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This post is a collection of free printable math cheat sheets for tricky math topics for students to use. They can either be given to students for their math notebooks or
While I was in graduate school, YouTube was my best friend. I'd come home from class, set my books on the table, tell myself I'd get to the week's problem set tomorrow, then start it that night. I knew it would take me the entire week to complete the work and that I'd spend a lot of that time searching online for help.
One of my favorite parts of the work I do now is making cheat sheets for tricky math topics that students can use to help them with their work. I remember how stressed I'd get about my problem sets. Then I imagine my students who feel that stress now.
enlarged to make math anchor charts .

UPDATE: I'm slowly adding to go along with each of the cheat sheets in this post to be shown in class when there is a sub or assigned to students at home.

are my #1 scaffold for making math accessible to all students, and I have written a lot about the reasons why. But the math cheat sheets in this post follow pretty closely. Students can slip them into their binders for help during independent work. The sheets can also be enlarged to make classroom reference posters.

Below are links to the math cheat sheets on my blog. They are all free to download. Clicking on the photos will bring you to their posts where the sheets can be downloaded.

Math Cheat Sheets

Conceptual understanding is important and we all want all kids to get there. Until they do, some kids need help.
To me, math is not about memorization; it's about confidence, perseverance and knowing how to access information. Cheat sheets help eliminate road blocks to that information.

Math cheat sheets and math word walls, especially those showing the vocabulary in context, are supports that I have found help reach those students needing a little extra support.

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fun math teaching ideas and activities for middle school and high school

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math pennants and free reference sheets.

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This post is a collection of free printable math cheat sheets for tricky math topics for students to use. They can either be given to students for their math notebooks or While I was in graduate school, YouTube was my best friend.

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These activities for Algebra, Geometry, & middle school make great stations or critical thinking puzzles.

I created these for easy differentiation, and really loved them. They turned out to be durable and easy to store and re-use each year.

They are even dry-erase friendly! The kids love the uniqueness and variety.

For mine, I use permanent markers (except for the top plate in the "rotations" activity - Dry Erase markers are better there, since the student does the drawing).

Some of these require 3 layers of clear plastic plates, and some only require 2 layers.

Other than that, you really just need a permanent marker for most.

You can adapt this idea to other topics too, but these are the ones I have made so far.

After trying a few different topics with these puzzles, I noticed that they really motivate students to find more efficient mathematical methods and develop their own shortcuts to try to solve them faster! ... Awesome for critical thinking!!

Here's how to do it:

Three of these are puzzle-style activities in which students have to spin three layers of plates. The goal is to line up the numbers so that each set of three numbers will meet the criteria.

For these ones, I pressed a paper between two plates to get an imprint of the circle. I cut it out to the right size and made a little template. I folded to make 8 sectors. I traced a candle for the center circle, then eyeballed the halfway point from that circle to the edge to make the three layers of numbers.

I kept this template and now I re-use it each time. I just lay it under the plates while I create each activity.

Once you have a template set under the first plate, go around and copy the innermost set of numbers (see my photos below for sets of numbers that work for each puzzle). Set another plate on top and do the next circle of numbers, then lay the third plate for the outermost set of numbers.

For the puzzle-style activities, I try to make them only have one correct answer (If one ends up with more than one solution, no problem - you'll just get a good conversation going about it!). I found it helped to put a little arrow on one layer to point out one row to record as a "check row." This makes it easier to grade. If you use this as a station, the students just need to record that set of 3 numbers, and you can check answers in one second.

For the Triangle Inequality Theorem one, students must spin the three layers of plates until they can get ALL 8 sets of numbers to represent the 3 side lengths of POSSIBLE triangles at the same time.

This offers a great critical thinking challenge and really reinforces the concepts behind the side lengths of triangles. By the time they test and spin a few times, the students get a ton of practice with the theorem.

They start analyzing patterns in an attempt to test cases more quickly. It's a pretty good challenge!

The image shows the solution, so the "check row" for students to record if they get it would be 818.

This one is similar, but takes even more thinking. Two of the layers have angle measures, and the third has the triangle classification.

As they spin and test to find the solution to this puzzle, students have to first determine what the third angle measure will be (using triangle sum theorem - 180 degrees). Then, they can think about the classification. Again, they will develop shortcuts on their own as they work.

The motivation to solve the puzzle leads them to find their own ways to become more mathematically efficient!

Again, the solution is shown here. The set for a "quick check" would be 64, 58, acute.

You can never have too much practice with integers in Pre-Algebra. I love this one for switching it up.

The 3 layers have to be arranged so that each set of 3 numbers adds up to 10. You can easily make a huge set of these, each with different "goal" numbers.

These work a little differently.....
Once I discovered the joys of my little plastic plate rotation stations, of course I could not get enough. I decided to make a few to add a little fun to Algebra 1.

Instead of using a table on a worksheet, students can manipulate the plate and try to figure out the rule.

It's not too fancy, but you can use basic or more challenging function rules and show the idea of a function in a different way for those hands-on / visual learners. Some kids enjoy using these for practice.

I just draw the function machine on the top layer, and arrange my input and output values on the bottom layer. As the kids spin it, they try to find the function rule that defines each relationship.

The colored one is a "basic" level. The rule is f(x) = 2x + 1.
The other is more challenging. The rule is f(x) = x^2 - x.

These are a fun addition to transformations. I put the coordinate plane on the bottom of one plate, and the students use a dry-erase marker on the top plate.

Everything spins so smoothly and stays aligned. It is the best way I have found so far to do rotations manually.

It helps to mark off a line every 90 degrees for reference. You can do more marks if you want to do other rotations. Click here to download the jpg image file for the coordinate plane if you do not have a printable one in this size already.

This video shows a little more detail if you are interested in making a set for your class. Click the image to head over to the "Tools for Teaching Teens" video blog site to watch!

If you enjoyed this post, enter your email to join my subscriber list. I'll send tips, resources, and updates for math teachers straight to your inbox.

Try these related posts for more:

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Plastic Plate Math Activities - How to Make & Use

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These activities for Algebra, Geometry, & middle school make great stations or critical thinking puzzles. I created these for easy differentiation, and really loved them. They turned out to be durable and easy to store and re-use each year. They are even dry-erase friendly! The kids love the uniqueness and variety.

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This post contains an Amazon Affiliate link. This does not effect you in any way. However, if you make a purchase through this link, I receive a very small commission.

I'll be honest, the first time I saw task cards I thought they were only for elementary students. They started popping up different places and I saw that some high school teachers were using them too. So, I decided that I would try them. I'm always up for trying something new. As strange as it may sound, my students are much more willing to work on task cards, rather than a worksheet. I think it is because they aren't overwhelmed by a huge list of problems.

I decided that today I would share a list of ways I've used them in my classroom. Hopefully, you can find some ideas that could be useful for you!

1. Stations - Before class, tape task cards around the room. Students get a recording sheet or use scratch paper and move around the room answering the questions. Students can choose to work alone or with a partner. My students really like stations because it gets them moving around. My stations mazes are an adaptation of this idea.

2. Seatwork - Spread task cards out on a table (or a desk, the floor...). Students pick a card, work on it, then put it back and get a new one when they are finished. After a certain amount of time, go over the answers as a class. This works very well for me when I use task cards with QR codes. This way, the students can work at their own pace.

3. Quiz, Quiz, Trade - This is a Kagan cooperative learning strategy. Give each student a task card and they do the problem on their card. Then, the students partner up. Partner 1 asks the question on their card. Partner 2 answers (they are allowed to say "I don't know"). Then, Partner 1 praises the correct answer or explains the problem. Then the students reverse roles. When both questions have been asked, the students trade cards, find new partners, and begin the process again. This works best for me if I only have them do this for about 10-15 minutes (depending on the length of the problem).

4. Bellwork - Have students work on 1 or 2 cards as their bellwork.

5. Whiteboarding - Each student gets a whiteboard and a dry erase marker. I love Quartet Dry Erase Markers

for student use. They have a fine tip and last a long time. Project a task card and have the students work the problem on their whiteboard. When they have finished the problem they hold up their board so that you can see their answer. This works best for me if I do it for about 15 minutes.

6. Jeopardy - Play Jeopardy. Use task cards for the questions.

7. Speed Mathing - This is like speed dating, but with math and school appropriate. Arrange desks in two rows (like speed dating). Each student receives a card, works the problem on the card and checks their answer. Then, the students trade cards with their partner sitting across from them and work the problem on their new card. They are now sitting across from the "expert" for that problem. After a few minutes, the students receive their original cards again and one row moves one seat down. This process continues until all of the cards are completed.

Task cards are great and keep my kids engaged. If you haven't tried them, I highly recommend it! If you don't have time to make your own, I have several sets in my Teachers Pay Teachers store. You could also must write problems on notecards.

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7 Ideas for Using Task Cards in the Classroom

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This post contains an Amazon Affiliate link. This does not effect you in any way. However, if you make a purchase through this link, I receive a very small commission. I'll be honest, the first time I saw task cards I thought they were only for elementary students.

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Each year, my students take the MAP (measure of academic progress) test in the fall and then again in the spring. While the test does many fancy things, I use it to determine what grade level my students are coming to me on and tailor my instruction before I learn about their struggles organically. This year, I had students who fell in the second grade range. As a sixth grade teacher, this ...ahem ... is not so great. This takes the idea of a multi-level class to a whole new level.

Though not ideal, as teachers, we play the hand we're dealt which means it is now my job to make sure that these students are successful. You cannot control where they came from, but you can control where they are going.

The question now is: how do we teach a class of students who are on such different levels in their math journey? I have outlined a couple of ways to teach in a multi-level class. I mention Khan Academy several times, so if you are looking to start using it in the classroom check out these tips.
*Note - This is not an exhaustive list of ways to scaffold or differentiate instruction. These ideas also apply to working with above level students with some minor modifications.

Idea 1 - Reteaching to Below Level Students

Break students into two groups. Create homogeneous groups - one group of students who are on level or close to being on level and one group of students who are below grade level.

*Note 2 : Anytime you are splitting middle school age students up, make sure you have the groups already decided. In addition, make sure the names of students and which group they are in is visible to the students - I would create a slide to project. There is no need to read them off. This will save you time and from answering "which group am I in?" approximately 987 times.

*Note 3: If you are not a math teacher, I have seen teachers use these same rotations with iStation or quizlet instead of Khan academy.

Rotation 1: On level students are on Khan academy or work that they can complete without any help from you. You might even assign them a skill (on Khan Academy) that they have not learned, but is coming up in the coursework, so that by previewing the material, they will be more prepared and even helpful to other students.

Below level students are receiving instruction either in an entirely new way, or by using models to make the math more concrete. I usually pick a topic that I think would benefit the most students since I am not able to do rotations every day.

I ask myself questions like:

What is imperative that they understand in real life?

What will help them the most when they go on to the next grade level?

What skills are readiness standards verses supporting standards for my state test?

For example, if we have been working on integer operations (they will use this skill for the rest of math/ it definitely is something that you will use in the real world/and it is major work in sixth grade), we might use counters or number line strips. I would also make the lesson super bite sized, so I would break down integer operations to just adding integers.

Rotation 2: On level students will move to an extension activity- like hands-on activities, performance tasks, or creating assessment questions. I usually pick an activity that they are familiar with, thus minimizing the need for more directions.

Below level students will move to Khan academy where they will practice the skill that I just retaught. If I don't have access to computers that day, then students will continue working on that skill using the manipulatives from rotation 1, but with less help from me. They will complete a 4 question exit ticket before leaving class that day, so I can see the progress that is being made. Before the exit ticket though and if the class is still functioning with little chaos, I might pull a small group for students who are still struggling.

Why It Works: Sometimes when I am reteaching material, I will still only call on the students with their hands in the air. These students got it the first time! These students will also look bored, and I feel like I need to move on. Not only am I not serving the students who needed to be retaught, I am wasting class time. This idea forces me to slow down and just teach the students who need it.

Idea 2 - Use Push In Assistance

Coordinate with your SPED teacher. If you have a class of students, most likely you have a couple of students who are in special education. Typically, these students IEP's require some push in time by their SPED teacher, so use rotations on a day you know she/he will be available to you.

This is great because it is awesome to have additional teacher presence, but also because you can group your SPED students together, and the SPED teacher can travel with them to every activity. This will make you more available to students who struggle but are not in Special Education. When there are two teachers in the room, 3 rotations are doable. I would do 3 rotations: skill practice (on or off technology), reteach or mini lesson, and game/activity in partners.

Idea 3 - Utilize a Block Class Period

This idea is pretty perfect for a block class period. You need at least 90 minutes to execute this rotation. My coteacher taught me this method when I taught high school students in California. Shout out, Ms. Mease! This rotation is a normal lesson cycle - new learning, activity, and exit ticket. We would split the class in two groups. We were flexible on how we did the groups. Sometimes, if we thought the material was going to be really challenging then we created homogeneous groups so that we could go slower with one group, but you could also create heterogeneous groups too since the material is new.

Rotation 1: Half of the students are working on Khan academy. This group needs to know exactly what they are working on, so make sure that you assign them recommendations. Because desks were in rows, students would turn their desks around, so you can see their computer screen from the front of the classroom. Half of the students are learning new material from you. The half that is with you will transition to classwork and eventually to an exit ticket. We would spend about 45 minutes in a group.

Rotation 2: Students will switch. Make sure to allow time for the group of computers to move desks back to the proper position and put away computers before dismissal.

Why It Works: It allows for a smaller students to teacher ratio. With only half of the class receiving instruction, students are able to ask more questions and you are able to tailor your instruction to fewer students. Students like technology, so they are invested, and allowing students to listen to music is a great incentive that they can earn. Lastly, it breaks up a block class period and it will go by faster for both you and the students.

Differentiating instruction for multi level students is a practice that many experienced teachers are still working on. And remember, rotations are only effective if you have establish strong routines and procedures for them. Have students practice getting up and moving to the next rotation silently and quickly. Also, make sure to utilize a timer! Time WILL get away from you.

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Students come to us on all different levels, which can be a challenge- 3 great ideas on how to teach a mutli-level class.

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Cognitive Cardio with Middle School Math Moments

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Making them work in 40-minute class periods

I taught elementary school for 12 years and I loved my math centers! They were great. Math class was always an hour, and we had five computers in the classroom, so having a computer center was always an option.

Then I moved to middle school. Math was 44 minutes (minus time for switching classes.....so more like 40 minutes). How could I fit more than two rotations in a 40-minute period?? I longed for block scheduling (our district has never had it)...that would make it so much easier to complete center rotations! For the first year or two of middle school, I kind of gave up on the idea of centers...the activities I wanted students to complete took longer than 20 minutes. So, that would be enough time to finish 2 rotations, IF students started the second they walked in the door and then had no time to clean up/organize at the end of class. But eventually I needed to get my centers back, so I experimented with a few different set-ups before I landed on a structure that works. ​

I willingly admit that I have not found a perfect solution....40 minutes is just too short a time-period for math! However, I've figured out what works for me, and maybe it can work for you, if you also have short math classes.

My centers are:
* One per day
* 30 minutes a day
* For 3-4 days, depending on the topic.

There are many ways to group and assign tasks, but these are the grouping/activity options I normally stick to:
1) When we only do three days, I create six groups and prepare two sets of materials for some tasks. Students will all complete three tasks over the course of the three days, but they might not all complete the same three...it depends on the topic, their needs, and my goals. The image to the right has two different examples of how I might assign the tasks.
2) When we do four days, I create four-six groups (if my class size is the usual 27-30). If I have only four groups, I usually assign them each a different task and then rotate through those tasks over the four days. If I have five or six, then I'll have two groups complete the same task on the same day, similar to the three-day example.

My students are not ability-grouped, so they finish activities at various times. I decided that I have to be happy with some students/groups finishing early and others not finishing (or finishing during a free, non-math period). Doing one center a day, for about 30 minutes allows for some flexibility here. If group members finish early, they can do the following:
1) Finish another center activity, if they had something unfinished.
2) Complete a color by number from our "finished early" resource bin.
3) Use the trivia cards - a set that isn't one of the center activities. (click here to grab this free resource!)
4) Use the pentominoes that we use on the first day of class - there are always students who want to complete this challenge.
5) Use a technology source for additional math practice, if we have extras available.

Students are up and around the room for this, so I typically assign only one or two groups per day. I created a digital version. This allows two different groups to complete the same activity, but one group can use whatever technology we have available. This version could be played by group members independently or in teams.This is a quiet activity that provides some self-checking practice. Students can also check answers with their group members if they'd like. (They often don't finish the coloring during the center time, so I have them complete all the problems first and then color....they can come back to the coloring if they finish an activity early on another day.) Before We Use Centers
Before we start using center rotations, I make sure students have a complete understanding of expected behavior AND of the activities they'll be completing. We complete the different activities together with different concepts at the beginning of the year, and then I use those activities in the centers, using some of the same ones each time.
These include:
1) Footloose task cards:

2) Truth or Dare Game
(with paper and pencil):
This version is a group game, so I only assign one group per day , for less "noise" in the room . They have to talk, and they definitely have fun with this one!
OR Google Truth or Dare:

3) Color by Number:

​

​4) Math Wheel:
I use this as a teacher-guided center sometimes, but I can also use the wheels as an independent center for review - students can copy the notes and complete the practice on their own. Coloring is similar to color by number - that part is last and they can return to it later. These get added to students' binders to keep for the year, so they can finish coloring any time they finish something early.

5) Problem Solving:
I make this a collaborative center (I love when students have math conversations!), but it could be independent work. ​
6) Math Trivia Cards:
This is a fun activity to practice more general knowledge, with less calculation involved. Students can just quiz each other and share correct answers, or they can record their answers to be checked later. I have three sets so far - Numbers and Operations, Geometry, and Algebraic Concepts (link to download them is above.)

As you can see, some of the center rotations require students to work together, while others allow them to work independently. I like to have this mix, so students can share ideas and solving methods but also have time to work with the concepts and skills on their own. I also like to compare the work they did alone with the work they completed with others.​When students complete a center assignment, I have them put that assignment into a specific tray in my classroom. I go through the trays at the end of each day and use my checklist to record who's handed in their work.

