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Mrs. Miller and Interactive Journals - Hayley Cyre

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Mrs. Miller and Interactive Journals - Hayley Cyre

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Mrs. Miller provides the same book for all her students even though she knows some of the students may struggle with the book. She makes special effort to ensure she has differentiated process strategies to accommodate all her students.
She asks her students to jot down what they believe "everlasting" means. After reading their responses she assesses them and groups the students.

The first group does not know the meaning of the words and they have questions such as guess what the word means, find definitions, illustrate and hypothesize what the book might be about.

The second group understands the word and their questions are a little more advanced, hypothesize what the book is about, present and defend choices of some things that would be included in their life as everlasting, as well as 200 years ago and 200 years in the future.

The third group has advanced skills of vocabulary and writing and their questions are more advanced, creating a continuum, creating a poem and hypothesizing about the book.

By doing this, Mrs. Miller allows the students to use their strengths and allows the students to work at their own pace and own level.

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Mr. Jackson had a variety of children in his classroom, some with struggles and some who are performing above grade level. In order to have each student partake equally in the classroom activity, Mr. Jackson made two different color cubes. This would help both types of learners in his class.

The green cube was used for students performing at a high grade level. This green cube had more in depth questions for these students that will challenge them.

The blue cube was used for students performing at or below grade level that had more simple questions for students but yet questions that would still challenge them.

Both students will get the same thing out of the assignment; comparing, tell your feelings, tell the parts of use and tell the good and bad things about. Both groups will still be able to work together until the task is completed.

All students will engage in idea and information despite being at different learning levels.

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Tammam Abougoush

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Scanned from a Xerox Multifunction Printer

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Tammam Abougoush

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What Is Cubing?

Let's assume that you were asked to teach a group of 30 students how to analyze a story. Where would you begin? How would you accommodate the different levels of ability among the students? Cubing might be the right answer!

Cubing is a method of instruction that allows teachers to provide six concepts or ideas to students in a simple way. Cubing is a great tool for providing differentiated instruction. Differentiated instruction is a way of teaching that allows teachers to present content in multiple ways to accommodate the needs and learning styles of individual students. Cubing does just that.

Imagine a cube and let's look at how it might help us to teach students how to analyze a story. Each side of the cube might have a word related to comprehension. For example, one side might have the word who. Another has what. A third lists when. The fourth side says where. The fifth reads why and the sixth how.

Each side of the cube prompts the student to consider a specific aspect of reading comprehension. Students can work individually or in groups to move through all six sides of the cube to determine the important elements of the story. For example, you might have students working individually, each with a cube of his or her own, where they are asked to roll the cube three times and respond in writing to the three concepts that they roll. Using cubing on an individual level allows for differentiation in instruction because the content on the cube can be adjusted to accommodate the different levels of ability among students.

Cubing is very effective with group work as well. For example, students can work in groups where they share one cube and each student's role or responsibility is determined by the side of the cube they roll. Needless to say, cubing can prevent many of the problems that are associated with group assignments because each student's role is clearly defined by the cube itself.

Cubes can be used in tandem with worksheets or other assignments to diversify content. Cubes can easily be adapted to different content areas or tasks with a simple change of the words illustrated on the six sides of the cube. For example, describe, compare, associate, analyze, apply, and argue for or against; or illustrate, change, solve, question, rearrange, satirize, etc.

Now that we understand what cubing is, let's take a closer look at some of the ways it can be used in the classroom.

Cubing as an Instructional Tool

As you've probably figured out by now, cubing is a simple yet flexible instructional tool that can be delivered in a variety of ways and adapted for almost any subject area, skill level, or topic And each cube can be made from a template, like this one. This template can be printed out on paper or copied onto yardstick before it's cut out and pasted together. The end result is a perfect but basic cube that can be used however you wish.

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using the cubing strategy to differentiate instruction - video & lesson transcript | study.com

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Using the Cubing Strategy to Differentiate Instruction - Video & Lesson Transcript | Study.com

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Let's assume that you were asked to teach a group of 30 students how to analyze a story. Where would you begin? How would you accommodate the different levels of ability among the students? Cubing might be the right answer!

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Kallie Colhoun

She starts with a novel "Tuck Everlasting" for the entire grade 6 class. She asks Everyone to jot down what "Everlasting" means. From there response she assesses them and from prior knowledge of her students divides them into three groups.

Prompts for each group:
Group 1 (Doesn't know meaning of word)
-consists of simple tasks
-guesses to word meaning
basic definitions from dictionary.

Group 2 (understands word and is at Grade 6 level)
-Hypothesize on what book might be about
-"present and defend" everlasting things in their own lifetime, and what would be in books from 200 years ago.

Group 3 (Advanced skills, vocab and writing)
-Continuum less continuum to more continuum on specific items.
-write a poem based on items in continuum
-Hypothesize what book might be about.

Mrs Miller has gone through a process by getting students to read on there own the 1st 25 pages and then  creating a journal with there set prompts based on ability. Allows each student to work at there own pace, as well as submit quality purposeful work. Students then gather as a group to discuss the same topic as a class but have all got to there conclusions in a different way by using individual strengths