introduction to differentiated instruction · differentiated instruction! objectives! • provide...

Introduction to ��Differentiated Instruction

Keansburg School District Thomas W. Tramaglini, Ed.D.

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Differentiated Instruction

Objectives •  Provide an overview of differentiated

instruction – Explore how curriculum and instruction are

differentiated and not differentiated

•  Utilize strategies for differentiating instruction for all types of classroom settings

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What is differentiated instruction? •  An Instructional model that:

•  Recognizes students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively.

•  Serves as a process to approach teaching and learning for students of differing abilities in the same class.

•  Maximizes each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.

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• a recipe or formula


is not…

• a new idea in education

• incompatible with some subject areas or with standards

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“Differen-a-on is making sure that the right students get the right learning tasks

at the right -me.

Assessment as Learning: Using Classroom Assessment to Maximize Student Learning Lorna M. Earl

Corwin Press, Inc. – 2003 – pp. 86-87 5

Differen'ated Instruc'on •  There are about six ways

to differentiate an activity:

•  Process •  Product •  Content •  Readiness •  Interest •  Learning Modality

What do you know on the

topic about any of the six ways

to differentiate? Be ready to

share

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•  Process: How you teach the content and/or how students experience it. Read a story vs listen to a story on tape

•  Product: What you expect students to produce. Paragraph, Speech, Graphic Organizer

•  Content: Different skills or CPI’s

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•  Readiness: Everyone works on same skill but the complexity and level of support differs

•  Interest: Students choose from various options

•  Learning Modality: Auditory, Visual, Hands-on

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•  There are about six ways to differentiate an

activity:

•  Process •  Product •  Content •  Readiness •  Interest •  Learning Modality

Look at your lesson plans

from one week

*did you plan for DI?

*In what way?

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Instructional Strategies that Support


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Universal Design for Learning

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•  Is a set of principles for curriculum development that give all individuals equal opportuni-es to learn.

•  UDL provides a blueprint for crea-ng instruc-onal goals, methods, materials, and assessments that work for everyone-‐-‐not a single, one-‐size-‐fits-‐all solu-on but rather flexible approaches that can be customized and adjusted for individual needs.

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Legal Defini-on

•  The term “universal design” means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of func8onal capabili8es, which include products and services that are directly usable (without requiring assis8ve technologies) and products and services that are made usable with assis8ve technologies. (U.S.C. § 3002)

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One Simple UD Example

Automated Door

•  People carrying things •  People in wheelchairs •  People with service animals •  Everyone!

Can be used by:

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UDL Curriculum

•  Provide for mul-ple points of entry •  Iden-fy and deal with barriers and poten-al piZalls •  Focus on the true purpose and essen8al learnings (or big

ideas) –  Example (Ohio 4th Grade Science Indicator):!

•  Record local weather informa-on on a calendar or map and describe changes over a period of -me (e.g., barometric pressure, temperature, precipita-on symbols and cloud condi-ons).

•  Use local weather data to indicate changes over a period of 4me. !

Flexibility in design (design broadly)

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Lesson Goals, Objectives, etc. What are the Barriers?

Multiple Means

Representation

Expression

Engagement

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Neuroscience to the Classroom UDL is built on three research-‐based principles:

§  Provide multiple means of representation to give learners various ways of acquiring information and knowledge

§  Provide multiple means of expression to provide

learners alternatives for demonstrating what they know §  Provide multiple means of engagement to tap into

learners' interests, challenge them appropriately, and motivate them to learn

(Basham, Edyburn, Lowrey, & Wissick, 2007) 18

CAST

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Differen-a-on with Choice Boards and Menus

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Think Tac Toe From Daretodifferen-ate

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Adapted from Fulfilling the Promise of the Differen-ated Classroom, Carol Ann Tomlinson, ASCD 2003

•  As with related strategies, it is important that no mafer which choices students make, they must grapple with the key ideas and use the keys skills central to the topic or area of study.

•  In other words, whichever choices the student makes, he/she should be addressing the same KUDs as the others

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Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Comprehension or

Evaluation

Application or

Evaluation

Knowledge or

Analysis

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Adapted from Fulfilling the Promise of the Differen-ated Classroom, Carol Ann Tomlinson, ASCD 2003

•  Think-‐Tac-‐Toe plays off the familiar childhood game. It is a simple way to give students alterna-ve ways of exploring and expressing key ideas and using key skills.

•  Typically, the Think-‐Tac-‐Toe grid has nine cells in it like a Tic-‐Tac-‐Toe game. The number of rows and cells can, of course, be adjusted.

