Differentiated Instruction Strategies

1. Differentiated Instruction Strategies R.A.F.T. Come aboard!!

2. A R.A.F.T.is… ….an engaging strategy that encourages writing across the curriculum. ….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 All of the above can serve as motivators by giving students choice, appealing to their interests and learning profiles, and adapting to students readiness levels.

3. R A F T The ROLE of writer, speaker, artist, historian, reporter, eyewitness, etc. An AUDIENCE of fellow writers, students, citizens, characters, etc. Through a FORMAT that is written, spoken, drawn, acted, etc. A TOPIC related to curriculum content in greater depth.

4. RAFTs can… • Be differentiated in a variety of ways: readiness level, learning profile, and/or student interest. • Be created by students (you can incorporate a blank row for that option) • Be used as introductory “hooks” into a unit of study. • Have one consistent column while varying the other columns in the raft grid. The possibilities are endless. See your handout for specific examples. An internet search will also produce a plethora of examples.

5. Possible Formats to use with RAFTs that address a variety of learning styles.

6. How can I introduce this strategy to my students • To get students more actively involved in understanding a RAFT, you may present them with a sample RAFT.

7. Getting Your Ideas Across on a RAFT (From a Lesson titled: Don't Let Your Car Make a Fuel Out of You! Energy Education Curriculum Project) • Role of a writer: • You must decide who (or what) you will be. Will you be writing as an old car? Will you be a piece of pavement? a bicycle? How about a person or even a bird continually exposed to air pollution from cars? • Audience: • To whom are you writing? Are you writing to a specific person? to Congress? to a child? to a machine? to a car? to an auto manufacturer? • Format: • What form will your writing take? Will you write a letter or a speech? Will it be an obituary, a conversation, a memo, a journal, or a diary? • Topic + strong verb: • What is your topic? What strong verb will help you present your topic? For example, persuade a congressman to vote for more ethanol in gasoline, demand that more fuel efficient cars are built, plead for a car to be driven more efficiently. • http://www.uni.edu/earth/EECP/mid/mod3.html

8. Practically all RAFT assignments are written from a viewpoint other than that of a student. They are usually written to an audience other than the teacher. They take a form other than students would write as a standard essay. Seldom is the word "write" used as a RAFT verb. Stronger verbs are used like "plead", "convince", "clarify", all of which focus the assignment by setting the tone of the response.

9. Car (New, used, Junker)Parent Teen Car DealerMechanicRace Car DriverGasoline PumpSteering WheelAccelerator PedalPolice Officer Car DesignerTireRoad KillLawyer Possible RAFT Roles and/or Audiences

10. complaintconfessioncontest entryeulogyfarewelljournaldiarylegal brief memonews storyobituarypamphletphoto essayrecommendationsermonreview resumelecturetelephone dialoguetravelogueTV scriptundercover reportwanted posterwarninglast will & testamentwritten debateyearbookpoetrywedding vowsbirth announcement scolding Possible Raft Topics

11. Sample RAFT Sketch #2:R = Gas PumpA = TeenagerF = LectureT = Fuel Efficiency - (Reprimand)

12. RAFT Planning Sheet Know: (facts, vocab) {think about the KNOW when planning the Role or Audience?} Understand: (statement) {think about the Understand when writing the topics} Do: (verb) {This might be the guide for the format?}

13. Business Education RAFT Students are reviewing elements from “Insert” Drop Down Menu This RAFT uses the columns of Role and Audience to review basic elements and vocabulary of this unit.

14. RAFT Planning Sheet Know: (facts, vocab) {think about the KNOW when planning the Role or Audience?} Understand: (statement) {think about the Understand when writing the topics} Do: (verb) {This might be the guide for the format?}

15. RAFT Planning Sheet Know: (facts, vocab) {think about the KNOW when planning the Role or Audience?} Understand: (statement) {think about the Understand when writing the topics} Do: (verb) {This might be the guide for the format?}

16. RAFT Planning Sheet Know: (facts, vocab) {think about the KNOW when planning the Role or Audience?} Understand: (statement) {think about the Understand when writing the topics} Do: (verb) {This might be the guide for the format?}

17. Angles Relationship RAFT ** This last entry would take more time than the previous 4 lines, and assesses a little differently. You could offer it as an option with a later due date, but you would need to specify that they need to explain what the angles are, and anything specific that you want to know such as what is the angle’s complement or is there a vertical angle that corresponds, etc.

18. Algebra RAFT

19. RAFT assignment: Foods Unit

20. Consumer Education Class RAFT In this RAFT, all students will have a Topic that focus on food safety practices. The Formats are meant to appeal to different learning styles.

21. Possible Role or Audience Ideas for a RAFTChoose ideas that advance the learning goals.

22. RAFT Planning Sheet Know: (facts, vocab) {think about the KNOW when planning the Role or Audience?} Understand: (statement) {think about the Understand when writing the topics} Do: (verb) {This might be the guide for the format?}