​What to Do With Finished Work

​I do grade all of the center activities....sometimes it takes me quite a while!! ​​

Math Center Sets
I have sets of 4-5 math center activities for each of the topics below, so these are the ones I use/have used. I don't use all of them every year (because, time!). I pick and choose based on student needs, time of year, etc. If you're interested in trying any of them, click the titles to see them in my TPT store. (I have 2-3 activities for many other topics, but won't bundle those until I have 4-5.)

Absolute Value
Area and Perimeter
Fractions, Decimals, Percents
Mean, Median, Mode, Range
Order of Operations
Percent of a Number
Ratios and Proportions

Other posts you might like:

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cognitive cardio with middle school math moments

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Making them work in 40-minute class periods I taught elementary school for 12 years and I loved my math centers! They were great. Math class was always an hour, and we had five computers in the classroom, so having a computer center was always an option. Then I moved to middle school.

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I am completely passionate about using guided inquiry in math classes! However, I know that it takes time to re-work the typical lessons that you have been using into a more discovery-friendly format. I've gotten questions about how to actually set up an inquiry lesson. Do not fall into the trap of believing that inquiry has to be completely aimless and open-ended. There is a middle ground where you can implement structured, organized framework for consistent guided inquiry.

Personally, I do not like unstructured chaos, so this modified inquiry style is what works well for me.

Many people find it easy to allow young students to explore, but up in middle school and high school, incorporating inquiry-based learning can be pretty challenging as far as lesson planning. However, it is just as important as ever that at this age, students discover properties for themselves. As the teacher, it's not as hard as you may think to direct this exploration.

I developed a "SPORT" method that I like to follow. Here is a specific example of how a class period flows using the steps outlined above (feel free to print the main graphic at the top for reference, or pin it to come back to).

Sample Lesson: Triangle Inequality Theorem (Grades 7-10)

Intro: Start by saying "Ok, we are working with triangles again today, so quickly before we start, I'm going to need the desks in a triangle arrangement. Please move the desks quickly - Let's do 14 desks in a straight line across the back of the room, facing the board, and then just slide the rest in front to make the rest of the triangle."

Students will begin moving the desks around. (I used 14 as the number for the straight row, but you should use a number that is slightly more than half of the number of desks in your classroom for this to work.) They will start out, then quickly realize that it is impossible to create this triangle.

Try to sit back and watch this unfold. You will likely hear some students start trying to convince others that it is impossible. Listen carefully to their explanations. Be ready for them to engage you in the discussion and complain to you about this task once they realize that you are "tricking" them.

Once the class has discovered that the desks cannot possibly form a triangle this way, make a quick statement about the fact that it seems that some triangles (with certain side lengths) cannot be constructed. Then lead into the discovery portion of the lesson by distributing manipulatives.

Manipulatives: I have seen similar activities done with toothpicks, but I prefer markers. If your students have the kind with the caps that snap onto the end, these are perfect. They will attach to make rigid sides for the triangles. Each student or pair will need about 12.

Once your students have been trained to follow the "SPORT" structure, they will have no problem getting started. Direct them to record their findings from each triangle or non-triangle in a chart, then look for patterns after they have plenty of examples.

Note that these sentences are not perfect, but this is what the kids usually come up with. They are noticing the reasoning behind the property or theorem. As you walk around, encourage kids to improve their sentences before writing their official rule. In this case, a really great observation sentence would look like this:

R - Students will next develop a rule that should come close the official definition for the Theorem. When groups get stuck here, I encourage them to try writing in an "if ___, then ___" format. Sometimes using a conditional structure helps them to get their rule into writing.
S - Students come up with ten examples of triangles and record the side lengths (from least to greatest). Then, they do the same for ten non-triangles. They can record these in a chart.

P - After reviewing the examples, some students will already have an idea of what's going on. Some may need to analyze the chart more closely to look for patterns. Depending on the grade level, sometimes it is nice to have hint cards to hand out for those who are stuck. Encourage the students to find the patterns and not give up. They sometimes need to be trained not to ask for your help (and you may need to train yourself to step back).

O - Always require students to write their observations out in complete sentences. They will get used to this. For this particular lesson, sentences may look like this:

The two short sides have to add up to at least the long side.

It can't be a triangle if two of the sides aren't as long as the third.

In the triangles, the sum of the two shorter sides is greater than the length of the longest side. In the non-triangles, the sum is less than or equal to the length of the longest side.

T - Once students or teams have a rule written, they must test and revise it. For example, if a student wrote a rule stating that the length of the longest side of a triangle must not be greater than the sum of the lengths of the two short sides, then they would have to adapt it. They would need to include in their rule that the sum of the lengths of the two short sides also cannot be EQUAL to the length of the third side.

Follow up the discovery portion of the lesson with practice. Have students apply and use the theorem. They will understand it much more deeply after working in a hands-on way and observing the properties.

Take some time to look at a few other key lessons, and see if you can start by adjusting just one lesson per week to follow a guided inquiry format. Take the time with your classes to go over the expectations. They will slowly get used to it and start depending on you less. It will take a few days before they will accept this. Don't give up! The kids are so used to asking things like "What are we supposed to notice?" and "Is this right?" and it can be so hard to feel like you are ignoring them. I had to resist the temptation to give in after a few "You're supposed to help us!" complaints. But once I overcame the guilt and let them struggle through a few lessons, I learned how to teach effectively this way, and the kids learned how to LEARN effectively this way. It's amazing what this style did for my classes.

Once you train your students to follow this pattern, they will take off and be able to discover plenty of theorems and properties on their own. You will just have to supply the tasks and materials to kick off each lesson, and they will know the expectations and be able to take over from there. Check out some other specific examples of teaching with inquiry using the links below:

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Structuring Inquiry - Based Lessons in Secondary Math

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I am completely passionate about using guided inquiry in math classes! However, I know that it takes time to re-work the typical lessons that you have been using into a more discovery-friendly format. I've gotten questions about how to actually set up an inquiry lesson.

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True and false questioning is probably not what pops into your head when you think about a differentiated and rigorous math activity. The most plain of all question types really can become a thought provoking and multi-level activity that you can use with almost any topic in your math curriculum.

The Set Up

Begin by thinking of statements that are always true, sometimes true, or never true for the topic you want to cover. Grab a free set of cards to go with an integer lesson by clicking the image to the right! A simple way to create this is by creating a word document with a table with three columns and as many rows as can fit on the page. Type statements in each of the cells. By using a three columned table, you can make sure you have a good mix of each type of statement: type the "always true" statements in the first column, the "sometimes true" in the second column, and the "never true" in the last column. It is okay if there are not equal amounts of each type, but having a variety keeps the activity more interesting. When writing the statements, write about vocabulary, algorithms, mathematical rules, and even equations or expressions to simplify. Before having the students do the activity, cut apart the statements, mix them up, and place in an envelop or bag to organize the cards for the students.

Let's Differentiate!

The card sets can be used in many ways, some will be easier and others more challenging. Look at the ideas described below to see some of the many level you can take your class to using just one set of cards.

Starting out easy...

Sort the cards before passing them out. Give each student or group just one type of cards. Have the students read through the cards and decide whether the their set is the always true set, the sometimes true, or the never true set.

Give students only "Never" cards. Ask them to determine what in the statement makes it false.

With the whole set of shuffled cards, have the students sort them into categories with the titles "Always", "Sometimes", or "Never."

Take it farther...

Use the never true only cards again. This time have the students rewrite the statement to make it into a true statement.

Have the students use the sometimes true statements. For each statement have them determine a time when the statement is true and an example of when the statement is false. They can write or draw an illustration explaining their choices.

Really challenge them!

With the statements on the always true cards, have the students prove why the statement is always true using mathematical rules, examples, and illustrations. This is often more challenging than it seems since a really deep understanding of the concept is needed more to prove and answer true than false. To prove something false you need only one example!

Have the students add to the set with their own statements. Have the students write some addition examples of always true, sometimes true, and never true statements. Have the student justify why it is in the category and debate with other students.

After reading this, do you have some more ideas of how to use "Always, Sometimes, Never" cards? I would love to hear about it!

Also look at the links below to keep reading from some of my colleagues for more differentiation tips for the middle school math classroom.

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Differentiating True and False Questioning for the Math Classroom - Leaf and STEM Learning

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Pinterest Facebook True and false questioning is probably not what pops into your head when you think about a differentiated and rigorous math activity. The most plain of all question types really can become a thought provoking and multi-level activity that you can use with almost any topic in your math curriculum.

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20 Whole Group Differentiation Techniques for ANY Grade! - Ciera Harris Teaching

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Crap.. I said a bad word!! We all know, as teachers, that the 'D' word is one of the most feared words in education. Yes, we all know its a must do - but it truly is one of the hardest elements to incorporate into your every day classroom routine and lessons.

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The idea of centers (or stations) started largely in elementary schools.As students get into middle school and high school, centers or stations start to disappear.Less and less time is spent on different learning styles and more time is spent by the teacher talking. Lectures often become king in the secondary history classroom. Lecture is easy yet also the least effective way of teaching. Centers take time to set up and implement, even in flipped classrooms. Still the engagement that comes out of well-designed centers make them a valuable part of secondary classes even if you only use once a week.
Here's what I have learned about setting up and using centers in the secondary social studies classroom:

1. How many centers do you need?I teach in 90 minute blocks which allows for students to usually go to 3-4 centers depending on other class activities.

2. Will all students go to all centers? I use the formula of 1.5 centers times the number of centers an individual student will go to. For example if I expect each student will go to 4 centers, then I have 6 centers available.

3. Which, if any centers, are mandatory?When we study the Progressive era, we spend a day on each of the Progressive presidents (Taft, Wilson and T. Roosevelt).All the centers are different for each president. I want students to do an analysis cube for each president. The cube station is required. We do one set of stations each class period, and at the end we have 3 of the cubes - one for each president.

4. How long do students spend at each center?My centers include a reading or video plus analysis activities.It takes 20-30 minutes to complete a center. If you want to reduce the time per center, students can do the reading or research at home and then come in for just the analysis part. My experience is that a good center requires significant analytical thinking not just regurgitating of information. It is important not to rush students through the process.

5. How do I design thoughtful centers?I wish I had an acronym for this, but I don't. A high quality center activity includes: open-ended questions that require analysis of information or make connections to other periods or events; opportunities for students to express opinions or thoughts on the topic; multiple ways to present analysis to appeal to different learning styles: written, visual, and kinesthetic.

6. How to create variety for engagement? For example, in one center, students write about an event from the point of view of a person at the event; at another center, students create a cartoon; at another center, students complete a Venn diagram comparing the event to another event, etc. When my students study Theodore Roosevelt's domestic policies, they have 3 activities to choose from.

7. How to empower students by giving them choice?I do not pre-designate where students go.I introduce each center briefly and the required number of centers, if there is a required minimum.Students then select which of the centers to complete.I have students make a quick note in their notebook about the centers they selected. It's their reminder if they forget after a couple of centers which one they want to go to.If there is a required center, I usually designate that it can be completed only after 2-3 other centers.In such a case students pick up the activity and then work at their tables so the required center does not become too crowded.

8. How to bring it all together? After the centers are completed, we always conduct some kind of share and analysis activity. I have students meet in small groups to discuss what they did and what they learned. I have 2-3 overarching analysis questions to prompt the group to find the overall themes from the activities.

Centers are an integral and essential part of my class and an enormous hit because:

Give it a try. You will be amazed at the deep learning that goes on.

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social sundays:  stations are for high school social studies

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Social Sundays: Stations are for High School Social Studies

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The idea of centers (or stations) started largely in elementary schools.As students get into middle school and high school, centers or stations start to disappear.Less and less time is spent on different learning styles and more time is spent by the teacher talking. Lectures often become king in the secondary history classroom.

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Meeting the needs of all learners in a classroom can be enough to rattle the brain of any teacher. It gets a LOT easier using tiered activities. Each group of students comes at an assignment from a different direction, offering more learning for everyone! It's a differentiated instruction strategy that really works!

What is Tiered Instruction?

Tiered activities are parallel tasks that vary in difficulty, and abstractness and use different levels of support and direction. Basically, it allows students of different levels of readiness to work towards the same goal (understanding) in a way that is most useful for them. Below is a quick and easy way to understand how to construct a tiered activity for your classroom.

Why use Tiered Instruction?

It's the Goldilocks idea: Students work on assignments that are neither too hard, nor too easy, but instead are just right.

Keep in mind:

1. When dividing students into tier groups, students are NOT put into ability groups. Students are clustered according to their readiness and comprehension of the particular material being presented. They may be in a group that needs more support for one activity, and a group that needs less support for another area that interests them more.

2. Tier groups do different assignments as teachers using Bloom's Taxonomy as a guide to building the assignments. One group who needs reinforcement will do an activity that builds understanding, another group that understands the material will do an activity to extend what they already know. All groups use different assignments to achieve understanding of the same material.

3. If you know your group's multiple intelligences, you can also use that information to form groups. One group would use bodily/kinesthetic to make a short skit, another visual group might make a poster.

4. Make sure to make each tier activity interesting and engaging. The more flexible you are in grouping students each time, the more students will accept a variety of assignments as the norm. In other words, if students see the grouping as "the smart kids" and "the dumb kids" they will not take kindly to tiered grouping.

5. Start with key concepts, skills and ideas you want all students to know. Make sure each activity meets those goals.

5. Students share what they have learned or done with the class.

Let's take a look at a tiered activity for government:

Group one: Ask students to use the text book to make a Venn diagram comparing and contrasting the executive branch to the legislative branch of government. Include a sketch that would represent each branch with the diagram.

Group two: Ask student to use at least two resources to compare and contrast the judcial branch of government to the legislative branch. Students will construct a poster to show what they have learned.

Group three: Students will choose another country in the world and research its governmental structure. Ask students to construct a short skit that shows the similarities and differences between our country and the one they have chosen.

Group four: Ask students to use what they have learned about the United States governmental structure to create their own country. They must include a governmental structure, a constitution and symbols of the country.

You can tell from reading each tier, that it goes from easiers to more challenging. In sharing with the class what they have learned, all students benefit from the activities of the other.

Have you used tiered activities in your classroom? If so, tell about them below!

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What's the Deal With Tiered Activities in Social Studies?

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Meeting the needs of all learners in a classroom can be enough to rattle the brain of any teacher. It gets a LOT easier using tiered activities. Each group of students comes at an assignment from a different direction, offering more learning for everyone! It's a differentiated instruction strategy that really works!

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Are you like me and don't watch the news? I don't watch the news because it's depressing. But it's also not a good thing because sometimes I don't know what's going on in the world.I wish growing up in school that I had learned an appreciation for learning what's going on in the world around me. I didn't really start to desire that until I started traveling.

I have a great idea for getting your students engaged in learning about current events, in your neck of the woods, in your country, or even in other countries.

Have you ever used choice boards? I LOVE LOVE LOVE using choice boards in the classroom. Did I mention that I love them? Here are my top ten reasons for loving choice boards:

Top Ten reasons to ❤ choice boards!
1. Students love to be able to make choices in their learning
2. Allow for differentiation
3. Allow for student choice
4. Students can choose according to their multiple intelligence
5. You can have the students do as little or as many as you want
6. You can enforce that students do one or two activities in particular if you choose
7. You can also differentiate among your students how many each activities to complete
8. You can choose to assign them as homework or classwork
9. Students love to be able to choose how they show you what they know
10. Students love them!

With my current events choice board, you can have your students look for a current event either on the internet or the newspaper, and they choose 1 activity to do from the given 9 activities on the board. Scholastic News would be a great resource as well.

If you have a student who loves to draw, then they could choose to do a comic strip.
If you have a student who loves to write, then they could choose to do the diary entries.

One tip I do have is to show them an example of what to expect. You could create an example beforehand or have one of your higher students or GT students do one of the activities as an example before you introduce it to the class. That way you won't have students completing an activity in 10 minutes.

To save paper you could make a class set and then either laminate them or have the students keep them in a sheet protector to use week after week.
Visit Southern Fried Teachin"s profile on Pinterest.

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Current events in the classroom - Southern Fried Teachin'

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Are you like me and don't watch the news? I don't watch the news because it's depressing. But it's also not a good thing because sometimes I don't know what's going on in the world.I wish growing up in school that I had learned an appreciation for learning what's going on in the world around [...]

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Pantomime Final Assessment - Differentiating the Performance
On performance day, more independent performers do a one-character performance, while the more challenged performer completes a duet pantomime. No matter the performance, all students complete an outline of the steps involved, from start to finish, included in their pantomime.

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Published on

Most educators agree that differentiated instruction can dramatically help students to succeed, but good differentiation needs careful planning to make sure students of all abilities are engaged and it can be a challenge when teachers are already so pressed for time.

That's why we searched the Edutopia community for tips and strategies that can help with differentiating instruction.

1. 1. 18 Teacher-Tested Strategies for Differentiated Instruction from the Edutopia Community

2. 2. Introduction Most educators agree that differentiated instruction helps students, but the reality is that implementation can be a challenge when faced with students with diverse needs and abilities. In this presentation, you'll find 18 helpful tips and strategies for differentiating instruction contributed by the educators of Edutopia's community through various discussions and blogs. You can join Edutopia's community at edutopia.org/community.