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Knowledge list, define, tell, describe, identify, show, label, collect, examine, quote, name, who, when, where

Comprehension summarize, describe, interpret, contrast, predict, associate, distinguish,

estimate, discuss, extend

Application apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment,

Analysis analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

Synthesis combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite

Evaluation assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare

Comprehension or Evaluation

Application or Evaluation

Knowledge or Analysis

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Learning Contract-‐-‐-‐-‐Think Tac Toe Ancient Civiliza'ons –

As an ancient mapmaker, you are commissioned to create a map of your land including all natural land forms, a compass rose and a scale. Also find examples of each land form in a modern civilization.

Imagine that you are an ancient citizen who awakens to discover that all water has evaporated. Explain in detail how this would alter your way of life. Also, do this for the town where you live.

Assume you are persuading others to visit your ancient civilization. Design a descriptive, accurate travel brochure. Include both natural and man-made elements that would attract tourists.

You are an ancient scribe. Write and illustrate a thorough description of a famous character from each time period being studied. Profile yourself also.

Assume the identity of a famous person from the given time period. Create a journal entry reflecting the ideas, values, and components of daily life for that person & you.

You are a famous sculptor. Create a 3D representation of a well-known leader, god, goddess, or common citizen. Include a museum exhibit card.

Written language is an essential part of everyday life. Your task is to create an alphabet. Include a translation into modern English, a written description of the language development a & a 3D artifact of the new language.

Recreate in 3D form a famous work of architecture from your time period. Compare and contrast this piece to one piece of modern day architecture. Find one example of this architecture’s presence in modern day society.

Find a way to explain and show the importance of music and the arts to your culture. Also show at least 2 examples with roots in our time.

CONTR

IBUTIONS

IMPO

RTAN

T PE

OPLE

GEO

GRA

PHY

Charles Kyle & Kathy Reed * Illinois 34

Novel Think Tac-‐Toe Direc-ons: Select and complete one ac-vity from each horizontal row to help you and others think about your novel. Remember to make your work thoughZul, original, rich with detail, and accurate.

Create a pair of collages that compares you and a character in the book. Compare and contrast physical and personality traits. Label your collages so viewers understand your thinking.

Write a bio-poem about yourself and another about a main character in the book so your readers see how you and the character are alike and different. Be sure to include the most important traits in each poem.

Write a recipe or set of directions for how you would solve a problem and another for how a main character in the book would solve a problem. Your list should help us know you and the character.

Draw/paint and write a greeting card that invites us into the scenery and mood of an important part of the book. Be sure the verse helps us understand what is important in the scene and why.

Make a model or a map of a key place in your life, and an important one in the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the characters’.

Make 2 timelines. The first should illustrate and describe a least 6-8 shifts in settings in the book. The second should explain and illustrate how the mood changes with the change in setting.

Using books of proverbs and/on quotations, find at least 6-8 that you feel reflect what’s important about the novel’s theme. Find at least 6-8 that do the same for your life. Display them and explain your choices.

Interview a key character from the book to find out what lessons he/she thinks we should learn from events in the book. Use a Parade magazine for material. Be sure the interview is thorough.

Find several songs you think reflect an important message from the book. Prepare an audio collage. Write an exhibit card that helps your listener understand how you think these songs express the book’s meaning.

Novel Title: ____________________ Author:_______________________ Activities Selected: _______, _____, _____ Student: ______________________

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Novel Think Tac-‐Toe Direc-ons: Select and complete one ac-vity from each horizontal row to help you and others think about your novel. Remember to make your work thoughZul, original, rich with detail, and accurate.

Write a bio-poem about yourself and another about a main character in the book so your readers see how you and the character are alike and different. Be sure to include the m most important traits in each poem.

A character in the book is being written up in the paper 20 years after the novel ends. Write the piece. Where has life taken him/her? Why? Now, do the same for yourself 20 years from now. Make sure both pieces are interesting feature articles.

You’re a “profiler.” Write and illustrate a full and useful profile of an interesting character from the book with emphasis on personality traits and mode of operating. While you’re at it, profile yourself, too.

Research a town/place you feel is equivalent to the one in which the novel is set. Use maps, sketches, population and other demographic data to help you make comparisons and contrasts.

Make a model or a map of a key place in your life, and an important one in the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the characters’.

The time and place in which people find themselves and when events happen shape those people and events in important ways. Find a way to convincingly prove that idea using this book.

Find out about famous people in history or current events whose experiences and lives reflect the essential themes of this novel. Show us what you’ve learned.

