc RAFT Rubric

Criteria: 5
4 Amazing
job
3 Pretty good
Concept Map: How well

did the concept map
demonstrate the groups
understanding of Joan of
Arcs leadership qualities?
Role: How well did you
sound like the person
whose voice you were
writing in?
Audience: How well did
you acknowledge the group
or person the writing was
intended for?
Format: How well did the

writing take the shape of
what was originally
expected?
Topic: How well did you
prove youve learned the
content expected by the
assignment?
Strong verb: How well did

you utilize the verb that
was originally expected?
Poster: How well did the

poster show the
environment that the writing
describes?
Presenter: How well did
the presenter convey the
emotions and ideas of the
writer?
Adapted from the rubric found at http://writingfix.com
2 Needs
work
1 Not yet
III. Epilogue
After a condensed and challenging course on differentiation, now comes the hard partputting it into
practice. I hope to plan lessons by tiering according to the equalizer using content from my history
curriculum. I would like also like to use compacting in conjunction with learning contracts in order to
offer students who have mastered a particular unit the option of using that time to pursue an
independent study. I also plan to use RAFTs as a fun way to differentiate and allow students additional
choice to pursue their interests.
There is still much that I would like to study more deeply. I would like to gain a greater grasp over the
correct construction and implementation of rubrics, particularly when applied to writing. I would also
like to read more about the research that Gardner did in his theory of multiple intelligences, so as to
understand exactly how he came up with the categories that he did. Finally, I am curious to find other
activities that use cubing combined with the other strategies. Cubing seems to be an excellent strategy
to match other appropriate strategies to in order to effectively and efficiently deliver differentiated
instruction
C&T 803 Differentiating Curriculum and Instruction

Participation Rubric
Participation
Dimension
Goals:
Description and possible points

(90 maximum)
Description:
Self
10
To learn (Vygotski Knowledgeable

Others) and practice D.I. concepts
and principles
Knowledge:
Possible Points: 10
Description:
30
Possible Points: 30
Description:
30
Demonstrates knowledge of concepts

and principles
Corrects misinformation and
misconceptions
Demonstrates unique insights
Generalizes and transfers D.I.
concepts to new strategies
Skills:
Shows self awareness of contributions

to discussion and to small group
projects
Demonstrates learning ABOUT as well
as learning HOW about D.I.
Responds to peers in class
discussions
Demonstrates familiarity with D.I.
attributes
Meaningful:
Possible Points:30
Description:
1. The students participation in
small group projects is an
exemplary demonstration of D.I.
2. It is obvious that the comments
and small group work represent
consideration of crucial concepts
about differentiation.
Possible Points: 20
20
RCF
Name : Silas Schaeffer
Attribute
Knowledge:
Reflections:
(introduction
and epilogue)
Complete
and
Thorough:
Meaningful:
Description
1. Each lesson demonstrates
accurate understanding of the
pertinent D.I. strategy
2. Each lesson demonstrates
complete understanding of the
pertinent D.I. strategy
Possible Points: 40
1. Thoughtful self-assessment
of goals and accomplishments
2. Short and long term
application ideas are clear and
manageable
3. Future exploration ideas are
clearly based on self-knowledge
and demonstrated interests
Possible Points: 60
Description:
1. Each lesson is usable in the
current format.
2. Feedback is incorporated into
revised lesson
3. Resources fit lesson.
4. Student materials are
pertinent to lesson content and
D.I. strategy
5. Another class member could
use the lesson successfully.
Possible Points: 100
Description:
1. Overall, the project is an
exemplary demonstration of
D.I.
2. It is obvious that the project
represents consideration of
crucial concepts about
differentiation.
Possible Points: 80
Self
40
60
100
75
RCF

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Differentiated Instruction

II. Differentiation in Practice

3. A few thoughts about how youll know the strategy is working.

Developer: Silas Schaeffer

Grade Level(s): 6th Grade

Field/unit topic: The Conflicts of England and

Instructional Groupings (check all that apply):

Content: Students get to use library books,

Interest: Students are given several different

As a result of this lesson, students will:

successful leadership that can be applied to leaders today.

Library books on Hundred Years War

Guidelines for presentation:

1. Each group member should participate

What We Learned About the Hundred Years War

Reasons why England had the upper hand:

Auditory: Imagine you were a

Visual: Create a PowerPoint

Using magazines, newspapers,

Write at least three paragraphs

Create a poster about the 100

Putting It Into Practice

Name: Silas Schaeffer

3. A few thoughts about how youll know the strategy is working.

Developer: Silas Schaeffer

Field/unit topic: The Conflicts of England and

Instructional Groupings (check all that apply):

Readiness: I am tiering based on the equalizer

Interest: Within each tier, there are two

As a result of this lesson, students will:

At least three qualities are

Student applies the leadership

Work is neat, colorful, and choice

All given criteria in the instructions

Putting It Into Practice

Name: Silas Schaeffer

3. A few thoughts about how youll know the strategy is working.

Developer: Silas Schaeffer

Field/unit topic: From Aquinas to Wycliffe

Instructional Groupings (check all that apply):

Content: Students who score 90% or higher on

Readiness: Scoring a 90% on the pre-test

As a result of this lesson, students will:

ASSESS/CREATE (knowledge how): Differs depending on the learning contract

G6 History Unit 5 Pre-Test

Learning Goals: The student explores a topic

How is the contract differentiated?

The contract is differentiated by content and

Attach the form(s) for students

Putting It Into Practice

3. A few thoughts about how youll know the strategy is working.

Developer: Silas Schaeffer

Field/unit topic: The Conflicts of England and

Instructional Groupings (check all that apply):

Process: Complex Instruction, Concept Maps,

Product: The RAFT allows for several different

Learning profile: I am creating heterogeneous

As a result of this lesson, students will:

of the RAFT activities.

Joan of Arc RAFT

Martin Luther King Jr.

Youre the right woman