3. 3. They Own It Tip: Use inquiry to encourage student ownership "I find that inquiry activities and open-ended projects allow for maximum creativity and differentiation. I allow my students to collaborate on and evaluate our rubrics to give them ownership. Project-based learning allows my students to go at their own pace and helps them push themselves at their own level. When the student owns the learning process differentiation naturally occurs." -Chad Brannon

4. 4. Interest Surveys Tip: Survey and tie student interests into content "Interest surveys are a great tool. For example, students can compute football scores for math (data analysis, etc.). According to brain researchers, relating math and other subjects to personal experience, jumpstarts the brain." -Diane Van Dyke, Middle School Special Education Teacher (NJ)

5. 5. The Five Senses Tip: Stimulate the students' senses "I differentiate by incorporating visual, auditory, tactile, and kinesthetic components in my lessons as much as possible. I use graphic organizers frequently to aid in comprehension and to map out ideas as we cover key skills. I use picture cards to correspond with the vocabulary words, so that the students have a visual support to picture the word's meaning in their mind. I use manipulative objects in math class quite frequently. Of course, I also have to modify assignments and assessments for some of my students, but they are still focusing on the same skills and concepts that their peers are working on." -Johnna, 3th/4th Special Education Teacher, Chester, WV

6. 6. Cross-Training Tip: Think about the whole child, use multiple approaches "Placing learners into a single learning style container ignores the reality of the whole person. Teachers need to cross-train students by using two or more approaches to thinking styles profiles when planning differentiation...This is where learning profile cards, student profile surveys, and student learning perceptual quick surveys can provide detailed insight about students that spans across multiple thinker processing categories." -John McCarthy, Education Consultant & Blogger, "How Learning Profiles Can Strengthen Your Teaching"

7. 7. Variety is the Spice of DI Tip: Give students choice, vary your assessments "Differentiation comes from giving students choices in how they complete a targeted goal. Each format hits the essential question, but scaffolds it in a way that will allow the student to express their knowledge in a way best suited to them. I equate it to the variety cereal pack. Would you want to do the same type of assessment day in and day out? You still want to eat cereal right? Just not the same kind everyday." -Sarah Minnick, Online High School Social Studies Teacher, Pennsylvania

8. 8. Do Your Homework Tip: Gather background information on your students prior to the start of the class/year "Generally, within the first couple of weeks I can get an idea of what prior knowledge my children have retained and what direction I need to begin with them. However, my first action is reviewing student's files and finding out as much information as I can prior to their arrival into my class." -Deborah, Pre-K Teacher, North Carolina

9. 9. Feedback Tip: Offer individualized feedback for each student "I work with students who experience some difficulty with executive function -- the ability to self-monitor and self-prioritize tasks. I try to provide personalized, flexible work plans and individualized feedback that students can use to track the completion and mastery of their own work and learning to help them organize themselves rather than depending on adults in the classroom to do that for them." -Chad Sansing, Middle School Humanities Teacher, Charlottesville, VA

10. 10. Shoo Away the Monster Tip: Remember you are probably already differentiating "I hear in professional development meetings all the time that no one ever has time for X or Y. It's in part about priorities, and it's in part giving people easy ideas so that "differentiation" is not come scary monster -- it may be something they are already doing already, but just don't realize it." -Whitney Hoffman, Producer LD Podcast

11. 11. That's Not Fair! Tip: Explain fairness to avoid competition/ostracizing "I co-teach in a 4th grade inclusive classroom. We always like to remind our students that fair is not everyone getting the same thing, but rather everyone getting what they need to be successful...Going over this concept has helped eliminate a competitive mindset in our students, where they are overly concerned about their assignment or project in comparison with their peers." -Jon Wopat, Special Education Teacher

12. 12. Peer to Peer Tip: Assign peer helpers during group work to help with accountability "We have a hard time finding ways to help our sixth graders learn different concepts and stay focused. We assigned each student a peer helper and they responded well to that. They assist each other in the work. The peer helper makes sure that the student got all the notes copied and completed their work for that day..." -bjames, Special Education Teacher

13. 13. Unique Strengths Tip: Share your own struggles/strengths with students "With the students I teach, I often find that their confidence and self-esteem is pretty damaged...Much of what I do to differentiate is to find what they are good at and help them begin to be successful. EVERYONE is good at something and EVERYONE has difficulty in something...I share with students that I'm a really bad speller...I share my shortcomings with them and how I overcame them." -Erika Saunders, Middle School Teacher

14. 14. Mini-Lessons Tip: Use mini-lessons to reinforce goals "In addition to being a great management strategy to prevent 'time sucks' in class, mini-lessons are a great way to differentiate. Perhaps you 'offer' mini- lessons to support your students' learning. After reflection and goal setting, this is a great way to have them connect their goals to specific mini-lessons. Not all students may need the mini-lesson, so you can offer or demand it for the students who will really benefit." -Andrew Miller, Blogger, "Six Strategies for Differentiated Instruction in Project-Based Learning"

15. 15. Let Your Questions Be Open Tip: Ask open-ended questions "Some kids will give elaborate sentences, and others more to the point. Some won't answer the question or prompt at all, but will write something completely different. Some will surprise you with their understanding and depth of knowledge. This sort of prompt or question will let every kid, regardless of their ability, approach the problem and give you a better sense of what they know than a multiple choice test ever will." -Whitney Hoffman, Producer LD Podcast

16. 16. The Core Material Tip: Figure out what's essential "My answer is to not try to cover it all...Choose the essential standards for your course and hit them very hard from multiple perspectives and with engaging activities and appropriate practice...Expect mastery of the core material from all students but be reasonable...This to me is the heart of differentiation: challenge each student appropriately and engagingly." -Scott Gunderson

17. 17. Mix 'n Match Tip: Group students with their strengths and interests in mind "Knowing how to group students is key. If you can find students with similar interests and existing friendships, these groups can be powerful. Also, just because the students have different learning abilities doesn't make them less valuable to the group. For example, a dyslexic student might excel in leadership qualities whereas a gifted & talented student might be an introvert. Both can help each other by working together." -Melissa Hanson, High School English Teacher

18. 18. Aim High Tip: Set high expectations and support growth "I swing for the fences...by that I mean I teach to the top of the class and figure a way to get the rest to get up there. If you do that, they learn to expect more from themselves and they learn to be a team...helping each other do more than they thought they could and finding ways to compensate." -Marsha Ratzel, Middle School Math/Science Teacher, Leawood, KS

19. 19. By the Clock Tip: Consider a time limit for homework "I differentiate homework, giving a base assignment and requiring 20 minutes of honest work, rather than completion of the problems. My experience is that the majority of the students will complete the assignment, while those with real difficulty will work 20 minutes and have a parent sign off to that effect (not my requirement, but one self-imposed by students and/or parents)." -JM, Middle School Math Teacher

20. 20. Goals, Not Labels Tip: Group based on goals, not labels "Defining student potential based upon the labels they've been given is a mistake. I often find students that have been labeled as underachievers provide unique and resourceful perspectives to the classroom. Gifted students get bored if not challenged. The key for me has been to keep goals attainable and provide suitable, varied resources." -DC the Coteacher, 7th/8th Grade Language Arts Teacher

21. 21. Additional Resources More tips from Edutopia and around the web: ● Edutopia's Differentiated Instruction: Resource Roundup includes articles, videos, links, and other resources that offer advice for differentiating for diverse groups of learners and needs. ● John McCarthy's Two-Part "DI Myths" Blog Series: o Part 1: Myth-Busting Differentiated Instruction: 3 Myths and 3 Truths o Part 2: There's No Time to Differentiate: Myth-Busting DI, Part 2 ● TeachThought: What Differentiated Instruction Is-And Is Not ● Schools That Work: What Works for Differentiating Instruction in Elementary School ● Cult of Pedagogy: A Starter Kit for Differentiation

22. 22. Reading Suggestions Book recommendations from Edutopia's community: ● Wormeli, Rick: "Fair Isn't Always Equal: Assessing and Grading in the Differentiated Classroom" (2006) ● Diller, Debbie: "Practice with Purpose" (2005) ● Fox, Jenifer & Hoffman, Whitney: "The Differentiated Instruction Book of Lists" (2011)

23. 23. Special thanks go to the educators who contributed to this presentation. For more tips and tactics, visit edutopia.org.

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Teacher Tested Strategies for Differentiated Instruction

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Published on Most educators agree that differentiated instruction can dramatically help students to succeed, but good differentiation needs careful planning to make sure students of all abilities are engaged and it can be a challenge when teachers are already so pressed for time.

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Writing is such an important skill set that requires a combination of honed skills and physical stamina to complete drafts and turn them into published products. Even though writing is an important part of professional life and work, it is likely that many people lack confidence, skills, and/or stamina to write well. This may be equally true in Education.

Here are ten strategies to add to your toolbox. If you have some already, then consider this an opportunity to further hone these approaches to improving the writing skills of ALL students. But to apply any of these strategies with effectiveness, the first step is to establish with students that they are writers. When talking about writer's craft, frame the conversations and work where students reflect and work "as writers" or "authors". This culture setting viewpoint is key to student writers coming to the belief that they can write and write well.
1. Window Activity
This strategy helps unlock the inner writer in every participant. The Window Activity uses a picture that contains many details for igniting ideas to write about. This visual strategy helps students explore a theme or concept and immerse the writer with their words. The result are writers having higher confidence in their word-smithing capabilities. More details here.

Here's an example of a picture that could be used to study the American Revolution or to spark a later conversation about such concepts as: revolution, core democratic values, or strategy.

Emanuel Leutze, Washington Crossing the Delaware, 1851, oil on canvas,
2. Social Media Publication
Social Media tools provide many ways for expressing student voice as part of engaged communities. Students can play roles from different professional fields to apply concepts and skills in related occupations. There are many different forms of publication:

Collaborative content development: Padlet - Thinglink - Stormboard

Reflection on content and concepts: Blogs

Expressing opinions or evidenced-based perspectives - reviews on products (Amazon or MetaCritic, travel (TripAdvisor), food (Yelp) and article critiques (Yahoo News)

Posting original ideas - Blogs and Wikis

More details here based on this article.

Consider using the SAMR Model as a guide when using Social Media to support writing and learning. Here is a good image of the SAMR Model. Also, here is a Pad Wheel that connects use of Social Media tools to the SAMR Model.
3. Fastwrite - Freewrite Strategies
Fastwrites help writers get their ideas down on paper. Consider it a writing sprint. Part brainstorm and part exploration, students are able to unload from their mind the many ideas that peculate consciously and unconsciously. It's a great way to breakthrough writer's block and excavate gems of ideas.

Freewrites is a thoughtful plodding process of reflecting and expanding on ideas. It works best when there are ideas on the page or images to react about. Freewrite allows writers to take time to simmer and develop ideas.

Use a combination of these two strategies to powerful effect.
5. One-Foot Voice revision strategy + Whisperphone and Recordings
Reading one's writing aloud helps writers to identify areas for revision and edits. The One-Foot Voice provides concrete steps for coaching students on how to take charge of their self-edits and partner critiques and revisions.

The Whisperphone is a tool that studnets can use to reassure themselves that they are the only one who can hear the read aloud. All that is needed is a PVC "C" shaped pipe from a hardware store. Another option is to give students headsets so that they can auto record and then listen to their read-aloud to do the One-Foot Voice.
More details here. 8. Thinkdots and Virtual Dice
Use Thinkdots to explore author's craft. This strategy helps students to think deeply about the focused skills such as writer's Voice. Thinkdots provides 6 different tasks based on learning preferences or thinking styles. Students usually work in teams to accomplish all tasks based on the random order of rolling a die. Here is an overview and template.

Virtual dice are a nice touch, especially ones such as this program that allows you to custom the content on each side. For example, put a topic on each side so that students must write about the topic or use the listed part of speech.
10. RAFTS
Role, Audience, Format, Topic, and Strong Verb are what composes a RAFTS. The strategy supports students' writing as they develop a sense of audience and purpose. Highly engaging and motivating when students have choices of different RAFTS to write about.
More details here.
***

References

1. Inspiring the Writer in Everyone: http://openingpaths.org/blog/2013/07/inspiring-the-writer-in-everyone/

2. Igniting Student Writer Voice: http://www.edutopia.org/blog/differentiated-instruction-writing-process-strategies-john-mccarthy

3. Empowering Student Writers: http://www.edutopia.org/blog/differentiated-instruction-empowering-student-writers-john-mccarthy

4. 5 Good Tools to Differentiate: http://openingpaths.org/blog/2014/08/five-good-tools-di/

5. RAFTs articles 3-in-1: http://openingpaths.org/blog/2014/10/rafts-packed/

6. 50+ Social Media Tools: http://www.edutopia.org/blog/differentiated-instruction-social-media-tools-john-mccarthy

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Boats and boating--Equipment and supplies

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10 Writing Strategies to Differentiate So ALL Students Can Write

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Writing is such an important skill set that requires a combination of honed skills and physical stamina to complete drafts and turn them into published products. Even though writing is an important part of professional life and work, it is likely that many people lack confidence, skills, and/or stamina to write well.

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Differentiated instruction, also called differentiation, is a process through which teachers enhance learning by matching student characteristics to instruction and assessment. Writing instruction can be differentiated to allow students varying amounts of time to complete assignments, to give students different writing product options, and to teach skills related to the writing process.

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Differentiated instruction is based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students. This brief looks at how differentiation strategies applied to reading can be designed to help students learn a range of skills including, phonics, comprehension, fluency, word prediction, and story prediction.

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Isn't differentiation what art is all about? Like, you'd never try to force a Monet to paint like a Magritte...and the same self-expression-y stuff goes for kids, right?

Right.

But as far as incorporating differentiated instruction goes (and you can take a peek at general approaches to it right here), we mean stuff like understanding that different students come with different expectations and abilities; art means more to kids than how to hold a paintbrush; and some kids are just never going to get papier-mâché.

Here are a few tips on how to deal.

1. Remember, art is about expression.

Sure, you want each of your students to paint a masterpiece. But some of them were born with paintbrushes for hands, while others just can't quite get what they see in their heads onto the paper. With that in mind, the first step of differentiation in the art classroom is remembering that not everyone is gonna be a Picasso. Or even a the-second-runner-up-on-Bravo's-The Next-Great-Artist.

In other words, teach (and grade) based on the creative potential of the individual student, not the creative potential of the student vs. Picasso. You can talk about advanced shading methods and perspective with the kids who've got a knack for it, and for the ones who don't really get that the tree in the distance should be smaller than the one right next to you-well, be happy when they differentiate the branches.

As far as differentiation goes, at least it's a start. And by helping students based on their own abilities, not on what final product you'd like to see. Plus, not gonna lie-we probably wouldn't have though Jackson Pollock was a superstar in high school, either. You never know what's gonna stick.

2. Explore the past with the paintbrush.

Or the clay, or collage scraps, or yarn...you name it. The point is that art is pretty universal for the lil' ol' human race, and art class can be a place to level the playing field by not only displaying art from a range of cultures, races, and ethnicities, but also offering a chance to experiment with those styles and talk about what they mean to those cultures.

(Concerned about how to explore culture, race, and ethnicity without pushing any buttons? Take a peek at our hot-button article about how to do just that.) Anyway, according to art educator Erica Edwards (say that five times fast), that makes art a "visual language," and it can allow for cross-cultural (and inter-cultural, we might add) interactions, regardless of where each student is from.

So whether it's having students explore their heritage through art, or looking into other background, interests, or hobbies, the art classroom can be a place for exploring the personal and the cultural. And you may be surprised at the wide range of projects that emerge. Not just because of the many places your students come from-because they're creative, too.

3. Provide multiple entry points into art projects.

For instance, if your aim is for students to learn about painting Frida-Kahlo style, let students focus the bulk of their learning on an area that plays to their strengths.

Some students might enjoy researching and writing about Kahlo. Others want to make self-portraits that mimic her style and approach. Some students are just dying to analyze several of Kahlo's works and create a slide show that shares conclusions about common themes or symbols found in her work. Someone else creates a timeline of Kahlo's life, while other students use postcards or prints of Kahlo pieces to create a collage. Math or computer enthusiasts could use programs to play with saturation levels in Kahlo's art or modify some of her work using a program like Photoshop.

Overwhelmed, much? Good. The idea is to come up with a whole mountain of approaches to exploring Kahlo-your students can help with that part if you don't have the time or energy to do it in advance-and let students run with them.

Then, if you want to require everyone to pick up a brush (or other medium) at some point, it will be easier to get students to buy in. The students who love painting can spend more time with it while those who have other interests can give it an honest try and move on. And at least they'll learn something about a great artist and her style, even if they don't become the next unibrowed master painter you'd dreamed they would.

4. Create choice boards.

This here's another thing your students can help come up with, especially since there's only one of you and a bunch of them. Plus, they know what they like, so the choices they offer up may actually help to get them more engaged from the get go.

So: choice boards. These are nifty little charts designed for students who already know about learning styles and can take their pick which activity best suits their own interests and strengths. We (via art educator Cassidy Reinken and The Art of Ed) give you two examples: one for elementary students, and another for middle-level students.

A great thing about choice boards is that they can be used to get the ball rolling for initial assignments, or, as Reinken recommends with the middle-level example, as a supplemental activity for students who finish a project before the rest of the class is ready to move on.

5. Take a tip (or two) from Artful Amy.

In this blog post, art educator Amy Zschaber offers up numerous ideas for adapting lessons for students of various skill and ability levels.

For example, take on the physical and social needs of students by leaving clipboards floating around. Especially if your room is equipped with large tables that are difficult to rearrange for individual, pair, and small group work, a clipboard is a simple tool you can use to increase your students' location options.

As Zschaber states, for some students, working with a clipboard in their laps is a lot more accessible (and comfortable) physically. Additionally, students armed with clipboard can work on many art projects in whatever location works best for them-at a table with peers, on the floor, in a chair in a quiet corner, or even outside. And that adaptability is a key part of the differentiating process.

6. Use art as an outlet.

Sometimes art class is the one place students feel they can let loose and express themselves. Or even just breathe. Especially if a lot of other classes are dominated by standardized test prep or focus on that final grade for moving up to the next level. Give us a break.

Whether it's the school stressors, behavioral issues, problems at home, or disabilities, students need a place to let go and to let their creativity out. And art is a place where differentiation is pretty much built-in. As is self-expression, and maybe even a little thing called a coping mechanism. So let your students get out their angst through art.

If you haven't realized the transformative power of art (and even if you have-you're an art teacher, after all), take a gander at some more of Artful Amy's awesome tips specifically relating to students facing some of these problems, and ideas on how art can be a place for students to turn.

7. Make connections between art and real life.

We know, the last one was about as "real life" as it gets. But it doesn't have to be art therapy to be a connection.

Here's a for instance: you ask students to make a list of their favorite hobbies and activities, and then challenge them to find connections to art class in each of them. A ballerina may study Degas; mathematicians could investigate the drawings of M.C. Escher; a sciencey kid could start getting artsy with designs of cells; a student who lists reading as a favorite pastime could look into artists who have created art from actual books.

Because really. If you're an art teacher, you know that art is everywhere. And helping your students to see that art happens outside of art class can inspire them to become more involved inside the art room, too.

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methods of differentiation for teaching art

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Methods of Differentiation for Teaching Art

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Articles for teachers on Methods of Differentiation for Teaching Art, including tips and strategies that work.