Create a multi-media presentation that fully explores a key theme from the novel. Use at least 3 media (for example, painting, music, poetry, photography, drama, sculpture, calligraphy, etc.) in your exploration.

Find several songs you think reflect an important message from the book. Prepare an audio collage. Write an exhibit card that helps your listener understand how you think these songs express the book’s meaning.

Novel Title: ____________________ Author:_______________________ Activities Selected: _______, _____, _____ Student: ______________________

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Varia'on on the Theme: A Planet “Show & Tell” (Each student must pick one square from each horizontal row and use the two together)

Use the computer to make a drawing that shows how the rotation and revolution of the Earth works to create day and night and seasons.

Paint a picture that shows how the rotation and revolution of the Earth works to create day and night and seasons.

Construct a model that shows how the rotation and revolution of the Earth works to create day and night and seasons.

Create a book or puppet show that shows how the rotation and revolution of the Earth works.

Make labels for the sun, Earth, day, night, orbit to attach to or use with your creation. Be ready to explain orally.

Write sentences* that identity and explain each part of your drawing or model and how each part works.

Write a story that explains the Earth’s rotation, revolution, day and night, and seasons.

Write a poem that explains the Earth’s rotation, revolution, day and night and seasons.

Pick a W

ay to

Explain

Create One

This differen'ated review/synthesis task is based on Va. SOLS for science:

1.6 The student will inves-gate & understand the basic rela-onships between the Earth and sun, Including *the sun is the source of heat & light *night & day are caused by the rota-on of the Earth. 1.7 The student will inves-gate and understand the rela-onship of

seasonal change (light and temperature) to the ac-vi-es & life processes of plants and animals. Based on Unit by Befe Wood, Charlofesville, Virginia City Schools.

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Making Inferences

Infer the theme of the novel. Draw a picture that represents that theme. Write a caption for your picture to explain the theme.

View the novel’s photograph slideshow. Based on the photographs, infer the theme of the novel. Write a paragraph that explains the theme of the novel and support it with information from the photographs.

Select ten words from the novel that you are unfamiliar with. Infer the word meanings and create a miniature dictionary.

Main Idea Create a literature license plate in which you use 8 characters (letters, numbers, or symbols) to convey the main idea of scene from the book.

Create a shape poem that uses words to convey the main idea. The shape of your poem should also connect to the main idea.

Create a memory game based on the main idea, events, and characters.

Making Connections

Find several songs that you think reIlect an important message from the book. Write an exhibit card that helps you listen or understand how you think these songs express the book’s meaning.

Find out about famous people in history or current events whose experiences and lives reIlect the essential themes in this novel.

Research a town or place you feel is equivalent to the one in which the novel is set. Use maps, sketches, population, and other demographic data to help you make comparisons and contrast. Create a matrix that shows what you’ve found.

Point of View Write a diary entry about the main character from the point of view of another character.

Write a bio-‐poem about yourself and another about a main character in the book so your readers can see how you and the character are alike and different. Be sure to include the most important information in each poem.

Draw a picture of the main conIlict from 2 opposing points of view. Write an explanation of your drawings.

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1-‐3-‐5 Ac-vity

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Closure

•  Tell yourself one specific way you will use choice boards and/or menus in your class AND what type/s you think you will start with.

•  Post your answer on the Dry Erase Board

•  Share your specific idea with a neighbor and be ready to design your own-‐

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Your Turn to Explore

•  Develop at least one differen'ated choice board or menu to use with an upcoming unit.

•  Work with a partner but each develop your own. This way you will have poten'ally two menus and Think-‐Tac ac'vi'es to draw from.

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Tiered Lessons

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THE TEACHER’S CHALLENGE

Developing - “Respectful

Activities”

•  Interesting •  Engaging •  Challenging

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Tiered Assignments

In a heterogeneous classroom, a teacher uses varied levels of activities to ensure that students explore ideas at a readiness level and complexity that builds on their prior knowledge.

Tiered assignments related to complexity and prior

knowledge 50

What is Tiered Instruction?

Teachers use tiered activities so that all students focus on essential understandings and skills but at different levels of complexity, abstractness, and open-endedness.

By keeping the focus of the activity the same, but providing routes of access at varying degrees of difficulty, the teacher maximizes the likelihood that: 1) each student comes away with pivotal skills & understandings 2) each student is appropriately challenged.

WHAT CAN BE TIERED? •  ASSIGNMENTS •  ACTIVITIES •  CENTERS & STATIONS •  LEARNING CONTRACTS •  ASSESSMENTS •  MATERIALS •  EXPERIMENTS •  WRITING PROMPTS •  HOMEWORK

IDENTIFY OUTCOMES WHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, OR BE ABLE

TO DO?

