Differentiated Instruction Strategy – Choice Boards (Process Differentiation)

1. Differentiated InstructionStrategy – Choice Boards(Process Differentiation) Webinar presented by: Dr. Sonya Carr, Educational Consultant Based on the work of the LPPS Inclusion Strategy Team (2009-2011) October, 2011 Sponsored by LPPS and LASig2

2. Choice Boards • In a differentiated classroom, choice boards can be built into the curriculum to appeal to learners and to meet individual needs. • Choice boards offer multiple ways for students to process information and practice content and skills. • Focus on use for process differentiation • Framework : Activities may be organized using • Bloom’s Taxonomy • Multiple Intelligences • Modality Preferences • Students Interests • Board Options: • Think-Tac-Toe • Bingo • Choice wheels Sponsored by LPPS and LASig2

3. Sample Choice Boards Sponsored by LPPS and LASig2

4. EXAMPLE OF THE FLOW OF LESSONS IN A DIFFERENTIATED UNIT (below) 1 3 5 7 9-10 Whole Class: Exploration of a topic or concept Whole Class: Share information and pose questions Whole Class: Review key ideas and extend study through sharing Whole Class: Individual students present projects for summative assessment Whole Class: Introduce skills needed later to make a presentation Students work independently onThink-Tac-Toe completing tiered assignmentsdesigned to help them make sense of key concepts at varied levels of complexity and varied pacing In small readiness groups assigned by the teacher , students engage in Cubing or ThinkDOTS activities . Students chose groups based on interests and solve problems related to the unit Students independently complete a learning menu through which they will apply and extend their understandings 2 8 4 6 Sponsored by LPPS and LASig2

5. When designing a choice board, the teacher …. • Examines a unit in the curriculum, looking at the standards, benchmarks, GLEs to determine important content (focus for DI) • Decides on a framework for the choice board (e.g., Bloom’s Taxonomy, Multiple Intelligences, Modality Preferences, student interests) • Brainstorms and writes activities that are aligned with the instructional goal(s), standards, and framework selected (nine activities for Tic-Tac-Toe, 20-25 activities for Bingo). • Arranges the activities on a blank Tic-Tac-Toe or Bingo template. • Reviews the order of the activities and arranges, or re-arranges, the activities so that all students have some challenge. • Shares the draft Choice Board with a colleague, requests feedback, and revises board activities. • Develops scoring criteria for each activity. • Decides on a time frame and procedures for monitoring activities as they are completed. Sponsored by LPPS and LASig2

6. When designing a Think-Tac-Toe Board, use this guide: Easier activity or something presented at the beginning of unit Easier activity or something presented at the beginning of unit More challenging More challenging More challenging More challenging Easier activity or something presented at the beginning of unit Easier activity or something presented at the beginning of unit More challenging Sponsored by LPPS and LASig2

7. Framework Using Bloom’s Taxonomy: Sponsored by LPPS and LASig2

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12. Writing BingoTry for one or more BINGOs this month. Remember, you must have a real reason for the writing experience! If you mail or email your product, get me to read it first and initial your box! Be sure to use your writing goals and our class rubric to guide your work. (J. Melin) B I G O N Sponsored by LPPS and LASig2

13. For more information, visitLPPS Moodle or contact: • Ms. Felicia Boyd, LPPS Special Education Teacher FELICIA.BOYD@lpsb.org • Ms. Anita Clark, LPPS General Education Teacher ANITA.CLARK@lpsb.org • Ms. Demarious Poole, Inclusion/Staff Development Coordinator, DEMARIOUS.POOLE@lpsb.org • Dr. Sonya Carr, Educational Consultant SonyaC.Carr@gmail.com Sponsored by LPPS and LASig2