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By NAfME Member Brian Wagner-Yeung Join NAfME today
Music teachers often have a difficult job creating exciting and innovative activities for students. These activities can include: singing songs, listening to musical examples, learning to play different types of instruments, learning to read music, incorporating folk dances, composing, and being exposed to historical and multicultural music.

Nevertheless, not every student who enters the music room learns in the same way, especially special learners. Music teachers can easily change the way instruction is presented to allow all students to have an entry point into the musical activities. Three key words that are used when discussing special learners include: adaptation, modification, and accommodation. In addition, differentiation can be incorporated into this group as well.

As mentioned, music teachers can easily change (or adapt) the way instruction is presented to allow all students to have an entry point into the musical activities. Some examples of adapted instruction can include:

color-coding,

using non-traditional materials,

using icons or pictures,

and incorporating all four types of learning modalities.

Adapting Music Literacy

Many students enter the music classroom without the ability to immediately connect with traditional music literacy. Music teachers can find alternative ways to allow students to connect with literacy. These can include:

color-coding,

using icons,

using rhythm flash cards to isolate sections in music,

incorporating movement to teach rhythm or pitches,

and utilizing technology.

When teaching rhythm, music teachers can easily differentiate how musical notes look to allow all students to have an entry point. Teachers can start with using a "go" and "stop" sign to represent steady beat. One "go" sign could be equivalent to a quarter note, and one "stop" sign could be equivalent to a quarter rest. Therefore: each "go" sign could mean one clap, and one "stop" sign would mean a sound of silence. Music teachers can also use icons to represent a specific command (such as clap, tap the drum, hit the claves, etc.). Teachers can also use color-coded note values to differentiate between different rhythms. For example: quarter notes can be green and quarter rests can be red (to connect with "go" and "stop"), eighth notes can be blue, sixteenth notes can be purple, etc. Lastly, teachers can also use traditional black-and-white notation. By providing four different ways to showcase the same objective, teachers are allowing more opportunities for students to connect with one, and eventually increase their demand.

A similar approach can be used when teaching melodic literacy to students. For emerging leveled students, they can use color-coding to represent the different pitches. The rainbow spectrum can be organized to teach a melodic scale ( do is red, re is orange, mi is yellow, etc.) Teachers can start with colored circles representing a pitch, and have a student play it back on an instrument. Teachers can also begin writing notation with actual rhythm values, but still having each pitch be colored in accordance with the rainbow spectrum to help students differentiate between them. Lastly, students can have the colors taken away, moving up to traditional mu s can also include note names or solfege syllables as an in-between step if necessary.

In both of these examples, teachers are using a step-wise scaffolded system. Some students might need to begin on level 1 and move their way up, while other students can easily start at level 3. In both examples, you can also include speaking and singing (rhythm syllables and solfege syllables). For some students, they might easily connect more with speaking or singing, and this is still allowing them an entry point into the music-making.

Adapting Active Listening

All students can be taught how to listen to music. By incorporating all four types of learning modalities, students can easily connect with listening examples. These modalities include:

kinesthetic (movement)

tactile (touching)

auditory (listening)

visual (seeing)

Every listening example can be made to include these four types of modalities, which will increase student success.

While visual and auditory modalities are already common in music classrooms, kinesthetic and tactile can be included to. Movements or dances to teach the melodic contour can allow students to physically feel or trace the melody of the music. Listening maps in which students actually touch specific materials (ex: sandpaper to show rough, cotton balls to show smooth), can allow students to physically feel the music and this can transfer into other modalities.

One listening example to demonstrate this is "A Cuckoo in the Deep Woods" by Camille Saint-Saens from "Carnival of the Animals." Below are the steps that can be taken to allow students to experience this piece through all modalities. The focus of this listening activity is to discriminate between the piano and clarinet sounds.

Have students listen to music. (auditory)

Have students tiptoe around the room to the piano sounds, and point up into the imaginary trees when they hear the cuckoo sound. (kinesthetic)

Have students follow a listening map showcasing the two different instruments. (visual)

Have students create their own listening maps and share with a friend. (tactile)

A second listening example to demonstrate this is "Aquarium," also from "Carnival of the Animals." The focus of this listening example is to recognize the different themes in the music.

Have students listen to music. (auditory).

Have students locate the different themes in a teacher-created listening map. (visual)

Have students create animal movements for each theme in the music. (kinesthetic)

Have students use animal shadow puppets to show the different themes. (tactile)
Teachers can include pre-made shadow puppets, or students can create new ones.

Adapting Composition Activities

All students are able to compose music, and composition should be included in the music classroom at all ages. Composition allows students to incorporate skills they have been learning, while allowing them to have a creative outlet. As with the other activities, composition can be made available with the proper amount of adaptation and differentiation.

Composition allows students to incorporate skills they have been learning, while allowing them to have a creative outlet.

By incorporating alternative types of materials and manipulatives, students can easily be motivated to compose and showcase their composition in alternative ways. Student compositions do not need to use traditional literacy, students can use fun types of materials to showcase their composition with the same results. Some examples of alternative types of materials include: construction paper, yarn, dried noodles, colored tape, popsicle sticks, and stickers. Below are two composition activities that can be taught by just using construction paper.

Long and Short Sounds Composition

First, create a sound bank of long and short sounds (vocal, natural, instrumental, etc).

Next, have students rip long and short pieces of construction paper.

Next, have students choose between the ripped pieces and tape it onto a larger "master score."

Next, have students choose between the long and short sounds from the bank.

Last, have students perform their compositions just using ripped pieces of construction paper.

Composing with Colors

First, introduce how different colors can represent different pitches (easily connects with color-coding mentioned earlier).

Next, use colored construction paper and compose melodies on the board.

Next, have students play the songs on melodic instruments with colored connections (either use instruments that already follow the rainbow spectrum or you can tape the colors on).

Next, have students compose their own songs just using colored construction paper.

You can add more guidelines such as using pentatonic colors, or specific pitches if you want.

You can also add rhythm by using different sizes of paper.

Once all types of musical activities are adapted or differentiated, more students will find success in the music classroom. Alternative modifications can still be made for specific students or learners. Nevertheless, by allowing everyone to have an entry point, teachers will allow for a more positive music-making experience.
Also read Brian Wagner's past article, "Making Connections: Using Music to Make Artistic, Interdisciplinary, and Lifelong Connections for Special Learners." About the author:
NAfME member Brian Wagner-Yeung received his BA and MSED in Music Education from CUNY Queens College. He is currently split between two schools in Brooklyn: PS 370K and Brooklyn School of Inquiry. He has worked with students on the elementary, middle school, and high school level, where he has worked with students who have severe special needs-in addition to students who are gifted and talented. Mr. Wagner has taught: general music, string orchestra, musical theatre, and performing arts. He is a classically trained cellist, and currently plays regularly in the NYC area.

He has presented, and co-presented workshops for: NYSSMA, NYCDOE, SCMEA, OMEA, NJMEA, CMEA, NYSCAME, NAfME National In-Service Conference, NAfME Biennial Eastern Division Conference, NAfME Western Division Conference, and two online webinars for NAfME Academy. He has also presented lectures at CUNY Brooklyn College, CUNY Queens College, and NYU. In addition, he has had papers and articles published in: International Journal of Humanities and Social Sciences, School Music News, Tempo, Maryland Music Educator, and Bluegrass Music News, in addition to NAfME's blog Music in a Minuet.

Visit Brian's website. Connect with Brian on LinkedIn.

Brian Wagner presented on his topic, " Engaging All Learners: Tools and Techniques to Reach Different Types of Learners in the Music Classroom," at the 2017 NAfME National Conference last November in Dallas, TX. Register today for the 2018 NAfME National Conference!
Did this blog spur new ideas for your music program? Share them on Amplify! The National Association for Music Education (NAfME) provides a number of forums for the sharing of information and opinion, including blogs and postings on our website, articles and columns in our magazines and journals, and postings to our Amplify member portal. Unless specifically noted, the views expressed in these media do not necessarily represent the policy or views of the Association, its officers, or its employees. Interested in reprinting this article? Please review the reprint guidelines.
Brendan McAloon, Marketing and Events Coordinator, July 21, 2017. © National Association for Music Education ( NAfME.org)

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Engaging All Types of Learners in the Music Classroom - NAfME

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By NAfME Member Brian Wagner-Yeung Join NAfME today Music teachers often have a difficult job creating exciting and innovative activities for students. These activities can include: singing songs, listening to musical examples, learning to play different types of instruments, learning to read music, incorporating folk dances, composing, and being exposed to historical and multicultural music.

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What if there was a way to make your classroom more efficient, save you time, and better communicate with your administrator all at once? Incorporating more differentiated instruction into your classroom takes some work, but the rewards are worth it.

"Differentiated instruction" refers to a teaching philosophy that gives different students different ways to learn the same material. It's an effective strategy for an obvious reason: kids don't all learn the same way (and as teachers, we know that all too well). Adjusting your teaching to better serve students with different learning styles sounds like an imposition - you have to offer more content, more material, spend more time working with students individually. In reality, it's an opportunity. Differentiated instruction provides a way to meet the needs of every student.

To give you a leg up on planning, we've built a free template you can use to build your own lesson plans. It even includes space created specifically to address differentiated instruction!

What is Differentiated Instruction?

In the previous paragraph, I referred to differentiated instruction as a "teaching philosophy." For many of us, "teaching philosophy" conjures images of reflection statements and idealistic conversations from our student teaching. After my first semester leading a middle school band room, my "teaching philosophy" ended up sounding more like "No battle plan survives contact with the enemy" and yes, I was thinking of the students as the enemy. I overcame my cynicism (especially once the kids sounded great at a concert), but I recognize that incorporating fancy "philosophies" can be difficult in the real world.

A better way to think about differentiated instruction is to consider it in a more functional context. For example, ask how can differentiated instruction:

Help my students learn skills faster?

Help me keep students engaged?

Make my classroom more efficient?

Putting the philosophy in context gives it real-world meaning - and potential. In this case, offering multiple paths to learning can help students learn skills by ensuring that they have access to an activity that matches their learning style, engages students by empowering them to choose their own approach, and improves classroom efficiency by focusing on activities that are appropriate to each student's ability level.

At its heart, differentiated instruction is about changing the teaching process to more effectively reach each student, regardless of past experience, ability level, or personality.

A variety of sources, including Carol Ann Tomlinson, offer four points in the learning process where teachers can differentiate things for students: presentations of content, activities used to learn, products the student creates, and the learning environment itself.

Differentiated Instruction in Practice

Let's think about differentiated instruction in the context of teaching a new rhythm. Our students are ready to try dotted quarter notes for the first time. Some students will need a large diagram on the board showing how 3 eighth notes fit into the dotted quarter. Some will learn better by hearing you play dotted quarter notes with a metronome. Presenting the material in different ways helps students with varied learning needs.

We can similarly vary the activities students use to practice. Some students will need to see the dotted quarter in a piece of repertoire to truly understand its application. Others will learn better by playing along with a method book exercise so they have a simpler context (and can hear when they are off). Some students will learn a new rhythm best away from their instrument (so they don't have to multitask and also concentrate on tone production, etc.).

Students can create different products as well - some might make a recording to demonstrate their performance ability, while others need to cement the notation with a music theory worksheet. Finally, don't discount the learning environment. Some students will struggle with this concept in an ensemble setting but learn quickly when attacking it in a practice room.

It's fitting that there's not a "right" way to incorporate differentiated instruction in your classroom. We all have different approaches.

Differentiated Instruction Is Not...

Let's also address some misconceptions. Differentiated instruction is NOT:

An individual lesson for every student. That's not realistic. Offering multiple activities and learning approaches isn't the same thing as lavishly catering to each student.

Separating the "dumb kids" and the "smart kids." Sure, differentiated instruction is good at keeping elite achievers engaged and supporting lower-level students. But that doesn't mean separating them just to separate them. Indeed, pairing a weaker and a stronger student together can offer some effective differentiation.

Teaching only the lower-level students while the more advanced students "teach themselves." Differentiated instruction means pushing students of all abilities.

Incompatible with state standards. In fact, differentiated instruction usually makes it easier to teach to standards by helping you find ways to ensure every student meets the learning target.

In the Music Classroom

So how do we put this to work in the ensemble classroom? In the instrumental classroom, some of the differentiation has already been done - students are learning different skills because they play different instruments. They even arrived at those instruments based on (in most cases) a combination of choice and readiness. This is textbook differentiated instruction. Of course, it also makes teaching all these different students a challenge.

- Group Students Based on Interests and Strengths

Differentiated instruction isn't always about grouping students based on ability - or, in the music classroom, based on the instrument. Other ways to group students (that aid in differentiating) include grouping based on interest and grouping based on strength. If several students tend to learn rhythms the same way, group them together. The students who learn rhythms faster can help students at other ability levels. Additional pairings can involve extra-musical skills. A student who produces the most beautiful tone might be an introvert and the student who just can't figure out how to get their airstream centered might be a great leader. Pair them up!

As risky as it sounds, you can also pair friends together. Good classroom management is essential here, but those pre-existing relationships can end up being fruitful for your ensemble.

- Offer Individualized Feedback

Offering individualized feedback used to be a laborious process, involving many(!) hours of listening to low-quality student recordings and adding feedback, or pausing rehearsal long enough to have everyone play in front of the group. Today, technology makes it easy for educators to offer feedback to their students.

Which piece of technology should you use? I'm biased, of course, but offering specific feedback and differentiating instruction is exactly what SmartMusic was made for. Whether you use SmartMusic or not, it's important to remember that individualized feedback needs to be:

Personal. If the feedback is generic or could apply to any student, it won't be as effective. Be as specific as possible.

Efficient. The more time you spend giving feedback, the less time students have to complete a task!

Balanced. Try to give students information about their strengths and weaknesses.

Helpful. The easiest way to do this is to combine feedback with clear instructions about what to do next.

Managing Student Skepticism

A common student complaint with differentiating instruction is that it's "not fair." The more advanced student often ends up with more difficult tasks, which can feel like an undue burden. There are two ways to overcome the objections.

First, explain what "fairness" really means. I've pointed out the distinction between everyone having "the same" and everyone getting "what they need" and (surprisingly) even most middle schoolers accept this concept. Avoiding comparison with peers also sets up a welcoming environment for musical risk taking.

Second, foster a team attitude with your ensemble. Set high expectations and work (with a lesson plan) to bring the entire group up to that goal. Encouraging peer mentors can go a long way as well. When a peer is there to help with a difficult technique exercise or passage in the music, students are accountable to each other (not just the gradebook), and the "unfair" complaint goes away because the team effort becomes a goal unto itself.

Wrap Up

Today we talked about what differentiated instruction is, is not, and shared some top-level ideas of how it might be implemented in a music classroom. This is all fine and good, but feels like a step or two away from making it actually happen. In tomorrow's post I'll share some very specific ways you can build differentiated instruction into your lesson plans.

Hopefully this helps you make the leap from thinking that this makes sense to thinking this makes sense for your students this year.

Ryan Sargent is MakeMusic's social media manager, an active jazz and funk trombonist, and an affiliate faculty member at the Metropolitan State University of Denver. A graduate of Baylor University, Ryan has taught middle school band and low brass lessons in Texas and Colorado. In addition to his teaching, performing, and social media managing, Ryan serves as vice president for the non-profit Technology Institute for Music Educators.

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Differentiated Instruction in the Music Classroom | SmartMusic

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What if there was a way to make your classroom more efficient, save you time, and better communicate with your administrator all at once? Incorporating more differentiated instruction into your classroom takes some work, but the rewards are worth it. "Differentiated instruction" refers to a teaching philosophy that gives different students different ways to learn the same material.

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Differentiated Instruction: A Definition

Differentiated instruction refers to modifying the delivery of instruction so that all students have an opportunity to succeed. The content and objectives remain the same for all students, but how students access the content and demonstrate learning are changed according to students' needs and preferences.

Educators often talk about differentiating instruction in core content classes, like math and English, but art class is another area where students require differentiation. Not everyone can paint like Picasso, and the lack of self-confidence can affect students' motivation to learn.

Let's look at some strategies for differentiating instruction in art class.

Student Choices

Students want to feel competent and accomplished in their educational pursuits. One way to help students build confidence is to allow them to choose their own methods to demonstrate learning.

If you assign everyone the same art project, students who lack confidence in that area will not produce their best work. Even if they know a lot about the subject, their finished product won't be an accurate reflection of their ability or knowledge.

The choices you offer depend on what you're assessing. Do you want students to be able to differentiate between historical art periods, such as impressionism and art nouveau? If so, some possible project or assessment options are:

Have students create works of art in a chosen medium that represent styles from different periods of art from history.

Allow students to write a compare and contrast essay to compare two different art periods.

Let students design a poster using elements from a particular period of art.

Do you want students to demonstrate an understanding of the concept of perspective in art? If so, consider these options:

Students could collect a series of images that demonstrate different perspectives and vantage points and share them with the class.

Students who enjoy writing could assume the role of an inanimate object and write a series of diary entries from that object's perspective. This could demonstrate that the concept of perspective is applicable to all art forms, including creative writing.

Students who own a camera could choose an image (such as a leaf, penny, or squirrel) to photograph from a variety of perspectives (such as from the ground, from far away, and up close). They can create a digital portfolio to showcase the series.

Are you gauging students' ability to be creative and expressive with a self-portrait? Here are some suggestions for assessing this skill:

Have students create a collage by cutting and pasting images from magazines onto poster board. Ask them to explain how each item represents their personality. This option can be helpful for students who want to work with an artistic medium, but perhaps feel unable to create something from scratch.

Allow students to write an acrostic poem, or some other type of creative writing, to express their individuality. Art is not limited to visual displays.

Give students the option of creating a sculpture of something important to them.

Regardless of the learning objective, there are multiple ways for students to demonstrate understanding.

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differentiated instruction in art | study.com

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Differentiated Instruction in Art | Study.com

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Differentiated instruction refers to modifying the delivery of instruction so that all students have an opportunity to succeed. The content and objectives remain the same for all students, but how students access the content and demonstrate learning are changed according to students' needs and preferences.

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Differentiated Instruction: A Definition

Health class can be challenging for many students with learning disabilities, visual impairments, behavior disorders, and for English learners. Differentiated instruction helps these students, and many others, access the curriculum.