THINK ABOUT YOUR STUDENTS PRE-ASSESS READINESS, INTEREST, OR LEARNING PROFILE

INITIATING ACTIVITIES USE AS COMMON EXPERIENCE FOR WHOLE CLASS

GROUP 1 TASK

GROUP 2 TASK

GROUP 3 TASK

Planning Tiered Assignments Concept to be Understood

OR Skill to be Mastered

Scaffolding Up Task

Less Complex

Grade -Level Task

“Next” Level Task

More Complex

Create on-level task first then adjust complexity.

“Adjusting the Task”

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Why TIER?? What Zone Am I In?

Too Easy •  I get it right away… •  I already know how… •  This is a cinch… •  I’m sure to make an

A… •  I’m coasting… •  I feel relaxed… •  I’m bored… •  No big effort

necessary…

On Target •  I know some things… •  I have to think… •  I have to work… •  I have to persist… •  I hit some walls… •  I’m on my toes… •  I have to re-group… •  I feel challenged… •  Effort leads to

success…

Too Hard •  I don’t know where to

start… •  I can’t figure it out… •  I’m spinning my

wheels… •  I’m missing key skills… •  I feel frustrated… •  I feel angry •  This makes no sense… •  Effort doesn’t pay off…

THIS is the place to be… THIS is the achievement zone… 55

Tiered Assignments

Rationale for Use •  Allows students to begin learning where they are

•  Allows for reinforcement or extension of concepts [Stretch or Support]

•  Allows for differentiation based on process, product, content, readiness, interest, or learning preference

•  Avoids work that is anxiety-production (too hard) or boredom-producing (too easy)

•  Can blend assessment and instruction

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Creating Multiple Paths For Learning

Key Concept or

Understanding

Struggling With The Concept

Some Prior Knowledge

Understand The

Concept

READINESS LEVELS Reaching Back Reaching Ahead 57

When Tiering: Adjust---

•  Level of Complexity •  Amount of Structure •  Materials •  Time/Pace •  Number of Steps •  Form of Expression •  Level of Dependence

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Different Work, Not More or Less Work

ALWAYS COMPLEXITY

Just More Work

Basic task: Read two American short stories set in the 20th century and compare and contrast them on a Venn Diagram.

Advanced Task: Read four American

short stories set in the 20th century and compare and contrast them on a chart.

Differen'ated Work

Basic task: Read two American short stories set in the 20th century and compare and contrast the plots on a pre-‐made labeled Venn Diagram with one descriptor already filled in for each contrast.

Advanced Task: Read two American short

stories set in the 20th century and determine plot. Create a plot chart for each to demonstrate the similari'es and differences.

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Guidelines for Tiered Instruction •  1. Ensure that group membership is flexible.��

The word tiered is not a euphemism for stagnant low-middle-high groups that label who can learn and who is not learning. Tiered assignments denote all children as able to learn the same essential skills in different ways. The make-up of students working at each tier varies with the content, assignment, and quantity of tiers.

•  2. Plan the number of levels most appropriate for instruction.��Different quantities of tiers are needed for different curricula areas, concepts, and skills in relation to different learners' needs. Sometimes, two tiers are sufficient; at other times, three to five or more work better to match the wide range of learners. Changing the number of tiers is also a way to vitalize flexible groupings and ensure that students are not always in the same group.

Guidelines for Tiered Instruction •  3. Recognize that complexity is relative.��

The complexity of a tiered assignment is relative because it is determined by the specific needs of the students and because learners' readiness levels vary in different curricula areas. In classes with below grade-level learners, the lowest tier would respond to those students. In classes in which all students are at or above grade level, the lowest tier would respond to grade-level or even above grade-level readiness.

•  4. Promote high-level thinking in each tier.��Avoid always allocating simple thinking tasks for students with the fewest skills. All students need opportunities to analyze, synthesize, and evaluate information.

•  5. Provide teacher support at every tier.��Every tier requires teacher modeling and support for the students working at that tier. All learners benefit from a teacher's instruction, interaction, guidance, and feedback--even gifted children whom some educators perceive as always making it on their own.

Tiering Ac'vity

•  It’s all about complexity related to readiness!

