3
Differentiation of Content, Process and Product
Differentiation through Readiness, Interest, Profile
Scaffolding
Action Research
Classroom Management
Flexible Grouping
Jigsaw
Learning Centers
Student Motivation
Learner Contracts
Peer Instruction
Anchor Activities
Tiered Activities
Turn Taking Skills
Multiple Intelligences
Complex Instruction
Entry points
4MAT
Modeling (Vigotsky)
Power of Choice
Team Based Planning
Bloom's Taxonomy
Differentiation in the Mixed Ability Classroom
Recap of Parts 1 & 2
Welcome to Part 3
Differentiation of Product
Getting Started (continued)
Helpful Hints:
Step 5. Students complete the tasks according to the directions.
Allow sufficient time.
Ask one or two students from each group to share their group’s findings/project/task with the class.
Step 4. Make sure the students understand the verbs and directions for each task.
Offer choices!
Design the task cards to look basically the same among all of the groups.
Use the cubing technique sparingly, so that the novelty does not wear off.
Coordinate cubing activities with other teachers if you are in a team-teaching situation.
Getting Started, continued
Helpful Hints (continued)
Use colored paper to indicate various interests or learning styles (not readiness-based grouping).
Students begin by sitting with other students using cubes of the same color.
Step 3. Pre-assess student readiness, interest, or learning style!
Group students according to their readiness, with different colored cubes or task cards that match students’ level of understanding and ability level.
Getting Started (continued)
Helpful Hints (continued)
Step 2. Provide extended opportunities, materials, and learning situations that are appropriate for a wide range of readiness, interests, and learning styles.
Does what you are teaching align with your short and long-term goals?
If the first roll is an activity that the student does not want to do, a second roll is allowed.
After students have worked on their activity individually, have them come together in groups to synthesize.
Getting Started
Variations on Cubing
Step 1. Identify the general concepts, skills and content, aligned with the state standards, that will be the focus of the activity as it pertains to different learners.
What do you want your students to know, understand, and be able to do?
1. Number the list of tasks to be completed. Roll the die to select the item on the list to complete. (= ThinkDots)
2. Write each task on a tongue depressor and let students select one.
Why We Use Cubes
Variations (continued)
3. To differentiate learning by student learning profile (visual, auditory, kinesthetic; multiple intelligences)
4. To add an element of novelty to classroom instruction
3. Incorporate learning styles in the cubed activity, such as visual/spatial; bodily/kinesthetic, etc.
4. Design a cube for reading nonfiction (Who? What? When? Where? Why? How?); especially powerful in content areas.
Why Do We Use Cubes?
Helpful Tools
1. To differentiate learning by readiness (familiarity with content or skill level)
2. To differentiate learning by interest
Examples of Cubing Statements (continued)
Knowledge
Knowledge - factual answers, recognition, testing recall
Process Words: who, how why, what, tell, know, where, name, label, omit, when, list, define, select, choose, specify, match, record, identify, numerate, describe, recount, memorize, recall
Products/Outcomes: list, definition, recitation, lecture, worksheet, chart, facts
Analyze It. Tell how it is made. What are its traits and attributes?
Apply It. Tell what you can do with it. How can it be used?
Argue For or Against It. Take a stance. Use any kind of reasoning you want: logical, silly, anywhere in between.
Examples of Cubing Statements
Comprehension
Comprehension - translating, interpreting, extrapolating
Process Words: cite, tell, infer, report, show, explain, identify, locate, discuss, classify, describe, indicate, translate, recognize, summarize, paraphrase
Products/Outcomes: summary, discussion, explanation, report, review, puzzle, game, lesson
Describe It. Look at the subject closely, perhaps with your physical senses as well as your mind.
Compare It. What is it similar to? What is it different from?
Associate It. What does it make you think of? What comes to your mind when you think of it? People? Places? Things? Feelings? Let your mind go and see what feelings you have for the subject.
Cubing Tied to Bloom’s Taxonomy
Application
4. Analysis
How many elements are present?
5. Synthesis
Combining: Change to a new scenario.
6. Evaluation
Rating: Rank solutions in priority order.
1. Knowledge
Recall: What is this about?
2.Comprehension
Understanding: Why did this happen?
3. Application
Transfer: Use the information to predict.
Application - to situations that are new, unfamiliar, or have a new slant; apply rules, laws methods, theories
Process Words: use, solve, select, teach, show, collect, relate, explain, transfer, exhibit, predict, informs, practice, classify, compute, illustrate, determine, produce, establish, develop, simulate, experiment, demonstrate, discover, dramatize
Products/Outcomes: map, model, diagram, illustration, interview, experiment, drawing, collection, chart, timeline, mobile
What Is Cubing? (continued)
Analysis
In its most sophisticated form, it is a technique that helps students think at different levels of Bloom’s taxonomy.
Analysis - breaking down into parts, forms identifying motives or causes, making inferences, finding evidence to support generalizations; clarifying, concluding
Process Words: probe, survey, dissect, outline, contrast, identify, compare, examine, discover, organize, correlate, illustrate, prioritize, combine, separate, diagram, differentiate, distinguish, categorize, investigate, subdivide
Products/Outcomes: graph, diagram, survey, questionnaire, plan, research paper, outline, attributes, goals/objectives, chart, mind map
DIFFERENTIATED STRATEGY 101:
CUBING A LESSON
What Is Cubing? (continued)
Synthesis
Cubes may vary with commands or tasks appropriate to the level of readiness of the group.
Cubes may also be constructed with tasks relating to different areas of intelligence, such as verbal/linguistic or bodily/kinesthetic.
Synthesis - combining elements into a pattern not clearly there before, ability to put parts together to form a new whole
Process Words: make, plan, adapt, invent, create, develop, translate, design, initiate, generate, make up, compose, propose, predict, integrate, originate, rearrange, assemble, collaborate, categorize, hypothesize, formulate, incorporate
Products/Outcomes: song, play, newspaper, film, mural, story, advertisement, poem, invention, formula, solution, art product
Evaluation
What Is Cubing?
Evaluation - evaluate according to some set of criteria and state why; ability to judge value for purpose; judging the value of something
Process Words: rate, judge, revise, choose, critique, defend, justify, decide, assess, contrast, support, compare, criticize, support, validate, determine, recommend, appraise, conclude, interpret
Products/Outcomes: panel, discussion, judgment, evaluation, opinion, editorial, verdict, rating scale, debate, court trial, ranking
A technique that helps students consider a subject from six points of view
Different commands or tasks appear on each side of a cube
“Be not afraid of going slowly. Be only afraid of standing still.” -Bertie Kingore
Examples of cubes and
https://rpdc.mst.edu/media/center/rpdc/documents/Cubing_Jigsawcenters.pdf
Barbara Ewing Cockroft, M.Ed. NBCT, presenter
Made into Prezi by A. Roos
Social Studies Level 1
For a blank template of a cube, visit: http://www.cdeducation.org/ocea/handouts/39%20-%20Differentiation%20Strategy%20101-%20Cubing%20a%20Lesson/