Differentiated instruction is a process of adapting instructional methods, materials, assessments, and the learning environment for students with special needs or learning styles. This lesson looks at differentiating instruction for health education, including strategies for presenting information, using group activities, assessing learning, and making learning environment accommodations.

Presenting Information

Lectures are a common component of health class. You may want to consider the accessibility of your lectures for students with special needs. How can you present information so that all students can understand it? You may want to administer a learning style survey at the beginning of the year to gather data about students' preferences.

Auditory Learners

Some students are auditory learners and learn best when they hear information. You can use audiobooks, videos, discussion, and lectures to help engage these students. You might consider allowing students to record lectures so they can listen to them at home for reinforcement.

Visual Learners

Other students are visual learners and learn best when they see instruction. You can use charts, graphs, images, photographs, slide shows, videos, diagrams, posters, picture books, and models to help these learners process information.

Kinesthetic Learners

Kinesthetic learners take a hands-on approach to learning, and they like to engage in the process. Allow them to play an interactive online game, act out a skit, or build a model.

Examples of Learning Styles

To recap some of the different learning styles, consider these varied approaches for three different students who are learning about the digestive process:

Annika, a predominantly auditory learner, may want to listen to the audiobook version of the textbook's chapter on the digestive process.

Taylor, a predominantly visual learner, may want to create a diagram of the human body with labels to demonstrate each step of the digestive process.

Cameron, a predominantly kinesthetic learner, may want to create a skit with classmates to act out the digestive process.

Most likely, you will have a variety of learner types in your classroom. A good approach is to regularly vary your instructional methods to meet the needs of all learners.

Using Group Activities

Teachers often have students work in groups in health class to complete book work, assignments, and projects. Flexible grouping is a great strategy that groups students depending on the learning task.

For example, if students are working in small groups to develop a campaign to inform the public about substance abuse, one group might be interested in exploring the dangers of smoking, while another might be interested in discussing alcoholism. Grouping students according to their interests promotes student choice and helps maintain engagement.

You can also group students according to their ability level so that all students in the group have similar needs. Alternatively, you can create mixed-ability groups so that each group has students with different strengths.

Assessing Learning

There should be multiple options for students to choose how to demonstrate learning. You can make small changes to assignments that won't increase your workload but will provide students with choices.

For example, the R.A.F.T. strategy stands for Role, Audience, Format, and Topic. Perhaps students have been learning about healthy eating habits and you would like them to demonstrate understanding with a writing assignment. Instead of asking students to complete a standard essay, the R.A.F.T. assignment allows them to choose a format that makes sense to them. Some options might be:

Role: Nutritionist; Audience: Patients; Format: Brochure; Topic: Healthy eating habits

Role: Student; Audience: The student body; Format: Poster; Topic: Guidelines for a healthy lifestyle

Role: Pen pal; Audience: Student from another country; Format: Email; Topic: How do our school lunches compare in terms of nutrition?

Role: Concerned student; Audience: Director of School Nutrition; Format: Letter; Topic: How to improve school lunches

Additionally, consider how you can support students with writing difficulties, such as English learners and students with dyslexia. Some accommodations you can provide to students with writing difficulties include:

The use of a bilingual dictionary

Sentence starters or sentence frames

Reduced writing load

The use of an electronic spellchecker

The ability to type assignments using a word processor

The ability to dictate responses to a scribe

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differentiated instruction in health | study.com

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Differentiated Instruction in Health | Study.com

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Health class can be challenging for many students with learning disabilities, visual impairments, behavior disorders, and for English learners. Differentiated instruction helps these students, and many others, access the curriculum. Differentiated instruction is a process of adapting instructional methods, materials, assessments, and the learning environment for students with special needs or learning styles.

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I have been doing some reading on assessment, difference and differentiation lately. I have come to the conclusion that one of the bigges...

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"How can we organize and design activities to support students of various backgrounds, readiness and skill levels and interests in Health and Physical Education? " This is a question I receive often from my student teachers as they begin to explore and discover the complexities of teaching health and physical education during a time in our society that finds us teaching in schools and communities that are more diverse than ever before.

Our Students are coming with various prior learning experiences in HPE related to their cultural, gender, ability, interests, and opportunities. Teachers need to prepare and plan a quality and inclusive learning environment, one that allows all students to develop the motivation and confidence to engage in physical activity whether they are beginning their physical literacy journey in the elementary grades or making progress through their middle school and high school experience. A one size fits all approach does not support all students in HPE. We need to be responsive to all students' needs in HPE as their health and well-being depends on it! Differentiated Instruction (DI) is an effective approach.

" Differentiation is simply a teacher attending to the learning needs of a particular student or small group of students, rather than teaching a class as though all individuals in it were basically alike." (Carol Ann Tomlinson)

The four components of Differentiated Instruction include:

Content - what is to be learned

Process - how students acquire information

Product - how students demonstrate their learning

Learning Environment - where and with whom students learn

Let's explore each of these components of Differentiated Instruction in relation to teaching HPE:
Pause and Reflect:

1. Content - Help students identify areas of deficiency in movement skills and physical fitness while modifying the learning process to meet students' needs; build on their strengths and provide multiple opportunities for formative assessment. LEARN, PRACTICE, DEMONSTRATE, More PRACTICE

2. Process - Use a variety of instructional strategies, effective questioning, and flexible groupings to ensure learning is appropriately outlined for each student. DI strategies such as Tiering or Cubing with station-centered activities provide choice and modifications for gradual skill building, in turn building confidence, increased motivation and movement competence
or modifying activities provides multiple ways in which students can learn, practice and demonstrate movement skills or fitness skills according to their own readiness level, ability and interests. "Challenge by Choice" allows students to self-regulate and self-monitor their progress. For example, in a circuit/station format students can choose their challenge.
To develop balance and landing skills Power Jumps or Speed Skater Leaps

Develop upper body muscular strength Wall pushup, Modified pushup on knees, pushup from feet, Spiderman pushup as seen in the image below

To develop manipulative (carrying skills) - dribble a basketball while stationary, in a forward straight-line motion, weaving through cones, in pairs mirror your partner's movement while both dribbling

Cubing involves selecting several activities to develop movement skills and/or fitness skills and a dice. For example, a cubing Yoga Circuit can include 6 different stations, #1-6 with various postures. In pairs, students roll the dice and move to the designated station number to try a posture and hold for a designated length of time. Repeat.

Grade 4: Movement Competence Strand with focus on specific expectations of movement strategies
B2.3 apply a variety of tactical solutions to increase their chances of success as they participate in physical activities

Individual activities: establish a breathing rhythm when swimming, use a video showing tricks and moves with a skipping rope to learn how to break down a new move into simpler steps

Target activities: choose a larger target for optimal success

Net/wall activities: assume a ready position that will allow them to be ready to move in a variety of directions to defend a space

Striking/fielding activities: throw or kick the ball away from fielders

Territory activities: help their team keep possession of the ball by making short passes to teammates in a keep-away game or by changing directions quickly when dribbling a basketball) [IS, CT]

Grade 5: Living Skills Strand with focus on specific expectations of personal skills

Use self-awareness and self-monitoring skills to help them understand their strengths and needs, take responsibility for their actions, recognize sources of stress, and monitor their own progress, as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living

Active Living: monitor progress to- wards fitness goals, noting improvements or lack of improvement and making changes as needed; note how physical activity makes them feel, particularly when they are experiencing stress

Movement Competence: describe how knowing their strengths and areas for improvement can help when they are learning new skills

Healthy Living: describe some of the factors or situations that cause them to experience stressProduct - Employ several assessment strategies such as conversations, observations, or products for students to demonstrate what they know in a variety of ways. Included below are several assessment tasks to triangulate data of student achievement of learning expectations from the Ontario Elementary 2015 HPE Curriculum.

Listed are several assessment strategies for HPE adapted from OPHEA's Inquiry Based Learning in Health and Physical Education Resource.

2. Conversations

Observations

Products

Conference

Interview

Questioning

Small group discussions; e.g. think, pair, share; 2 stars and 1 wish

Large group discussions

Quick debriefs after a game or within a physical activity circuit

Observation of game sense in a game e.g., moving into open space to support team mate, communicating effectively to teammates

Student journals

Student/peer assessment of a movement skill or fitness skill using a 4 point checkbric - emerging, developing, competent, accomplished

Physical demonstration of performance of a chosen movement skill or fitness skill

Video or audio recording

Photograph or series of photographs to demonstrate phases of a movement skill

Report

Presentation

Pamphlet or Public Service Announcement

3. Learning Environment - Consider ways to create a student centered, physically and emotionally safe environment that is relevant to your students' lives.

Get to know your students' interests, previous experiences, and goals related to HPE.

Co-construct success criteria with your students to ensure the learning targets are clear and transparent to them.

Understand the context in which you are teaching so that you can be culturally relevant and responsive to your students' needs

How do you organize and design activities to support students of various backgrounds, readiness and skill levels in Physical Education?

Carolyn is the Instructor of Health and Physical Education at the Ontario Institute for Studies in Education at the University of Toronto(OISEUT). She's involved in writing and reviewing curriculum and curriculum supports for the Ministry of Education. Temertzoglou is the co-author or Functional Fitness Charts, Perfect Practice, Game On (2012), and Exercise Science Workbook/Lab Manual, Thompson Educational Publishing (2003). She's the recipient off the Ontario Supervision of Physical and Health Education teacher Advocacy Award and an international presenter.

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The Four Components of Differentiated Instruction in PE | Gopher PE Blog

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"How can we organize and design activities to support students of various backgrounds, readiness and skill levels and interests in Health and Physical Education? " This is a question I receive often from my student teachers as they begin to explore and discover the complexities of teaching health and physical education during a time in our society that finds us teaching in schools and communities that are more diverse than ever before.

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Reasons for Differentiation

A typical social studies class can be challenging for students with varied learning needs. Listening to lectures, memorizing dates, and conceptualizing historical events and timelines can seem overwhelming. Differentiating your instruction will help ensure that you are able to meet the various needs of all learners and provide them with equitable access to the curriculum.

Differentiated instruction requires changing content, delivery, and assessment methods based on students' needs while maintaining the same standards and objectives for all learners. Let's look at some specific strategies that you can use to differentiate instruction in your social studies classroom.

Flexible Grouping

One simple way to provide differentiated instruction is to allow flexible grouping in your classroom. Flexible grouping allows students to work with their classmates in group structures that work best for them. For one assignment, a student might do best in a mixed-ability group so that each student can contribute his or her individual strengths. On another assignment, that same student might work best in a homogeneous group structure. Students' needs are constantly changing depending on several factors, and flexible grouping takes that into account.

There are many types of grouping strategies, including:

Interest grouping: grouping students based on topics they want to study

Ability grouping: putting students with similar skills and ability levels together

Cooperative grouping: giving each student within the group a specific role according to his or her interests and skills, such as the writer or presenter

Mixed-ability grouping: putting students with varying strengths and weaknesses together to learn from one another

Student Choices

Students should be encouraged to demonstrate learning in a way that is interesting to them and well-suited to their individual strengths. If you assign all students an essay about the causes of the Civil War, students who strongly detest lengthy writing assignments may not put forth their best effort. As a result, you will assume that those students have not mastered the skill.

Instead, what if you gave students a menu of assessment options to choose from? Students who prefer art projects could create a poster or visual chart showing the causes of the Civil War. Musically gifted students could compose and perform a song about the causes, while those with a preference for movement-based activities could perform a dialogue or short play between key figures at the start of the Civil War.

Providing students with choices in how they demonstrate learning offers a more accurate reflection of their skills than a one-size-fits-all approach.

R.A.F.T.

The R.A.F.T. strategy stands for 'Role, Audience, Format, Topic.' This is a writing strategy that provides differentiation through student choice. It is ideal for a social studies activity or assessment because it naturally lends itself to analyzing the attitudes and actions of historical figures within the context of a historical setting.

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differentiated instructional strategies for social studies | study.com

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Differentiated Instructional Strategies for Social Studies | Study.com

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A typical social studies class can be challenging for students with varied learning needs. Listening to lectures, memorizing dates, and conceptualizing historical events and timelines can seem overwhelming. Differentiating your instruction will help ensure that you are able to meet the various needs of all learners and provide them with equitable access to the curriculum.

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Thanks to everyone for joining us for Thursday's #langchat, and thanks especially to our moderators, Erica Fischer (@CalicoTeach) and Sara-Elizabeth Cottrell (@SECottrell). The summary is a little bit late this week but is loaded with great information and some interesting discussion!

Our topic was "How can we differentiate instruction in World Language classes?" The hour-long chat was a fascinating mix of theory and practical tips on differentiated instruction, but also covered several other interesting subjects such as goal setting in the classroom. Go here to check out the full archive, or read the summary below for all the main points.
What Is Differentiated Instruction?
Participants shared many personal definitions of differentiation, all of which had a similar theme: students have different needs and favored learning methods. Differentiating involves matching your teaching methods to students' needs and providing students with multiple options and paths for learning. It's important not to change your methods for the sake of variety, however; the focus should be on the students' learning, not on the teacher's instruction - @tmsaue1 calls this "differentiated learning."
Why Do We Differentiate Our Instruction?
As students learn in different ways, addressing their different methods ensures that all students are challenged and engaged to learn. Several participants mentioned that differentiating your instruction also helps to increase students' motivation by providing different activities and objectives that keep and attract their interest. In addition to variety keeping the kids interested, letting students choose their own learning paths and activities gives them the chance to choose the path that motivates them the most (@SECottrell).

Choosing and completing work that motivates them can improve their confidence. In addition, @esantacruz13 mentioned that taking the time to get to know students and what works for them also improves students' confidence.
How Can We Differentiate in the Classroom?
Our moderator, @CalicoTeach, asked "What should we do every day to differentiate instruction?" One of the critical points brought up by @SECottrell is that world language teachers should always act like we believe every child can succeed. The most important factor in learning a language is motivation, not ability.

After establishing this mindset, @mmebrady thinks we can provide different options for learning activities. Here we should let students choose both what and how they learn. Also, it's a good idea to implement different learning methods in activities to appeal to multiple students. Even just using the four elements of a foreign language - reading, writing, listening and speaking - is a good way to address students' different learning styles.

Another way to differentiate your teaching methods is to pick one of the multiple intelligences per day to reach specifically, though not exclusively (@pamwesely). Also, try letting one student be the "star student" for the week, which lets this student pick some activities and goals for the week with the teacher. Another suggestion is to have small groups of students work on the next project, and the whole class votes on the best project to actually do.
Differentiated Instruction through Student Goals
A key element of effective differentiated instruction is to let students choose their own language learning goals for the classroom with the teacher as a facilitator. When discussing goals, remember that goal setting is a learned skill. The best way to start setting language-learning goals is for the teacher to model the process first (@tmsaue1). It's ok to discuss goals for language learning in English - it's unlikely, especially at beginner and intermediate levels, that students have the target language skills to discuss their learning objectives in the language.

To help students feel comfortable setting their own goals and providing feedback on what works, try to cultivate an environment that encourages communication and sharing. Remember that not all students are at the same ages or levels of development (@pamwesely). Asking some students to create their own goals may work; with others it might not. Reasons vary, but students may just be too shy to give feedback publicly. @tmsaue1 suggests giving students opportunities for quiet feedback, such as exit slips or at-home surveys.

A potential issue with student-created goals is that many students might not know the best way to learn or what they want to learn (@pamwesely). It's the teacher's responsibility to provide the necessary support and motivation so that students can make an educated decision on what and how to learn in the classroom. One way to do this is to communicate proficiency standards with students so that their goals match; not doing so could lead students to set goals that are too high and that may lead to disappointment (@tmsaue1). @klafrench created goals with her students by starting with established proficiency standards and picking out key words to include in the class goals.

Worksheets and other activities can help students set goals, too. Before every unit, @MmeNero has students fill out a traffic light document with learning objectives divided by language skills. Students appreciate knowing what the end goal is.
Problems with Differentiated Instruction
One of the major problems with differentiated instruction is its popularity with educators. As it's become a sort of buzzword, many teachers and educators may be tempted to believe that simply changing up their teaching methods will be enough to bring a different style of learning to their students. Don't fall into this trap! Always have a reason for any changes in teaching methods, and it's a good idea to gather student feedback as you go.

Some students might assume certain learning methods won't work for them, too. We need to help those students try these ways (@CalicoTeach). As facilitators, our job isn't just to give students the information they need to make decisions; we should also push students to continuously challenge themselves.

However, teachers must be careful not to get too involved. @MmeJonesy indicated that it's sometimes difficult to listen to what students want - teachers often have their own agendas they want to pursue. It's not easy to leave decisions such as these up to students, but it's integral to differentiated and student-centered learning. At the same time, goals and paths aren't necessarily good just because the students' helped to pick them themselves, so we need to walk a fine line between too much teacher influence and not enough (@pamwesely).

Finally, we need to make a distinction between differentiating and individualizing our teaching; @tmsaue1 asks is it really possible to address the needs of 150+ students? While an abundance of planning time would make this possible, few teachers have that luxury. It's therefore important to be aware that you cannot hope to cater to the individual needs of every student yourself; this makes student-created goals and other student inputs all the more essential.
Resources
Thanks again to all the participants of Thursday's #langchat - the archives show that this was one fast-paced and interesting discussion, with views from all angles. If you missed out, join us for the next chat on Thursday at 8:00 p.m. EST. Be sure to monitor the #langchat hashtag during the week to take part in the vote on our next topic, or visit our Google Docs page to suggest a topic of your own. Also, check out our wiki at http://www.langchat.pbworks.com/.

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Differentiated Instruction in the World Language Classroom | Calico Spanish

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Thanks to everyone for joining us for Thursday's #langchat, and thanks especially to our moderators, Erica Fischer (@CalicoTeach) and Sara-Elizabeth Cottrell (@SECottrell). The summary is a little bit late this week but is loaded with great information and some interesting discussion! Our topic was "How can we differentiate instruction in World Language classes?"

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Tiered Lessons: One Way to Differentiate Mathematics Instruction

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This article is about differentiation. Due to the broad range of academic needs among students, teachers find themselves in a dilemma. The Burris Laboratory School outlines how teachers can reach all the students in their classrooms when they are academically diverse, have special needs, are ESL learners or have some combination of any or all of these factors.