•  More complexity-‐ step it up

•  Less complexity

•  Try to determine how the following example was 'ered by readiness through complexity

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Subject: Social Studies Grade: Middle School –Cons'tu'on Key Concept: Understanding that for governments to be successful and humane aaer revolu'ons there must be an agreement between the people and the government. Understanding: Cons'tu'ons and Bills of Rights help to define roles and responsibili'es of governments and people. Background: Studied the Am. Revolu'on and the crea'on of the Cons'tu'on, Ar'cles of Confedera'on, and Bill of Rights. Must demonstrate understanding and transfer that understanding to a new situa'on through a project-‐based exercise. This lesson is 'ered in content according to readiness. Tier I: Grade Level Readiness Groups of three are given informa'on about 3 modern day revolu'ons. Choose one and iden'fy the main issues that drove the revolu'on. They are given a student version of the Bill of Rights. They must develop a bill of rights (5 rights) for the new government of their choice and explain why they chose the 5 rights. Each group will be given a project starter with one right already chosen and a ra'onale for that reason as an example. The group must be prepared to present and defend their rights. Tier II: Advanced Readiness Students in pairs will research a modern day revolu'on and iden'fy the main issues. They must develop a bill of rights for the new government of their choice and explain why they chose the five rights and the strengths and weaknesses of their rights. The group must be prepared to present and defend their rights.

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Tiering Ac'vity •  It’s all about complexity related to readiness!

•  More complexity

•  Less complexity

•  All the students dealt with the SAME objec've. This was NOT modified content. It was varied complexity. They all achieve the same mandated objec've

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In Reality…

•  You really only need two levels – depends on when you do the ac-vity

•  If it is used as an intro

•  or as a mastery

Struggling With The Concept

Understanding

Understand &

Beyond Understanding

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The Voices in my Head…

Potential benefits of tiering…

I need more help or

information…

Potential drawbacks of

tiering…

My head hurts. Is it time to go?

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Tiered Addi'on Subject: Mathema'cs –addi'on Key concepts – addi'on is related to “coun'ng up” Background-‐ 1st lesson in the Grade 1 unit on adding to 10

•  Tier I – Scaffold Level Students given manipula'ves and a sheet of paper with an

example of how to add two numbers that = 10 or less Tier II – Students given manipula'ves and a sheet of paper with

five problems (Both 'ers deal with exact same content – this is not about modifying content

(although it could be). This is about having students all deal with the same objec've with varied complexi'es)

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Subject: Mathema'cs Grade: Seventh 4.1.7.A.4 Topic: Real-‐Number Sense Key Concept: Students develop a sense about numbers which allows them to manipulate them appropriately in any given form or structure. Generaliza'on: Students compare and order numbers of all types. Background: A few ac'vi'es have been completed which emphasize number-‐sense and in par'cular, the reasonableness of values in situa'ons. The teacher prepares sets of “real-‐number” cards consis'ng of at least 15 cards. Each card has either a frac'on, decimal, mixed number, integer, or whole number. You may make all the sets the same or by varying the number of cards and/or difficulty level of the numbers, you would be 4ering also by content. This lesson is 'ered in product according to readiness. Tier I: Less Readiness(CPI Meets Standards for Grade Level) Pairs of students are given a set of “real-‐number” cards consis'ng of frac'ons, decimals and whole numbers and a blank Venn diagram which has three overlapping circles labeled as follows: numbers greater then 1½, numbers less than 3.5, and numbers between 0 and 15. Students write each number in the appropriate circle. Tier II: Grade Level Readiness Pairs of students are given a set of “real-‐number” cards and a blank number line. Students must sort their cards and decide where to place each on the number line. Students complete the lesson by wri'ng each number on the number line. Tier III: Advanced Level Readiness Pairs of students are given a set of “real-‐number” cards and a blank Venn diagram which has three overlapping circles which are not labeled. Students must sort their cards and decide on labels for each of the circles. Then students write each number in the appropriate circle. Assessment: Grade the products for correctness and any other criteria you have iden'fied on rubric.

SAMPLES OF TIERED INSTRUCTION

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Tiered Reading •  Subject: Language Arts •  Understanding: Iden'fy words with the short a sound •  Background: 3rd lesson on the topic TIER 1: Scaffold: Teacher reads and shows various words. Students raise hands when they hear a word that has short a (teacher is part of the 8er in this one)

TIER 2: On level: students given stack of word cards. Separate words with short a from other words in the stack

TIER 3: “Next” level: students read groups of sentences and make a list of words with short a sound

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Tiered Math •  Subject: Math •  Understanding: mul'-‐step problems •  Background: 1st lesson on the topic TIER 1: Scaffold: Students are given a set of mul--‐step problems (2,3 etc) , as set of direc-ons, and an example problem solved

