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Differentiation
Setting
Goals
MISTAKE:
Acquaint
participants
with
the
concept
of
multiple
intelligences.
INSTEAD:
Provide
participants
with
the
knowledge
of
cooperative
learning
and
the
skills
necessary
for
classroom
applications
that
will
result
in
more
positive
student
interactions
and
improved
student
learning.
Pre-Assessment
1. 5 x 5 =
6. 2 x 8 =
2. 9 x 4 =
7. 8 x 4 =
3. 3 x 7 =
8. 30 x 10 =
4. 10 x 20 =
9. 4 x 9 =
5. 4 x 6 =
10. 5 x 8 =
25
6. 2 x 8 =
16
32
2. 9 x 4 =
36
7. 8 x 4 =
3. 3 x 7 =
21
8. 30 x 10 =
4. 10 x 20 =
5. 4 x 6 =
200
24
300
9. 4 x 9 =
36
10. 5 x 8 =
40
Theme
Journey to
Adventure
Adventure
selections
provide
entertainment
and
information
on how to
face
challenges
Subject
Skills / Concepts
Assessment
-Sequence of events
-Categorize &
W
rite
an
essay
classify
Reading
using complete
-Text organization
Writing
-Writing a sentence
-Suffixes
-Base words
-Kinds of sentences
-Subjects/predicates
Grammar -Run-on sentences
sentences, avoid
using run-ons
Create a
storyboard to
show sequence
of events in a
story
Keep a journal
Work Time
Op#on:&
1. If&I&were&to&use&this,&what&forms&or&items&would&I&need&to&
create?&&
2. Create&one&form&or&other&resource&that&would&allow&you&to&
use&this&strategy&in&your&classroom.&&
&
Op#on:&
1. If&I&were&to&use&this,&what&would&I&want&
my&students&to&do&when&they&were&
compacted?&&
2. Brainstorm&a&list&of&things&your&students&
could&do&if&they&were&compacted&out&of&
the®ular&classroom&lesson.&&
&
1+2
=3
1x2
=2
=7
3x4
= 12
= 9
3x6
= 18
21
+ 9
30
Tiered
Lesson:
Using
Powers
Option
81
4
3
3
4
= 3 x 3 x 3 x 3 = 81
= 4 x 4 x 4 = 64
Tiered
Lesson:
Exploring
Options
2+ 6 = 8
2 x 6 = 12
6
2 = 64
62 = 36
2 - 6 = -4
6-2=4
a multi-sided die
64
36
or two
12
12 + (3 x 18) = 12 + 54 = 66
(12 + 18) x 3 = 30 x 3 = 90
Did you get closer to 100?
Struggling
With The
Concept
Reaching Back
Some
Understanding
READINESS LEVELS
Understand
TheUnderstand
ConceptThe
Concept
Reaching Ahead
IDENTIFY OUTCOMES
WHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, OR BE ABLE TO DO?
INITIATING ACTIVITIES
USE AS COMMON EXPERIENCE FOR WHOLE CLASS
GROUP 1
GROUP 2
GROUP 3
TASK
TASK
TASK
The Equalizer
1. Foundational
2. Concrete
Transformational
Abstract
3. Simple
4. Fewer Facets
Complex
Multi-facets
5. Smaller Leap
6. More Structured
More Open
Fuzzy Problems
9. Slower
Greater Leap
Quicker
S
A
T
Standard
Area
Type
Content
Process
Product
Readiness
Interest
Learning
Style
27
4
x
4
Matrix
Standard
Tier 1
Tier 2
Tier 3
Content
Process
Product
28
29
4
x
4
Matrix
Standard:
Evaluating
equivalent
fractions
Tier 1
Content
Tier 2
Process
Product
Tier 3
Adding fractions
30
4
x
4
Matrix
Standard:
Understanding
Tier 1
Tier 2
Tier 3
Content
Bill of Rights
Process
Product
31
4
x
4
Matrix
Standard:
Tier 1
Tier 2
Tier 3
Process
Product
Content
33
Example
Standards
Grade
8
Reading:
Informational
Text
CCSS.ELA-Literacy.RI.8.7
Evaluate
the
advantages
and
disadvantages
of
using
different
mediums
(e.g.,
print
or
digital
text,
video,
multimedia)
to
present
a
particular
topic
or
idea.
34
Tier 1
Tier 2
Tier 3
Content
Process
Product
35
37
4
x
4
Matrix
Standard:
Determine
characteristics
of
historical
American
heroes
Tier 1
Tier 2
Tier 3
Content
Process
Product
38
41
42
Tier 1
Tier 2
Tier 3
Content
Process
Product
43
Work Time
Standard
Content
Process
Product
Tier 1
Tier 2
Tier 3
th
8
Grade
Language
Arts
Example
Objectives
The students will identify the elements of short stories, such as internal
and external conflict, irony, plot, climax, characterization, & setting.
Level
1
Create
a
chart
or
other
graphic
organizer
that
identifies
the
elements
of
short
stories
in
this
story.
Level
2
Rewrite
the
ending
of
this
study.
What
will
happen
now?
How
will
choices
impact
the
outcome?
FOUNDATIONAL . . . . . . . . . . . . . . . . . . TRANSFORMATIONAL