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Leagan Gaelige Science Differentiation in Action: Practical Strategies for Adapting Learning and Teaching in Science for Students with Diverse Needs and Abilities'

This resource pack, of which two copies have previously been sent to all post-primary schools, includes worksheets, activities and ideas that teachers can use directly in the classroom. A wide range of junior certificate science topics are included. This resource also includes a CD of interactive quizzes and PowerPoint presentations.

Below are all the sections of the publication divided up into separate downloadable PDF documents.

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Leagan Gaelige Science Differentiation in Action: Practical Strategies for Adapting Learning and Teaching in Science for Students with Diverse Needs and Abilities' This resource pack, of which two copies have previously been sent to all post-primary schools, includes worksheets, activities and ideas that teachers can use directly in the classroom.

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Too often, students with disabilities, especially those with more moderate and significant disabilities, are excluded from the rich and complex experience of the science lab. This is unfortunate as many a teacher would argue that if students are not engaged in hands-on science, then they are not really "doing" science. In other words, science is about learning ideas and concepts, studying vocabulary, and understanding theories, but it is also about observation, exploration, and discovery.

Another reason to give all students access to lab work is to pique their interest and enhance their learning. It is widely accepted that students who participate in labs and other hands-on science activities will remember the material better and be able to transfer the learning across situations and lessons. Students who have learning difficulties or differences are often more on task during hands-on activities because there are typically a wide variety of ways to participate and the active and social nature of the science lab keeps students engaged. Finally, lab work helps all students hone social and communication skills, making it ideal for learners with disabilities who may need help with asking and answering questions, taking turns in a conversation, or knowing how to enter a discussion.

Having shared all of these benefits, many learners will need adaptations or modifications in order to be successful in a lab situation. Twenty ideas that can help you support diverse learners in your science classroom are offered here:

1. Be explicit about what you want students to know and do in each lesson and model what you want to see (e.g., language, behaviors, techniques) in the lab.

2. Post expected lab behavior on a poster or chart that is clear for all to see- (emphasizing safety guidelines). Draw students' attention to this information every time they work in the lab.

3. Organize your lab around "big questions" that all students can answer in some way. For instance, the question, "What is a rock?", can be answered on many different levels. One learner will be able to show or give an example of a rock while other learners will learn that it is "consolidated mineral matter".

4. Be sure to create very clear step-by-step directions for the lab. If needed, provide a checklist or even an illustrated checklist of steps.

5. Instead of pairing students alphabetically or randomly, think about individual needs to determine best partnerships. You might also give students a questionnaire to find out not who they want to work with but who they think they can work effectively with. Get suggestions from them but make the final decisions based on your observations. Some learners might have difficulty working with new or unfamiliar people. You may want to pair these students with a familiar peer.

6. Give different students different roles based on their strengths. For example, a student who is a strong writer might take notes for the group, while a student who enjoys public speaking might present the group's findings to the class. You can also assign roles based on student needs. For instance, an individual who needs more practice with social skills might be asked to serve as the group facilitator.

7. Some students may be better served by working across groups instead of within a group. For instance, if measurement is a skill you are targeting for a particular student, you might have him visit each group to measure and pour liquids. If calculations are a target skill, perhaps he can help each group check and re-check their work.

8. If the experiment or lab requires procedures that are complicated or has directions that are easily misunderstood, be sure to clearly demonstrate these pieces in front of the students.

9. If reading the supporting materials will be a challenge for one or more learners, consider simplifying the directions, highlighting key words, or adding icons, tables, or photos to the text.

10. If you work with students who struggle with the writing requirements of labs, allow all or some to use portable word processors or to speak observations and findings into a tape recorder or digital voice recorder.

11. Add additional roles or tasks for students who are working on individual goals that would not typically be addressed during lab. If a student is learning to use a new communication device, for instance, you might ask her group to allow her to direct or, at least, introduce the activity with pre-programmed messages on the device.

12. Look for a range of materials that diverse learners can access to understand the key concepts or ideas being explored in the lab. For a lab on dissecting frogs, for instance, you might have a plastic model of a dissected frog, books on frogs, and an on-line virtual dissection available to learners who need extra support.

13. Provide more durable materials, if needed. Plastic beakers might be a better choice than glass ones for some learners, for instance.

14. When necessary, incorporate adapted materials that help students with sensory differences (e.g., talking thermometers, laboratory glassware with raised numbers).

15. Use technology as a support for diverse learners. For example, digital cameras can help students record steps of an experiment. An iPad can be used as a tool for collaboratively recording data.

16. For those who need repeated practice or extra materials for review, you might record experiements and give them to certain learners to view. Or you can post parts of your labs on a classroom website or on a site such as TeacherTube.com.

17. Reduce the writing component of the lab work. Instead of asking for the purpose, materials, procedure, and the conclusion, you might have some students responsible for writing only the conclusions. Or you might prepare a set of guided notes (a map or outline of the lab notes) for some learners; these individuals would only need to fill in the blanks where content is missing or finish diagrams or charts that have been partially completed.

18. Allow students to report their findings in a variety of ways. They might choose from writing a description, drawing a diagram, or explaining findings to a peer.

19. If a particular student needs supplemental activities or supports, he or she might spend some class time away from the lab gathering information that can be brought back to the whole group. For example, a student might explore websites for visuals that can be presented to the whole group.

20. To challenge some or all learners, ask them to design a new lab or experiment.

COPYRIGHT

Do you want to use an article? You can! Simply do the following:

1) Email me with complete details of the publication (e.g. URL, name, date, issue number).

2) Include this statement at the top of the article (under the title):

This article is from the website of Dr. Paula Kluth. It, along with many others on inclusive schooling, differentiated instruction, and literacy can be found at www.PaulaKluth.com. Visit now to read her Tip of the Day, read dozens of free articles, and learn more about supporting diverse learners in K-12 classrooms.

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Too often, students with disabilities, especially those with more moderate and significant disabilities, are excluded from the rich and complex experience of the science lab. This is unfortunate as many a teacher would argue that if students are not engaged in hands-on science, then they are not rea

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Published on

1. 1. Differentiation in the science classroom Kristi Williams EDU 610 University of New England

2. 2. What is differentiated assessment?* Differentiated assessment is a continuous process of data collection by teachers using a variety of assessments.* Teachers identify the individuality of students and address their needs and strengths from multiple activities before, during ,and after instruction. (Chapman and King, 2005)

3. 3. What is differentiated instruction?* Differentiated instruction acknowledges that all students have varying amounts of background knowledge, ability levels, personalities, and interests that make each student different.* Differentiated instruction provides a variety of learning experiences to meet the diverse needs of students (Tomlinson, 2001).

4. 4. In what areas should teachers differentiate?* CONTENT taking in information* PROCESS interpreting information* PRODUCT creating products to communicate what they learn (Tomlinson, 2001)

5. 5. What is the teacher's role in differentiated assessment?* The teacher is a facilitator monitoring student progress and supporting students when needed. (Tomlinson, 2001)

6. 6. What are three things teachers need toassess in a mixed-ability classroom to plan instruction? * Learning profiles * Interests * Readiness levels (Tomlinson, 2001)

7. 7. How do teachers understand each student's learning style?* Multiple intelligence tests* Learning profile inventories* Learning environment preferences

8. 8. What are Multiple Intelligences?* Howard Garner defined abilities or gifts as multiple intelligences in which he believes all humans possess in varying quantities.* These intelligences are different for each person as a result of genetic inheriting and environmental factors, and these profiles influence cognitive activities.http://pzweb.harvard.edu/PIs/HG_MI_after_20_years.pdf

9. 9. What are the eight different kinds of multiple intelligences?* http://www.scribd.com/doc/8727642/Multiple-Intelligences-8-Ways-of-Being-Smart* Verbal-linguistic* Math-logic* Spatial* Bodily-kinesthetic* Musical* Interpersonal* Intrapersonal* Naturalist

10. 10. How can teachers assess a student's multiple intelligence?* http://www.scholastic.com/familymatters/par entguides/middleschool/quiz_learningstyles/i ndex.htm#error* http://ttc.coe.uga.edu/surveys/LearningStyleI nv.html* http://people.usd.edu/~bwjames/tut/learning -style/stylest.html

11. 11. What are some examples of questions a teacher might use in a learning profile inventory?* What are your strengths as a student?* What are your weaknesses as a student?* What is important to you at school?* What is important to you at home?* What do you want to learn more about?* What are your hopes and dreams for school this year?* What type of learning environment do you prefer?

12. 12. What are examples of environmental learning preferences for students? *Small group *Partners *Independent *Quiet *Noisy *Warm *Cool *Light *Dark *Movement (Tomlinson, 2001) *Sitting still

13. 13. What are some questions a teacher could ask to learn about a student's interests?* What are your hobbies?* What is your favorite subject at school?* Do you participate in after school activities?* Do you have any collections?* Do you have any pets?* What is your favorite season of the year?

14. 14. How can a teacher assess student readiness?* Pre-assessments of content (background knowledge)* Pre-assessment of skills* State Mastery Test scores (including subject tests)* Reading assessments from Reading Specialist

15. 15. What are examples of content- based pre-assessments?*Name an example of a producer*Draw and label a food chain including plantsand animals*What does the word photosynthesis mean?

16. 16. What are some examples of skill- based pre-assessments?*Create a Venn diagram comparing andcontrasting two objects found in the classroom*Create a bar graph with the information listedin the data table*Write a complete sentence describing whatthe word science means to you.*Draw an illustration to help explain youranswer.

17. 17. What are some examples of differentiated instruction andassessment in the science classroom?*Flexible grouping*Learning centers or stations*Tiered lessons*Choice boards*http://www.k8accesscenter.org/training_resources/sciencedifferentation.asp*http://www.doe.in.gov/exceptional/gt/tiered_curriculum/science/6SL.pdf*http://elearn.une.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_9608_1%26url%3D*http://www.e2c2.com/uploads/Tiered_Jigsaw%20centers_pdf.pdf*http://www.pealcenter.org/images/Hendrickson.Science_Think_Tac_Toe.pdf

18. 18. How can I challenge all ability levels in the science classroom using Bloom's Taxonomy?Choice boards can be based on MultipleIntelligences and Bloom's Taxonomy.http://www.decs.sa.gov.au/northernadelaide/files/links/Blooms_Gardner_Handout.pdfhttp://daretodifferentiate.wikispaces.com/Choice+Boards

19. 19. What is an example of a Think Tac Toe board? Continued on the next pageName ______________________________________________Science Think Tac Toe due date: Parent signature _______________________________________Directions: Please select three activities in a tic-tac toe design by placing a check mark in the box. These activities are aligned withHoward Gardner's multiple intelligences that we have been discussing in science class. You will have class time to complete theseassignments, but you may need to work at home if you think you will not meet the deadline. Verbal/linguistic Naturalist Visual/spatial RAFT activity Compare/contrast two macro- Create a hand-drawn poster orWrite a leter to our representative invertebrates we found in Assekonk PowerPoint presentation of plants andDiana Urban pretending to be an Pond in a Venn diagram. Please include animals found in Assekonk Pond. If youorganism living in Assekonk Pond or a four entries in each category of the would like to use pictures from thevernal pool in N.S. This letter must by Venn diagram and a picture of each Internet, you must provide the webtyped and include an illustration. Please organism. sites you used.use at least three of our vocabulary *You may complete this activity on the *Create a food web including arrowswords in your letter and address one of computer in a Microsoft Word document showing the direction of energy flowthe following problems: and include pictures from the Internet. *Label organisms with names and*an exotic species has been introduced *Please remember to include the web feeding levelsto your ecosystem and is threatening sites of your pictures. *Animals and plants must be living inyour niche Or Connecticut*an organism has been eliminated from Create a scavenger hunt with five ofyour food web the plants or animals we saw outside*Your habitat is threatened with a new when we went pond-dipping in Assekonkhousing development Pond. Please type the scavenger hunt and provide an illustration or a picture from the Internet (include the web sites you used)

20. 20. Body/kinesthetic Free choice InterpersonalCreate a life-size organism of a macro- Plan a class discussion with the topic ofinvertebrate of your choice living in If you choose this inquiry activity, you your choice that is relevant to one ofAssekonk Pond. must have your idea approved by me.  vocabulary words with a current event*All identification marks and adaptations found in the newspaper.must be included in your model and be *Please type at least three discussionready to share this natural history with questions for this activity and providethe class. the newspaper article. Or OrConstruct an ecosystem in a 2 liter Present this information in a PowerPointbottle. Please include plants and animals presentation for the class discussion.living in North Stonington. Please see mefor directions. Intrapersonal Logical/mathematical MusicalResearch information about an exotic Create a data table and a bar graph using Please create a science rap, rhyme orspecies threatening our native organisms Excel of the macro-invertebrates we jingle that will help someone rememberin Connecticut. Create a poster or collected at Assekonk Pond. at least three of our vocabulary words.PowerPoint presentation with newspaper Or *This activity must be typed and includearticles or information from the Create a PowerPoint to present this an illustration or a picture from theInternet. Please include the web sites information to the class. Internet.you used for your research and pictures. *All web sites used for research or Or pictures must be listed on your paper.Research the function and importance of Orvernal pools and examples of some of the Tape record or video tape your friendsanimals that depend on them for survival. singing your song to share with the class.Please create a poster or PowerPointpresentation to showcase your work.

21. 21. How do I keep students on task whenthey are grouped with varying ability levels, interest levels, or completing independent work? Student learning contracts

22. 22. How do student learning contracts work?*Student contracts are negotiated between theteacher and the student.*They establish expectations to help thestudent complete the assignment on time.This kind of ownership is empowering tostudents and encourages them to be engagedin their learning.*It also allows the teacher to be a facilitatorand to guide a student in the learning process. (Tomlinson, 1999)

23. 23. What are some examples of differentiated assessment in the science classroom?* Authentic assessmentshttp://jfmueller.faculty.noctrl.edu/toolbox/examples/authentictaskexamples.htm *Formative assessmentshttp://www.edutopia.org/blog/formative-assessments-importance-of-rebecca-alber *Tiered assessments *http://challengebychoice.wordpress.com/tiered-science-assessments/

24. 24. Why should teachers use technology in the science classroom?* Virtual field trips allow students to leave the classroom without a permission slip* Video clips allow student to collect data along with other scientists* On-line quizzes help teachers assess comprehension without using paper and pencils* Interactive web sites encourage responsibility and independence* Electronic texts provide a different learning modality

25. 25. What are some examples of digitallessons to use in the science classroom? * http://www.stroudcenter.org/research/index.shtm * http://school.discovery.com/schrockguide/ * http://www.edtechmag.com/k12/issues/november- december-2007/waterworks.html * http://www.projectwild.org/ * http://kids.nationalgeographic.com/kids/games/action games/geogames/ * http://exploretheblue.discoveryeducation.com/ * http://teacher.scholastic.com/activities/explorations/a daptation/

26. 26. Why should teachers have students reflect on their work?* Teaching children to assess their work habits help make students take more ownership over their learning and help increase self- esteem and motivation.* Teaching students about metacognition helps them evaluate their own learning process and helps them to understand what strategies they need to become successful in school. (Chapman and King, 2005).

27. 27. What are some examples of self- reflective questions?*How many adjustments or changes did youmake? Tell me about one of them.*What obstacles did you overcome?*How will you do this differently next time?*Describe the easiest part.*Describe your least favorite part.*Tell about the most enjoyable part of theassessment activity. (Chapman and King, 2005)

28. 28. What are the goals for students in a differentiated classroom?* To become independent and successful learners* To be aware of individual metacognition* To be engaged in meaningful activities* To challenge all ability levels* To challenge all multiple intelligences* To empower children (Chapman and King, 2005) (Tomlinson, 2001)

29. 29. What are the goals for teachers in a differentiated classroom?* to create connections between teachers and students* to establish a safe learning environment* to gather information about students to foster the relationship between students and the teacher* to learn about students' interests, hobbies, and multiple intelligence strengths and weaknesses.* to encourage students to become more independent learners by teaching them to assess their work habits and to make them more self sufficient. (Chapman and King, 2005)

30. 30. How can science teachers learn more about differentiation?* http://differentiationcentral.com/videos.html* http://www.youtube.com/watch?v=FJMkcL6D o0Q* http://www.youtube.com/watch?v=6P- XVPFXL4I* http://www.edutopia.org/stw-differentiated- instruction-learning-styles-video

31. 31. References* Chapman, C. & King, R. (2005). Differentiated assessment strategies: One tool doesn't fit all. Thousand Oaks, California: Corwin Press, Inc.* Tomlinson, Carol Ann. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.* Tomlinson, Carol Ann. (2001). How to differentiate instruction in mixed-ability classrooms 2nd edition. Alexandria, VA: ASCD.

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Differentiation in the science classroom

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Published on 1. Differentiation in the science classroom Kristi Williams EDU 610 University of New England 2. What is differentiated assessment?* Differentiated assessment is a continuous process of data collection by teachers using a variety of assessments.* Teachers identify the individuality of students and address their needs and strengths from multiple activities before, during ,and after instruction.

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I am a science specialist and I teach students in first through fifth grades. My school is becoming the resource room building in the district. I expect to have large class sizes, 25-30 students, with mixed ability levels. I could have as many as 12 special education students in one class.

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Video

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Hi, friends! I'm stopping by to share how I've stepped up my differentiating-game this year. My new team is fabulous at finding just-right learning materials for our 1st grade friends, and we have found a just-right system to make sure these materials get in the right friends' hands. (To read a MUCH updated post with specific examples for reading and math differentiation, as well as, organization - click here or the picture below.)

Like most teacher stories, it all starts with school supplies. This time, it's three reams of Astrobrights colored cardstock - green, yellow, and blue.

We flexibility group our friends into these 3 groups - green (below grade-level), yellow (on grade-level), and blue (above grade-level) for math and reading. To make it easy to remember think of a first grade outside picture (green = grass, yellow = sun, blue = sky). Our kids can move anytime they are ready, no big deal. Right now, I actually have 2 yellow groups and am slowly transitioning them into a blue group. I have a FABULOUS group of friends this year!

Our friends know what color they are in math and reading. During Daily 5 or centers, students grab the folder or word-ring that is just-right for them. In our Word Work center, our word rings hang on Command Hooks in an extra cubby. Students grab a word ring and an activity tub (Versatiles, Magnet Letters, Super Sentences, etc.). Students are able to work on the same activities, but with their just-right words.