TIER 2: On level: Students given a set of mul--‐step problems with a set of direc-ons

TIER 3: “Next” level: students given set of mul--‐step problems

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Tiered Science •  Subject: Science •  Understanding: life cycle of bumerfly •  Background: last lesson on the topic TIER 1: On level: Students given a flow chart and asked to complete with the life cycle of a buferfly

TIER 2: “Next” level: students told to draw and label the life cycle of a buferfly

(This can be use with any “cycle” topic)

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Tiered Art •  Subject: Grade 4 Art •  Understanding: How to draw a realis'c figure focusing on the details of propor'on

•  Background: mid-‐lesson on the topic TIER 1: Scaffold: Students draw s-ck figures drawn from mannequin models – in propor-on

TIER 2: on level: students draw sausage/bubble style shapes for limbs and body in propor-on

Tier 3 : “Next” level model realis-c characteris-cs from live models

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Tiered Math •  Subject: Grade 1 Math -‐ Money •  Understanding: Coin values •  Background: 1st – 2nd lesson on the topic TIER 1: Scaffold: Play “money trade up” game with dice and coins. A money “trade up” table/picture provided with two examples (trade 2 nickels for a dime)

TIER 2: on level: Play “money trade up” game with dice and coins. No examples, etc provided

Tier 3 : Give students a list of items and costs and have them show at least two different coin combos for each

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In Reality

•  The important thing to understand is that the Tiered Ac'vity is flexible and you can use it to meet the needs of various types of learners: Scaffolding, Mastery, Enrichment Challenge

•  It can be wrimen into the curriculum to save you 'me or provide you with ideas for other ac'vi'es

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Let’s Try It – Be ready to share •  Subject •  Key Understanding (Objec've) •  Background

•  Make two 'ers: Decide if you are going to scaffold ('er 1) to grade level ('er 2) or 'er from grade level ('er 1) to the “next” level ('er 2)

•  Beginning of unit – maybe start at scaffold – middle or end of lesson, 'er up to “next level”

•  Remember – change the level of complexity – support (do in groups of 4-‐5)

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Tiered Lesson Design Rubric • Tiered Levels meet the objec-ve of the lesson and the NJCCCS

• Are all levels:

•  Interes-ng

•  Engaging

•  Challenging

•  Paced Properly for all readiness

•  RespecZul Ac-vi-es

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RAFTS

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DI Strategy: RAFTS •  Strategy designed to help students focus on

wri-ng and reasoning while coming to understand essen-al concepts

•  High interest strategy that encourages differen-ated wri'ng across the curriculum

•  Gives students choice, appealing to their interests and learning preference, and adap-ng to their readiness levels

•  Can be used as “hooks” into new units, applica-on within a unit, or extension ac-vi-es

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RAFT

RAFT is an acronym that stands for

Role of the writer. What is the writer’s role: reporter, observer, ar-st, historian, eyewitness?

Audience. Who will be reading this wri-ng: the teacher, other students, a parent, people in the community, an editor?

Format. What is the best way to present this wri-ng: in a lefer, an ar-cle, a report, a poem?

Topic. Who or what is the subject of this wri-ng: a famous mathema-cian, a dinosaur who ruled the earth, a reac-on to a specific event, a poli-cal situa-on?

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A RAFT is….

A way to encourage students to… • Assume a ROLE • Consider their AUDIENCE, while

•  Examining a topic from their chosen perspective, and

• Writing in a particular FORMAT

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Feudal System Raft ��Role� Audience� Format � Topic�

King � The Subjects� Proclamation � Read My Lips, New Taxes�

Knight � Squire� Job Description � Chivalry, Is it for You? �

Lord � King � Contract � Let’s Make a Deal�

Serf� Animals� Lament Poem� My So Called Life�

Monk � Masses� Illuminated Manuscript �

Do As I Say, Not As I Do�

Following the RAFT activity, students will share their research and perspectives in mixed role groups of approximately five. Groups will have a “discussion agenda” to guide their conversation. -Kathryn Seaman 81



Knight � Squire� Job Description � Chivalry, Is it for You? �








Knight � Squire� Job Description Bulleted List �

Chivalry, Is it for You? �






�Social Studies RAFT�

Students will�Know: �" "Names and roles of groups in the feudal class system.�

Understand: �" "Roles in the feudal system were interdependent. A person’s role in the feudal system will shape his/her perspective on events.�

Be Able to Do: �" "Research�" "See events through varied perspectives�" "Share research & perspectives with peers�

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Sample RAFT Strips�Role� Audience� Format � Topic�

Semicolon Middle School Diary Entry I Wish You Really Understood Where I Belong

N.Y. Times Public Op Ed piece How our Language Defines Who We Are

Huck Finn Tom Sawyer Note hidden in a tree knot

A Few Things You Should Know

Rain Drop Future Droplets Advice Column The Beauty of Cycles

Lung Owner Owner’s Guide To Maximize Product Life

Rain Forest John Q. Citizen Paste Up “Ransom” Note

Before It’s Too Late

Reporter Public Obituary Hitler is Dead

Martin Luther King TV audience of 2010

Speech The Dream Revisited

Thomas Jefferson Current Residents of Virginia

Full page newspaper ad

If I could Talk to You Now

Fractions Whole numbers Petition To Be Considered A Part of the Family

A word problem Students in your class

Set of directions How to Get to Know Me

Lang

uage

Arts

Scie

nce

Hist

ory

Mat

h

Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who?, Billmeyer and Martin, 1998 85






Rain Drop Future Droplets Advice Column The Beauty of Cycles Lung Owner Owner’s Guide To Maximize Product Life



Reporter Public Obituary Hitler is Dead Martin Luther King TV audience of

2010 Speech The Dream Revisited







Lang

uage

Arts

Scie

nce

Hist

ory

Mat

h




















Lang

uage

Arts

Scie

nce

Hist

ory

Mat

h

















Fractions Decimals Petition To Be Considered A Part of the Family



Lang

uage

Arts

Scie

nce

Hist

ory

Mat

h


MUSIC RAFT �Role� Audience� Format � Topic�

Eighth Note � Quarter Note��

Directions� How you get here from

there�Beat � Self� Diary Entry� I wish rhythm

knew how we were related�

Music Professor�

Student � Essay� Note versus Rote. What do

you think?��

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Science RAFT�Role� Audience� Format � Topic�

Conductor� Insulator� Persuasive Letter�

Why I need to go through�

Insulator� Conductor� Friendly Letter� How my job is different from

yours �Light Bulb � Switch� Song and

Powerpoint�You light up my life? How do you do it?�

�Simple Circuit � Electric

Current �Labeled Diagram�

Follow this path to the

light! �90

Physics Role� Audience� Format � Topic�Mass � Acceleration �

�Instructions for

finding F posted on a social networking site: Including the

formula�

Think about the possibilities if we

get together. �

Boxer’s Fist� Opponent’s Face � Email message � Momentum: I hit your face, you hit the floor – what

does it take?�

Friend� Friend� Friendly letter that tells the

friend the density of his/her brain �

Dude – you’re dense. I feel like I am talking to a

brick wall.��

Teacher would have stats/details/ etc for each topic: i.e. mass and volume of the friend’s brain… 91

Novel RAFT: Tuck Everlas'ng

Role

Audience

Format

Topic

!May Tuck

!Funeral Attendees

!Eulogy

You made the right choice Winnie!

!Winnie Foster

!Jessie Tuck

!Letter

Sorry I couldn’t honor your request.

The Man in the Yellow Suit

!Investors

!Business Proposal

There’s lots of money to be made.

!The Toad

!Winnie

Oral presentation/ Dramatization

As I see it -You have changed!

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Generic Book Plot

Role

Audience

Format

Topic

!(1) Protagonist

!Antagonist

!Email

Yo, here’s the problem?

!(2) Antagonist

!Protagonist

!Letter

Hey, this is the solution.

! (3) Author

!Book Publisher

!Plot Chart

!Here’s my idea…

!(4) Main Character

!You

!Story Chart

This is the way my story goes….

!(5) You!

!Friend!

!Four-block Comic

Strip!

!Let me show and tell you about this book….!

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Generic RAFT for Making Reading Connec'ons

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Generic RAFT for Comprehension: Summarizing

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RAFT Possibili-es

Role Audience Format Topic Writer Artist Character Scientist Adventurer Inventer Juror Judge Historian Reporter Rebel Therapist Journalist Teacher

Self Peer group Younger students Government Parents Fictional character Committee Jury Judge Animals Objects

Journal Editorial Brochure/booklet Interview Video Song Cartoon Game Primary documents Critique Biographical sketch Newspaper article Poem Paragraph Others??

Issues relevant to the text or time period Topic of personal interest or concern for role or audience Topic related to essential question(s) and KUDs

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Designing a RAFT: Keep Your GOALS in Mind: Set the Objec've

KNOW: What do you

want students to know?

UNDERSTAND: What do they need to understand

DO: What will they do?

