Differentiate to Motivate! Using Choice Menus to Engage & Challenge Every Student

1. Differentiate to Motivate! Using Choice Menus to Engage & Challenge Every Student By: Erica Hamer

2. Why Use Activity Menus? • Choice • Motivation • Student-Centered • Learning Styles • Interests • Build Upon Strengths • Engagement • Hands-On • Individual Needs • Independence • Differentiation • Readiness • Challenge

3. How have you used activity menus in your classroom? • What format did you use for your activity menus? • What did you like best about using activity menus in your classroom? • What were some obstacles that you encountered using activity menus?

4. 5 Menu Types • Tic-Tac-Toe Menu • List Menu • 2-5-8 (or 20-50-80) Menu • Game Show Menu • Baseball Menu Each menu type has different benefits, limitations, & time considerations

5. Tic-Tac-Toe Menu • Description: • 8 Predetermined choices + 1 free choice • All choices at same level of Bloom’s, carry same weight for grading, & require similar time/effort • Benefits: • Flexibility to either cover 1 topic in depth or 3 different objectives by completing 1 activity in each row or column • Student-friendly & easy to understand • Easy to grade • Limitations: • Only covers 1 or 3 topics • Student choice limited to tic-tac-toe pattern • Time Considerations: • Short time period of 1-3 weeks

6. List Menu or Challenge List • Description: • 10 Predetermined choices + 1 free choice • Points per choice are based on level of Bloom’s • Choices require differing amounts of time/effort • Benefits: • Students like having control over their grades & the ability to make up lost points by completing another choice • In-depth study • Higher & lower level activities for differing readiness levels • Limitations: • Only covers 1-3 topics • If 3 topics, objectives limited to individual student choices • Heavy teacher preparation of materials • Time Considerations: • 2 weeks maximum

7. 2-5-8 (or 20-50-80) Menu • Description: • 8 Predetermined choices to total 10 (or 100) points • Point values of 2 (or 20), 5 (or 50), or 8 (or 80) based on level of Bloom’s • Choices require differing amounts of time/effort • Benefits: • Students like having control over their grades • Students must complete at least 1 activity at a higher level of Bloom’s • Limitations: • Only 1 topic, in depth • No free choice • Students complete only 1 higher level activity • Time Considerations: • 1 week maximum

8. Baseball Menu • Description: • 20 Predetermined choices • 4 different point values based on level of Bloom’s: singles, doubles, triples, & home runs • Students must complete __ # runs around all 4 bases for 100% • Choices require differing amounts of time/effort • Benefits: • Students like having control over their grades • Flexibility of many choices at each level • Baseball theme can be used on bulletin board where students move themselves through each base as a visual reinforcer • Limitations: • Only 1 topic, many objectives, in-depth • 1 free choice • Heavy teacher preparation of materials & student work space • Time Considerations: • Longer period of time: 4-5 weeks

9. Game Show Menu • Description: • 3 predetermined choices + 1 free choice per topic/objective • Point values based on level of Bloom’s • Choices require differing amounts of time/effort • Students complete 1 activity per objective & set point criteria • Benefits: • Students like having control over their grades • Flexibility of many choices at each level & students can propose their own activity idea for each objective • Individualized contracts for different learning levels • Students must complete 1 activity for each objective • Limitations: • Students & parents must understand guidelines • Time Considerations: • Longer period of time: 4-6 weeks

10. Variations • Adjust any menu to fit the learning needs of your students, your weekly schedule, & your grading requirements • Create menus for different levels & assign based upon unit pre-test data to ensure advanced students are adequately challenged & struggling students are remediated without becoming frustrated • Break down amount of time allowed to complete activities into days/hours to help students manage their work time

11. Differentiation: challenge without frustration or boredom • All students should NOT be required to do same activities because all students are NEITHER on the same level, NOR do they have the same learning style • No student should be required to do MORE or LESS activities, instead require DIFFERENT rows/menus by increasing/decreasing challenge level of activities • Every student must be allowed to complete work at their OWN ability level- provide NO student activity choices too difficult or too easy for THEIR current level of understanding • Provide remedial activity choices that struggling students can complete INDEPENDENTLY

12. Use Pre-Test Data • Determine specific learning goals of unit • Design a brief pre-test to determine individual challenge level for each unit • Pre-test at least 1 week before unit so you have time to use data to create appropriately leveled activities • What are some possible pre-test data sources for specific skills that your school already uses? (Edusoft; Star-Math/Reading; KidBiz; Dibels; LEAP/iLEAP; Iowa; Tiers 1,2,3)

13. Designing Engaging Activities • List activities suggested in the curriculum • Google unit focus for activity ideas from other teachers • Explore Pinterest.com for hands-on activities & games that meet learning objectives • Adapt activities in “extension” section of textbook chapter or teacher’s manual • National Science Teachers Association (NSTA) & National Council of Teachers of Mathematics (NCTM) website lesson plan collections • NationalGeographic.com Xpeditions activities • Build ideas upon Product Criteria Cards

16. Appropriate Rigor • Adjust challenge level based upon your students’ readiness & depth of understanding of unit skills • Increase rigor on activities for advanced students • Decrease rigor for struggling students- activities should reinforce basic skills yet not mastered 3 Menu Rigor Levels: • Below Grade Level- Remediation- Unsatisfactory or Approaching Basic- Bloom’s Remember or Understand • On Grade Level- Basic- Bloom’s Apply or Analyze • Above Grade Level- Acceleration- Mastery or Advanced- Bloom’s Evaluate or Create

17. Make & Take: Tic-Tac-Toe Menu • Specific Learning Goal- Informational Text: Range of Reading and Level of Text Complexity CCR Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently. • Brainstorm activities for your grade/subject for a variety of learning styles & interests on sticky notes (see product criteria cards for ideas) • Design increases & decreases in rigor according to your students’ readiness levels • Rearrange activity sticky notes on Menu board(s) & decide on appropriate assignment pattern for your above/on/below-level students

18. Sources

19. Online Resources • Choice Menu Examples & Templates PDF http://daretodifferentiate.wikispaces.com/Choice+Boards • Choice Menus Templates & Activity Ideas http://www.pvusd.k12.ca.us/departments/GATE/choiceboards/MeaningfulMenus.pdf • Dinner Learning Menu: Appetizer, Entrée, & Dessert http://differentiationkit.wikispaces.com/Dinner+Menus • 5 Minute Video for Teacher: Using Dinner Learning Menu https://www.teachingchannel.org/videos/differentiating-instruction-strategy • Differentiated Assessment Article: Motivation & Engagement with Homework Menus http://whatworks.wholechildeducation.org/blog/from-differentiated-instruction-to-differentiated-assessment/ • Differentiated Instruction Handouts http://www.k8accesscenter.org/online_community_area/DifferentiatedInstructionHandouts.asp