In Math Stations, we use Sterlite Tubs to hold our materials. When students go to grab a math tub, it holds 3 folders - green, yellow, and blue. Students grab their just-right tub and get to work. If we were playing a game of Go Fish - the blue folder would have cards for Make 40 Go Fish. The Yellow Folder would have cards for Make 20 Go Fish, and the Green Folder would have cards for Make 10 Go Fish. Same game, just-right for all my friends.

In our listening center, the 3 colored folders fit on top of the shelf. Students can choose any book to listen to. Then, after carefully listening, they pull a recording log out of their folder. The papers in the green folder often include a word bank and space for drawing their ideas, the yellow folder includes more lines for writing, and the blue folder includes a recording sheet for a 2nd grade reading skill. (You can grab these differentiated listening to reading sheets here.)

Here is an example of folders for our Versatile Tubs in Word Work. Our skills for the week were Short E and Beginning Blends. The green folder is focusing on short e, the yellow folder us focusing on blends using picture clues, and the blue folder focuses on blends in the context of complete sentences.

It's really that simple and effective. Students have access to the content and material that is just-right for them, and it requires little management. I am not planning 15 different reading/math tubs each week. Rather, I plan 3 Word Work activities and just change out the word rings each week. I plan 4 math tubs and just change-out the cards or numbers in the tub each week.

This is what is working for my friends. What works in your classroom? How do you manage differentiate with your friends? I'd love to hear about your system!

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Differentiating Your Classroom with Color - The Brown Bag Teacher

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Hi, friends! I'm stopping by to share how I've stepped up my differentiating-game this year. My new team is fabulous at finding just-right learning materials for our 1st grade friends, and we have found a just-right system to make sure these materials get in the right friends' hands.

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Great Visual

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February 2010 | Volume 67 | Number 5
Meeting Students Where They Are Pages 79-81

Tracy A. Huebner

Today's classrooms are filled with diverse learners who differ not only culturally and linguistically but also in their cognitive abilities, background knowledge, and learning preferences. Faced with such diversity, many schools are implementing differentiated instruction in an effort to effectively address all students' learning needs.

What We Know

Researchers at the National Center on Accessing the General Curriculum define differentiated instruction as

a process to approach teaching and learning for students of differing abilities in the same class. The intent is to maximize each student's growth and individual success by meeting each student where he or she is ... rather than expecting students to modify themselves for the curriculum. (Hall, 2002)

Although experts and practitioners acknowledge that the research on differentiated instruction as a specific practice is limited (Allan & Tomlinson, 2000; Anderson, 2007; Hall, 2002), solid research does validate a number of practices that provide the foundation of differentiation. These practices include using effective classroom management procedures; promoting student engagement and motivation; assessing student readiness; responding to learning styles; grouping students for instruction; and teaching to the student's zone of proximal development (the distance between what a learner can demonstrate without assistance and what the learner can do with assistance) (Allan & Tomlinson, 2000; Ellis & Worthington, 1994; Vygotsky, 1978).

Moreover, a growing body of research shows positive results for full implementation of differentiated instruction in mixed-ability classrooms (Rock, Gregg, Ellis, & Gable, 2008). In one three-year study, Canadian scholars researched the application and effects of differentiated instruction in K-12 classrooms in Alberta. They found that differentiated instruction consistently yielded positive results across a broad range of targeted groups. Compared with the general student population, students with mild or severe learning disabilities received more benefits from differentiated and intensive support, especially when the differentiation was delivered in small groups or with targeted instruction (McQuarrie, McRae, & Stack-Cutler, 2008).

Tieso (2005) studied 31 math teachers and 645 students and found that differentiated instruction was effective for keeping high-ability students challenged in heterogeneous classrooms. In this study, preassessments prior to a three-week unit on statistics and probability indicated that high-performing students brought greater levels of prior knowledge to the start of the unit. Those students who were taught using a differentiated curriculum that supplemented the textbook curriculum and were placed in various groups according to their performance level demonstrated significantly higher achievement on the post-test than did high-performing students who were taught using the textbook curriculum and whole-class instruction. She concluded that revising and differentiating the curriculum, along with creating purposeful flexible grouping, may significantly improve students' mathematics achievement, especially for gifted students.

Lawrence-Brown (2004) confirms that differentiated instruction can enable students with a wide range of abilities-from gifted students to those with mild or even severe disabilities-to receive an appropriate education in inclusive classrooms. Building on Vaughn, Bos, and Schumm's (2000) basic, three-level planning pyramid and Tomlinson and Kalbfleisch's (1998) work on differentiated classrooms, Lawrence-Brown explains how a teacher might address some students' individualized education plan goals by adapting the classroom curriculum to include manipulatives, visual aids, charts, audiotapes, and explicit expectations, while also offering an enriched curriculum to gifted students.

Baumgartner, Lipowski, and Rush (2003) studied a program to improve reading achievement among elementary and middle school students using differentiated instructional strategies, including flexible grouping, student choice of learning tasks, self-selected reading time, and access to a variety of texts. In all three of the classrooms in the study, the targeted students improved their decoding, phonemic, and comprehension skills. Student attitudes about reading and their own abilities also improved.

What You Can Do

According to Tomlinson and Strickland (2005), teachers usually differentiate instruction by adjusting one or more of the following: the content (what students learn); the process (how students learn); or the product (how students demonstrate their mastery of the knowledge or skills). However, there is no one-size-fits-all model for differentiated instruction; it looks different depending on the prior knowledge, interests, and abilities students bring to a learning situation.

Across the literature, experts (Anderson, 2007; Rock, Gregg, Ellis, & Gable, 2008; Tomlinson, 2000) suggest these guiding principles to support differentiated classroom practices:

Focus on the essential ideas and skills of the content area, eliminating ancillary tasks and activities.

Respond to individual student differences (such as learning style, prior knowledge, interests, and level of engagement).

Group students flexibly by shared interest, topic, or ability.

Integrate ongoing and meaningful assessments with instruction.

Continually assess; reflect; and adjust content, process, and product to meet student needs.

Tomlinson (1999) examined school-level and district-level implementation of differentiated instruction and identified ways that education leaders can best support this change in practice. She recommends that leaders first develop a solid understanding of differentiated instruction so that they can present it coherently to teachers and provide committed school-level leadership. Leaders should also nurture different teaching models; encourage teachers to apply differentiation with flexibility, creativity, and choice; and provide teachers with high-quality professional development as well as time to collaborate, plan, and implement differentiation.

Educators Take Note

Tomlinson (1999) offers a caveat: "For all its promise ... effective differentiation is complex to use and thus difficult to promote in schools. Moving toward differentiation is a long-term change process" (p. 6). It is best to begin by seeking out the wisdom of other educators who have experience with differentiated instruction, ground your own practice in the theory, and learn in a way that is meaningful to you.

References

Allan, S. D., & Tomlinson, C. A. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: ASCD.

Anderson, K. M., (2007). Differentiating instruction to include all students. Preventing School Failure, 51(3), 49-54.

Baumgartner, T., Lipowski, M. B., & Rush, C. (2003). Increasing reading achievement of primary and middle school students through differentiated instruction (Master's research). Available from Education Resources Information Center (ERIC No. ED479203).

Ellis, E. S., & Worthington, L. A. (1994). Research synthesis on effective teaching principles and the design of quality tools for educators (Technical Report No. 5). Eugene: University of Oregon, National Center to Improve the Tools of Educators.

Hall, T. (2002). Differentiated instruction [Online]. Wakefield, MA: CAST. Available: www.cast.org/publications/ncac/ncac_diffinstruc.html

Lawrence-Brown, D. (2004). Differentiated instruction: Inclusive strategies for standards-based learning that benefit the whole class. American Secondary Education 32(3), 34.

McQuarrie, L., McRae, P., & Stack-Cutler, H. (2008). Differentiated instruction provincial research review. Edmonton: Alberta Initiative for School Improvement.

Rock, M., Gregg, M., Ellis, E., & Gable, R. A. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure, 52(2), 31-47.

Tieso, C. (2005). The effects of grouping practices and curricular adjustments on achievement. Journal for the Education of the Gifted, 29(1), 60-89.

Tomlinson, C. A. (1999). Leadership for differentiated classrooms. The School Administrator, 56(9), 6-11.

Tomlinson, C. A. (2000). Differentiation of instruction in the elementary grades. ERIC Digest. Available: www.ericdigests.org/2001-2/elementary.html

Tomlinson, C., & Kalbfleisch, M. L. (1998). Teach me, teach my brain: A call for differentiated classrooms. Educational Leadership, 56(3), 52-55.

Tomlinson, C. A., & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum, grades 9-12. Alexandria, VA: ASCD.

Vaughn, S., Bos, C., & Schumm, J. (2000). Teaching exceptional, diverse, and at-risk students in the general education classroom (2nd ed.). Boston: Allyn and Bacon.

Vygotsky, L. S., (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Tracy A. Huebner is Senior Research Associate at WestEd, San Francisco, California; thuebne@wested.org.

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Differentiated Learning - Educational Leadership

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February 2010 | Volume 67 | Number 5 Meeting Students Where They Are Pages 79-81 Tracy A. Huebner Today's classrooms are filled with diverse learners who differ not only culturally and linguistically but also in their cognitive abilities, background knowledge, and learning preferences.

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Differentiating Instruction in Math: It's Not as Hard as You Think - National Council of Teachers of Mathematics

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This session will explore simple strategies that any teacher can regularly use to make his or her classroom more inclusive and engaging for all students.

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Easy way to quickly differentiate in any classroom

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Do you struggle to make one worksheet work for your whole class? Are you trying to differentiate without pulling your hair out? I have been there, and I feel for you.

While I am not a worksheet kind of teacher, I do understand that they have their time and place in just about every classroom. While they are necessary, they can be difficult to reach every student with, and in the modern classroom that poses some serious issues. Differentiation is such a buzzword these days, as it should be with individualized learning, but it can add a lot to a teacher's workload.

It doesn't have to though! Differentiation isn't always a big sweeping change in what you are doing, sometimes it is more about how you structure an assignment, than it is about the assignment itself. With this being said, I would like to share my 8 favorite ways to differentiate a worksheet.

Highlighter

A highlighter is a magical little tool. It is super easy to stick one in your pocket or clip it to your lanyard so that you have it at a moment's notice to whip out and be ready to differentiate like a boss. I use a highlighter to select items for a student to complete. I use this tool when there are specific items that I need to see student's progress on. When using a highlighter it usually means that I am the one selecting which items need to be completed, and it is usually more than half of the items.

Sometimes I will ask the student which item they are struggling with and work with them on that item, and then highlight items that will compliment their learning based on that item. A fringe benefit of using the highlighter is that students love the color that is added to their paper. My favorite highlighters are the Frixion erasable highlighters, because a teacher reserves the right to change her mind.

Evens or Odds

Evens or Odds is a great tool for students that struggle to complete an entire worksheet, but still need practice, or students who get bogged down thinking about completing a lot of items. This differentiation strategy is as easy as it sounds, students simply complete either the even or odd numbered items.

To add a little bit of fun, and instantly engage students, I will play a quick game of evens or odds with them to determine whether they will be completing the Evens or Odds items. It gets them pumped every time.

Fold In Half

This strategy, much like Evens or Odds works well when students should be completing about half of the items on a worksheet. This differentiation strategy is great for students that seem to get overwhelmed looking at an entire worksheet, so by folding the paper in half, they have less to look at and can be less intimidating. Similarly, you can continue folding the paper into fourths if a student needs to look at even less.

Similarly, I have cut up worksheets into smaller pieces to give to students who need a little more to help ease their anxiety. In this case I give students one piece at a time, but often wind of giving them the whole assignment, just in pieces.

Select Items

This differentiation tool is amazing for students that need a little bit of control, because it offers choice. In this case I generally have a highlighter and meet with a student. I tell them what the different sections are and use my highlighter to split up the items based on standard. Then I write in highlighter how many of each item I expect them to complete. Finally, I leave the highlighter with the student to choose. It becomes their responsibility to choose items for each standard to highlight and complete.

It absolutely amazes me how students exceed my expectations just about every time I use this strategy. The idea that the teacher is allowing them the choice of which problems they wish to complete is empowering, and they really take it on.

Create a Challenge

This differentiation strategy is great for students that are fully capable of completing an assignment, but lack the motivation or follow through. A challenge can take on many different forms, but it is basically simple reverse psychology. It sounds a little something like, "This is a tough one, it is actually something I would ask fifth graders (if you are teaching fourth grade) to do, but I think you might be able to get through it. What do you think?"

Then I ask students to tell me how many of the items they think they can complete correctly, and we essentially make a little wager. Usually it is something along the lines of if you complete ___ items correctly then you can take your shoes off for the rest of the day.

This strategy works with a very specific type of student, and not every time, but it can be a life saver.

Cooperative Structure

I am a huge proponent of cooperative learning in every aspect, but it is a miracle worker when it comes to differentiation. It is a powerful tool for all learners, but it is especially great for our English Language Learners.

My favorite cooperative learning structure for completing a worksheet is Sage-N-Scribe, because it allows students to help each other all while voicing exactly what they are doing.

To complete Sage-N-Scribe

1. Partner A has the pencil

2. Partner B thinks out loud while Partner A scribes for them giving them praise or corrections

3. Partner A and Partner B switch rolls and repeat

This strategy is amazing for all students, because voicing their thinking really makes them work on their metacognition and work on academic vocabulary. It also allows me, as the teacher, to hear how my students are doing.

It is sometimes hard to remember that students need differentiation in both directions, so these next two strategies focus on differentiation for our faster workers, higher achievers, and creative thinkers, but are great for students of all skill levels.

Extension Question

This differentiation strategy can go one of two ways:

1. The teacher writes an extension question on the board for students to respond to.

2. Students create their own extension question to respond to.

Both of these options are powerful, but I would argue that the more creative questions and explanations come from the students.

Become the Expert

I love this strategy when we are working on mastery. While students are working, as they show mastery of a standard I given them a pen, I used purple, and they were then allowed to move around the room and offer help to other students.

This tool can be really powerful in giving confidence to students and giving them control of their learning. It is also a great motivator to get students working. I purposely look for students that sometimes struggle to give the almighty purple pen to, because they are actually getting more practice while helping others.

Wrapping Up

These eight strategies have worked miracles for me, and I know that they can be a great set of tools to add to your toolbox as well. What strategies have you tried?

Subscribe to get the 8 Ways to Differentiate a Worksheet one-pager!

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Do you struggle to make one worksheet work for your whole class? Are you trying to differentiate without pulling your hair out? I have been there, and I feel for you. While I am not a worksheet kind of teacher, I do understand that they have their time and place in just about every classroom.

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Great ideas and tools

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Thanks to Note: Last updated 7/21/08. All updates are posted at the Joyce Valenza, this post has been recreated as a wiki. Check it out here: udltechtoolkit.wikispaces.com ( Free UDL Tech Toolkit Wiki. I no longer update this post ).

My passion is to remove the obstacles to learning for all students and these free tools offer opportunities for struggling learners that promote academic success. When material is digital or electronic, it is flexible and accessible. It is our responsibility as educators to provide materials that promote success. Please encourage all educators to consider using these free tools.

When Congress reauthorized IDEA in 1997, they added the provision that ALL students on IEPs must now be considered for assistive technology. (As Dave Edyburn pointed out, 4 million more students were now eligible to be considered for AT. According to the U.S. Department of Education, 96% of students with disabilities attend schools within their districts which is the high-incidence population.)

Unfortunately, this was another unfunded mandate.

Unfortunately, this is a provision that is frequently ignored (in my experience).

Many teachers believe that assistive technology has to cost money, typically a lot of money. They tell me they are afraid to bring up AT at team meetings for that reason. Other teachers tell me that particular software or hardware is available but no one knows how to use it so it just sits in a closet, unused. Sometimes, teachers who were trained to use particular tools or devices have left the district and no one else is interested in learning how to integrate the AT. A common complaint is that the software is too complicated or there are technical issues that prevent implementation.

I hear many more issues but none of this helps our struggling learners. It's time for a change and there is no better time than now with the ubiquitous open source and Web 2.0 tools that are readily available. Change is centered upon Universal Design for Learning (UDL) which proproses that multiple methods of :

Representation

Engagement

Expression

promote learning for ALL students. Flexibility is embedded within the curriculum. The book, Teaching Every Student in the Digital Age available in its entirety at the CAST website, expounds upon these principles and this is a MUST read for all educators. The TES segment of the CAST website offers a number of free resources and supports for educators interested in incorporating UDL principles in their classrooms, including tutorials and interactive activities.
Change is also centered on FREE tools that are already readily available in the classroom or that are easily accessed by Internet download.
I have assembled a number of free resources that I believe should be on every classroom computer to promote learning for all students based upon principles of UDL. These tools provide improved access and accommodate for learner differences. Additionally, they are fun and engaging!

Free Text-to-Speech (Why? Two reasons - 1. It is essential for struggling readers; when text is digital it is now accessible and 2. it supports the writing process, especially when editing and revising work)

WordTalk - a free text-to-speech program for the PC that works within WORD and Outlook and highlights each word that is read. Includes a talking spell checker and a talking thesaurus. Watch this teachertube.com video that I created to learn how to use it. It's best to watch it full screen.

Natural Reader - another free text-to-speech software program which converts any written text to speech (Word, pdf, websites, emails)

Click,Speak - a free Firefox extension that reads the Internet and highlights phrases and sentences as it reads

PowerTalk - free text-to-speech for PowerPoint presentations

Talklets - make any website talk, embed in your website, blog or wiki

Read The Words - Register first, upload file or choose text or website to read, a recording is generated which you can listen to online or download to an mp3 player, upload to a blog, etc. Very Cool tool worth letting your students explore.

Spoken Text - online text-to-speech MP3 converter

YakIToMe! - Listen to important documents, PowerPoint presentations, emails, RSS feeds, blogs and novels. YAKiToMe! is multi-lingual (English, Spanish, French ...) and brings you the world's best text-to-speech (TTS) synthesis technologies. Easily converts to podcasts.

((Word Talk is a MUST have download! There are a number of other programs but these are preferred because they work right within the program AND highlight the text as it is read. No need to open a new window.)

Free Speech-to-Text There are so many options, AT does not have to be expensive! Always remember that it is not about the tool but what the tool offers our struggling students, an alternative way to gain access to the curriculum and/or demonstrate what they know.