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Designing a RAFT

1.  Determine what you want students to know, understand, and do (K.U.D.)

2. Analyze the important concepts you want students to learn, and think about how wri-ng or drawing can enhance this learning

3. Brainstorm possible roles students could be in their wri-ng and a format to demonstrate their understanding

4. Decide who the audience will be and determine the format and topic

5. Students can all be assigned the same role or you could offer different roles 98

Feudal System Raft �Role� Audience� Format � Topic�King � The Subjects� Proclamation � Read My Lips,

New Taxes�Knight � Squire� Job Description � Chivalry, Is it

for You? �Lord � King � Contract � Let’s Make a

Deal�Serf� Animals� Lament Poem� My So Called

Life�Monk � Masses� Illuminated

Manuscript �Do As I Say, Not As I Do�

Lady � Pages� Song� What I Need from You �


A RAFT Ac'vity For You

1.  Think about a unit in a subject area. 2.  Using the RAFT template, create at least three

strips on the RAFT. 3.  Remember – FIRST: Develop the K.U.D. for the

RAFT 4.  Keep in mind that your strips topics must relate to

the K.U.D. 5.  Be prepared to share your RAFTs and comment on

your peers’ RAFTs.

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COACH IT UP •  Does the RAFT:

•  Iden-fy what students should know, understand, and do (K.U.D.)

•  Have students analyze the important

concepts you want them to learn. •  Provide for various roles students

could be in their wri-ng and a format to demonstrate their understanding

•  Inden-fy the audience •  Meet or exceeds the NJCCCS

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My Community Raft��Role� Audience� Format � Topic�

Fireman � A Friend� Letter� This is what I do for a job�

Fireman � A Friend� Picture � This is what I do for a job�

Fireman � A Friend� List of the things Police

do �

This is what I do for a job�

You can control all other aspects except the one you want to differen-ate. Format is the PRODUCT aspect of DI. You would DI this by wri-ng readiness. You could use this same RAFT to DI by interest (Choice). We can change it to DI by CONTENT. But Wait: It is s-ll not a differen-ated ac-vity yet….

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Fireman � A Friend� Letter� This is what I do for a job�

Fireman � A Friend� Picture � This is what I do for a job�

Fireman � A Friend� List of the things Police

do �

This is what I do for a job�

It becomes differen-ated when you have specific students complete specific strips based on the goal of you differen-a-on. In this case, we differen-ated by product. In this case, the product was also differen-ated by wri-ng readiness. Let’s disucss.

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Fireman � Policeman � Letter� This is what I do for a job�

Fireman � Postal Worker� Letter� How my job different from

yours?�

DI by CONTENT (Topic por-on of the RAFT). It depends on your objec-ve. The first strip is a lifle less complex content – the 2nd one is compare and contrast -‐

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Revise Your RAFT

•  Take 15 minutes to revise your RAFT. Make sure you differen-ate by one of the following_

•  Readiness (Topic) •  Product & Readiness (Format) •  Interest (Choice – you will have different R,A,F, & T)

•  Be ready to share – What did you DI and why?

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RAFTs can… •  Be differentiated in a variety

of ways: readiness level, learning profile, and/or student interest

•  Be created by the students or Incorporate a blank row for that option

•  Be used as introductory “hooks” into a unit of study

•  Keep one column consistent while varying the other columns in the RAFT grid

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Analyzing a RAFT Lesson •  What are the learning goals for this lesson and are

they built into every choice? •  How is this RAFT being differentiated?

–  Does it appeal to different learning styles? –  Is there a range of difficulty in the:

•  Roles? •  Formats? •  Readiness levels?

–  Do the roles, formats or topics appeal to a variety of interests?

Structured Academic Controversy ��

•  Controversy can fuel some great discussions and cultivate rich thinking and language. Structured academic controversies (SAC) emphasize communication, perspective-taking, and problem-solving (Johnson & Johnson, 1995).

•  Unlike debates, students work together to collaborate

on a resolution to the controversy after they have taken both sides of the issue. They are less competitive—there is no “winner” or “loser.”

Closure 1. Tell yourself the components of a RAFT assignment.

2. Write the components of a RAFT assignment and a tip you would give to a new teacher as he/she begins to develop a RAFT.

3. Share your tip with a neighbor. 4. Be ready to share out.

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Some resources

•  www.cast.org •  http://daretodifferentiate.wikispaces.com/

Professional+Development+Tools •  Google search INCLUDE grant UDL •  PD 360

•  http://www.xtranormal.com/

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introduction to differentiated instruction · differentiated instruction! objectives! • provide...

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