It is built into Office 2003 for Windows and VISTA. Explore it.
Free Literacy Tools

StarFall - Pre-K - 2nd grade online activities that promote literacy

GenieBooks - Decodable books in Powerpoint

Story Line Online - Listen to stories read by Screen Actors Guild members - follow along with the text

Planet eBooks - Free classic literature to download (middle school and up)

Cast UDL Book Builder - Check out a previous post to learn about this free online tool for creating digital books with embedded prompts.

UDL Editions - Leveled support for seven texts geared for ages 10 and up

Poetry Foundation - free resource to find poetry by category, by name, by title, by author, or by first line. It's digital, attach a voice and it's now accessible!

Free Graphic Organizers

Bubbl.us - free brainstorming and organizing tool

Mindomo - online mind-mapping tool, easily share with others

Belvedere - designed for k-12 population

CMAP - concept maps

Free Mind - mind-mapping tool

Mindomo - mind-mapping tool

MindMeister - online collaborative graphic organizing tool

Exploratree - thinking guides and more (definitely worth exploring)

Dabbleboard - freehand graphic organizer and visual whiteboard, fun and easy to use

Writing Tools

Ginger Spelling - "Ginger provides an automatic spell checker, through an intelligent automatic context-based correction of spelling mistakes and misused words." Excellent correction, currently in beta, available for download for use within Microsoft Word. Add this to your classroom computers and tell your students about it so they can download it to their home computers.(PC only)

Ghotit - an online contextual spell checker service, a great spell checker for students with LDs! Tell them to add it to their home computers.

Wacky Web Tales - an online "madlib" tool

Writing Fix - Interactive Writing Prompts

Read/write/think - Interactive digital activities (click the student materials link and then click the interactive links - there are many to choose from)

Our Story, Mnemograph - collaborative, online Time Line tools

ToonDoo - Online comic strip creator

Math Playground - excellent site for Math activities for K - 8, make sure to explore the Mathcasts. Mathcasts allow students to review math when THEY need to.

Thinking Blocks - a creative, interactive math resource to help students understand how to solve word problems. Watch the video here to learn how to use it.

GraphCalc - Online Graphing Calculator

National Library of Virtual Manipulatives - a library of uniquely interactive, web-based virtual manipulatives or concept tutorials, mostly in the form of Java applets, for mathematics instruction (K-12 emphasis)

Study Skills Tools

CueCard - an electronic flashcard program download with multiple features including ability to import audio and graphics. Keeps track of correct responses and can be printed out.

Study Stack - create interactive web-based flashcards or use ones that are already created; if you use stacks that are already created, check them first as there are errors in several of the created stacks.

Flash Card Machine - allows the user to create interactive web-based study flash cards.

Flash Card Friends - online, interactive flash cards

Quizlet - described as an online tool for learning vocabulary

Awesome Highlighter - tool that highlights text on a web page; save the URL or email it

Create note taking templates in Word

Use "Power of Color" within Word (background color, highlighting color and font color tools) to reinforce concepts, to determine salient points and for review

Use the "Organizational Chart" in the Diagram Gallery that is part of the Drawing Toolbar in Word to reinforce concepts and relationships which promotes learning.

In Word, press the Alt tab + mouse click within a word to access the Research pane. When you are online, you will instantly get a definition of the word.

Research Tools
Free Collaboration Tools (these are accessible anywhere!)

Google Docs and Spreadsheets - allows students to collaborate on work from any computer including while at home

Zoho - full suite of online, collaboration tools - word processor, presentation, notetaking (can insert audio), spreadsheets, planner. Worth exploring!

Go 2 Web 2.0 - here you will find every Web 2.0 application imaginable. There are tools for everything. Constantly updated!

Web 2.0 Tools - (These tools especially benefit the learner with reading, organizational or attentional issues as the material can be easily retrieved, read or listened to online)

Wikis - provide group collaboration opportunities and study guides

Blogs - provide opportunities for written expression without time constraints and can use text-to-speech, spell check, grammar check etc. before posting. Blogs are great for students who are less vocal IN class, for a variety of reasons, but still want a chance to participate in discussions

Podcasts/videocasts

Web-based social bookmarking tools such as Delicious or Portaportal - create class favorites that your students can retrieve anywhere to help them study

Multimedia and Digital Storytelling Tools

Voice Thread - capture audio for online digital storytelling. THIS IS A MUST HAVE! The pro version is free to K-12 educators.

Photo Story 3 for Windows - you will be amazed at how quickly you can create slide shows or movies from your class photos. Upload your photos in seconds, easily add music and you have a year end presentation of your class activities. MANY other uses.

ScrapBlog - Create online multimedia scrapbooks from your text, video, audio and photos

Flip Books - Create online multimedia scrapbooks from your text and photos

Animoto - create fully customized videos of user-selected images and music almost instantaneously. The web appliciaiotn does all the work once you select your images and audio. This one is so cool!

Building Wings: How I Made it Through School - A free "Readers Theater Implementation Toolkit" accompanies this autobiography by Don Johnston "which helps learners take charge of their learning potential!" Learned about this from Valerie who left a comment.

Additional Free Tools

Project Spectrum - Google Sketchup Tutorial for use with students on the Autism Spectrum

ZacBrowser - Web Browser designed by a grandfather for his grandson who is on the Autism Spectrum. Appropriate for young children or those with developmental disabilities

Do to Learn - Free Feelings and Emotions Games, excellent for social skills instruction, also check out the Fire Safety and Street Safety songs for students with cognitive disabilities

Yackpack - audio email or free live conferencing

Eyejot - "Video messaging in a blink," video email tool

PDF Creator or Cute pdf - free PDF conversion tools

Diigo - a powerful social annotation research tool, with highlighting features

Cast UDL Lesson Builder - provides educators with models and tools to create and adapt lessons that increase access and participation in the general education curriculum for all students.

Checklists - linear alternative to rubrics, easily create guides for students' projects.

Visual Schedules - best for younger students.

Note Star - helps organize notes and bibliographies for essays and research papers.

Imagine Symbols - 4000 free realistic symbols. Import these into your clip art folder for easy access.

Audacity - Free, cross-platform software for recording and editing sounds

Jott - Use a cell phone to send emails or voice messages, great for students to send themselves reminders, homework assignments, to-do lists, summaries of class instruction ,etc. This can be an effective strategy for students with executive function, organization or written output issues. Check out additional ideas here in this blog post.

Click N Type Virtual On Screen Keyboard

Pics4Learning - copyright friendly image library for teachers and students

Additional Strategies

Create customized lined paper using the Line tool within the Drawing Toolbar within Word. Give students the choice of lined paper within your classrooms including mid-lined paper.

Customize the toolbar in Word; remove extraneous icons on the Standard and Formatting Toolbars and add the "Insert Sound Object" icon so that it is readily available for student or teacher use. (There are numerous options for this "Power of Voice" feature - this is a very powerful tool!)

Enlarge the icons on your customized toolbar in Word

Embed verbal prompts in your documents for student support.

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Free Technology Toolkit for UDL in All Classrooms - Spread the Word!

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Thanks to Note: Last updated 7/21/08. All updates are posted at the Joyce Valenza, this post has been recreated as a wiki. Check it out here: udltechtoolkit.wikispaces.com ( Free UDL Tech Toolkit Wiki. I no longer update this post ).

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*GREAT RESOURCES HERE!!*

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Differentiated Instruction

In this collection of tools and advice from Edutopia and the web, find resources to help you adjust instruction in response to diverse learner needs and interests.

Levels of Understanding: Learning That Fits All: Learn how to develop a framework to support creating homework or practice to meet the needs of all learners. (Edutopia, 2015)

Making Failure Harder Work Than Passing: Discover how one chemistry teacher uses incremental learning goals, formative assessments, and differentiation to inspire students to work hard and reach their potential. (Edutopia, 2015)

5 More Ways to "Remove the Walls" From Your Classroom: Explore five ways to rearrange students across the usual groupings and grade levels while differentiating, hitting the standards, ensuring proficiency, and boosting engagement. (Edutopia, 2015)

Students Matter: 3 Steps for Effective Differentiated Instruction: Check out three strategies for differentiated instruction: knowing students' strengths, involving them in planning, and leveraging the strengths of fellow educators. (Edutopia, 2014)

3 Ways to Plan for Diverse Learners: What Teachers Do: To differentiate learning in the classroom, focus on content, process, and product. For more planning tips, also see 15+ Readiness Resources for Driving Student Success, which provides resources to help teachers meet the readiness needs of all students. (Edutopia, 2014)

Understanding Differentiated Instruction

Make Learning Last: How Diverse Learners Can Process Their Understanding: Find out how quick reflections, surveys, and diverse-perspective assessments can help students to process more deeply and check their own understanding. (Edutopia, 2016)

How Learning Profiles Can Strengthen Your Teaching: Explore ways that collecting data about learners can inform differentiation. (Edutopia, 2014)

3 Guidelines to Eliminating Assessment Fog: Break through assessment fog by identifying and communicating clear learning targets, separating logistical guidelines (like following directions) from academic learning targets, and providing students with different ways to demonstrate their learning. (Edutopia, 2014)

Dipsticks: Efficient Ways to Check for Understanding: Within this primer to formative assessment, you'll find a printable list of 53 ways to check for student understanding. For more ideas, you might also want to check out David Wees' community post with 56 Examples of Formative Assessment and Edutopia's formative assessment page. (Edutopia, 2014)

Tools for Teaching: Ditching the Deficit Model: Read about how to gain knowledge of students' strengths, interests, and hidden talents in order to best determine out how to meet their needs. (Edutopia, 2013)

Planning and Implementation Ideas

Equity vs. Equality: 6 Steps Toward Equity: Explore seven steps toward classroom equity: knowing every child, celebrating their potential, recognizing their challenges, becoming flexible, acknowledging inequity, and using culture as a resource. (Edutopia, 2016)

Serving Gifted Students in General Ed Classrooms: Consider do's and don'ts for meeting the needs of gifted students. (Edutopia, 2015)

Bridging the ADHD Gap: To support the needs of children with ADHD, make the learning child-centered, differentiate, integrate movement and mindfulness, create supportive learning environments, and document the process. (Edutopia, 2015)

Integrating ELL Students in General Education Classes: Learn about differentiated-instruction and formative-assessment strategies that can help general-education teachers of English-Language Learners (ELLs).

The Power of Introverts: An Essential Understanding for Teachers: Understand the characteristics of an introvert to better serve shy and quiet students. (Edutopia, 2013)

Knowing and Assessing Students

Integrating Technology and Literacy: Explore digital tools for text and video annotations, teacher feedback, and formative assessment. (Edutopia, 2016)

100+ Tools for Differentiating Instruction Through Social Media: Find out how social media can enhance differentiated instruction if the tools are selected with a careful eye on individual students' readiness, interests, and learning profiles. (Edutopia, Updated 2016)

Mixing it Up With Mangahigh: Using Games to Differentiate Instruction: Learn how one teachers uses the online math game site Mangahigh to better differentiate instruction. (Edutopia, 2014)

Enhancing Learning Through Differentiated Technology: Discover three tech tools -- SAS Curriculum Pathways, Newsela, and EDpuzzle -- that can help differentiate instruction by showing where students are and offering appropriate formative assessment. (Edutopia, 2015)

Teaching Diverse Learners

Tools for Differentiating Instruction in PBL: Differentiate the content, process, and product of your PBL lessons with tools and practices like Learning Profile Cards, narrative feedback, and design thinking. (Edutopia, 2016)

6 Strategies for Differentiated Instruction in Project-Based Learning: Learn about six simple, effective approaches to differentiated instruction in project-based learning. (Edutopia, Updated 2016)

How Does PBL Support Differentiated Instruction?: Understand how PBL can be designed and managed to factor in students' readiness, interests, and learning profiles. (Buck Institute for Education, 2012)

Differentiating With Technology

Differentiation in Project-Based Learning

Examples and Downloads From Schools That Work

Sample Student Exit Tickets -- Download sample exit tickets that Humboldt teachers use as a quick check for comprehension of that day's lesson; these tickets let teachers know who might need additional help in a small group setting.

Edutopia's flagship series highlights practices and case studies from K-12 schools and districts that are improving the way students learn. Below, find downloads used by practitioners at featured schools, and dive into real-world examples of differentiated instruction.

Small Group Work With "I Choose"
When teachers began asking for time to work with students in small groups, Humboldt Elementary in Dewey-Humboldt, Arizona found the time, adjusted the schedule, and empowered students by mixing scaffolded supports with a variety of student-friendly elective enrichments. Watch the video, and download sample exit tickets used by teachers:

Academic Success for All Students: A Multi-Tiered Approach
At P.K. Yonge Developmental Research School in Gainesville, Florida, Multi-Tiered System of Supports (MTSS) enables teachers to differentiate and provide each student the right level of instruction to succeed. Learn more, and check out one of this school's tools:

How do you approach differentiated instruction in your classroom? Share tools, resources, experiences, or advice in the comments.

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In this collection of tools and advice from Edutopia and the web, find resources to help you adjust instruction in response to diverse learner needs and interests.

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I wrote for Edutopia a six-part series that's spanned two months. What a great experience it's been to share ideas. The response by readers has been amazing. As I send to Edutopia the final article in the series, I found that several of the strategies needed greater detail than I could do with the word count limit. So what follows is that deeper dive. Here's an article that goes to the heart of student choice.
See the updated version of this article. Join me through this blog on pening aths, especially the resources and follow me on Twitter @JMcCarthyEdS for open dialog about what our students need, and what we as professional learners can do so that ALL students succeed. Contact me for dialog, coaching, and to inspire your staff along their pathways to helping all students learn and achieve. 6 Good Tools to Differentiate Instruction by John McCarthy, Ed.S.
The secret to Differentiated Instruction is that there is no such thing as "differentiated strategies." Yes, there are sites and books that promote lists of "differentiated strategies," and what is provided are tools to use in classrooms. The problem comes when those resources are placed in the hands of well-intentioned educators who are looking for a plug-in to make their lessons better for all students, but perhaps lacks an understanding the differentiated instruction is based on good classic instructional practices-something I address in an Edutopia article and on this blog regarding the Formative Assessment Cycle.

Differentiated Instruction Lens on Learning (DILL) defined:
Use formative assessment data to diagnose learning gaps and needed higher challenges, and craft learning experiences using the various strategies in your toolbox.

So if any strategy can be differentiated based on student needs, why am I about to share an annotated list of "differentiated strategies"? The ones listed here have student choice embedded in them to meet needs. They are most effective when the DI Lens on Learning is applied:
Think Dots
This strategy offers 6 activities that students must complete. Each activity is best structured around a learning profile, so that learners explore the concepts from different perspectives. Students roll a six-sided die to determine the random order that the activities are completed. For example, if a 5 is rolled first, then the 5th task is completed. Then with the next die roll of a 2, the second task is worked on. This process continues until all assignments are completed. Note: For schools that ban dice either use a randomization cube or have students pick the order in which the activities are completed.

Here are some examples + template.

Make two or more versions of the Think Dot to address content at different readiness levels. Now it targets students grouped by those with common skill gaps and those needing greater challenge.
Task Cards
As a cousin to Think Dots, this strategy places activities on laminated index cards. Punch a hole into the cards and placed them on a circular keyring or lock carabiner. Where Think Dots are usually in sets of 6, Task Cards can be made of any number that the teacher needs for the learning activity. No dice required. Students go through the tasks in order or randomly based on teacher directions.
Learning Menus
I just had dinner with my son at the Salt & Pepper Savory Grill in Holland MI ( Yelp - TA). Great menu choices from Appetizers, Main Dishes, and Desserts. Learning Menus have the same savory categories:

Appetizers are 2-3 options that students choose from to do as a warm-up activity.

Main Dishes offer 2-3 options. These may be structured to allow students to pick from, or be assigned to groups of students based on their readiness needs (skill gaps and need for greater challenge).

Desserts give learners 2-4 options to extend their learning. Not all students finish their main dish with enough time to have dessert. Those who do finish their meal with time to spare choose from the dessert options as fun activities that provide greater challenge-appropriate to their readiness level. Desert keeps everyone on task during the remaining work time.

Curry School of Education (Charlottesville VA) offers a great resource. The Teaching Channel offers a video.
Learning Centers
This approach is widely used at the elementary level, and less often as students move up grade levels to high school. It's such an effective strategy that can be effectively used into the college level. Each station has a task to be completed. Some options to consider are:

Students choose which stations to complete such as 3 of 5 or 4 of 6.

Students complete tasks based on their readiness level. Each station has two or more folders that are coded by color or some other symbol. Students open the folder that matches their assigned color or symbol. Use a different coding each time so that students do not feel pigeon-holed in on specific category.

Do a combination of the two options above.

Here's a video that provides more details. Also more resources are on my Edutopia blog about Readiness.
Think-Tac-Toe menus
Students complete tasks that are 3 or 4 in a row, depending on the size of the tic-tac-toe matrix used. Following the same choice style as Think Dots, students complete tasks of their choosing in whatever order that they desire. Sometimes the guidelines are that students much complete a task in each row so that they explore different concepts. In this case, it's less important that the choices be "in a row" but rather students pick any task in each row. ( Example from Curry School of Education)
Frayer Model
This strategy looks at a concept in four different ways.

This example has non-traditional topics for a Frayer Model to illustrate how the 4 options can challenge learners to think about a concept in unique ways. Here is the frayer model template. Typically this strategy is used for vocabulary building.

There are more strategies that can be differentiated, which I will share in later posts. Although, my six part series on Edutopia proves a wealth of ideas: Post 3, 4, 5, and 6
Share in Comments:
What are some of your favorite strategies that when differentiated helps students?

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6 Good Tools to Differentiate Instruction

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I wrote for Edutopia a six-part series that's spanned two months. What a great experience it's been to share ideas. The response by readers has been amazing. As I send to Edutopia the final article in the series, I found that several of the strategies needed greater detail than I could do with the word count limit.

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100+ Tools for Differentiating Instruction Through Social Media

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Social media can enhance differentiated instruction if the tools are selected with a careful eye on individual students’ readiness, interests, and learning profiles.

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20 Examples and Strategies in the Classroom

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20 Examples and Strategies in the Classroom

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