Differentiated Instruction

Intermediate Strategies

· R.A.F.T.

A R.A.F.T assignment is a system for making sure students understand their role as writer, their audience, the format of their work, and the expected content of their writing. It is designed around unit objectives and standards and also provides an easy, meaningful way to incorporate writing into content-area instruction. Practically all R.A.F.T. assignments are written from a viewpoint other than that of a student, to an audience other than the teacher, and in a form other than the standard essay. Four key ingredients are included in every R.A.F.T. writing assignment:

R: Role of Writer (Who are you?)
A:  Audience (To whom is this written?)
F:  Format (What form will it take?)
T:  Topic + strong verb (What is your topic?)

Learners select one row and create that written “product.” The teacher can set word limits or decide the format: word-processed, a hand-written card, student choice, etc. What makes the R.A.F.T. such a popular activity with students is the variety and creativity involved. For each of these writing tasks the same scoring rubric can be used regardless of which row is selected, thus making it easier for the teacher.

http://www.sedl.org/loteced/communique/n06.html (scroll down and click on Figure 3)

http://www.somers.k12.ny.us/intranet/reading/RAFT.html

http://curry.edschool.virginia.edu/go/readquest/strat/raft.html

· Adjusting Questions/Journal Prompts:

A teacher--in class discussions, tests, and/or homework--adjusts the sorts of questions posed to learners based on their readiness, interests, and learning profile. This strategy is an excellent "get your feet wet" differentiation strategy because it builds on strengths and abilities readily used by most teachers.

http://webtech.cherokee.k12.ga.us/littleriver-es/ewilliams/adjusting_questions_facts.htm

http://members.shaw.ca/priscillatheroux/differentiatingstrategies.html

http://www.dayonepublishing.com/Educational/DifferentiationCard/DiffCard.pdf

· Multiple Intelligences

Howard Gardner believes that each individual has nine multiple intelligences. These should be nurtured and strengthened in our classrooms by providing opportunities for authentic learning based on students' needs, interests and talents. The following links list and define the nine intelligences and give examples of classroom activities for them.

http://www.educationworld.com/a_issues/readit/readit005.shtml

http://www.eduscapes.com/tap/topic68.htm (scroll down to “Student Projects and Lessons Based on Multiple Intelligences Ideas” for lesson ideas)

http://www.gigglepotz.com/mi8.htm

http://www.gigglepotz.com/mi.htm

· Varied Test Questions:

In class discussions, tests, and homework, teachers should adjust the sorts of questions posed to learners based on their readiness, interests, and learning profiles. The following site gives suggestions on types of questions and assists you in constructing varied test questions.

http://www.teachers.ash.org.au/researchskills/dalton.htm

· Scavenger Hunts:

Through the use of scavenger hunts students can practice problem solving, improve their reading and comprehension skills, and learn how to search for information from a variety of sources.

http://www.education-world.com/a_curr/curr113.shtml

http://homepage.mac.com/cohora/ext/internethunts.html

http://www.vdoh.org/teachers/edtech/hunts.htm

http://www.kidbibs.com/learningtips/lt24.htm (a vocabulary scavenger hunt)

· Cooperative Group Strategies:

In cooperative learning, students work together in small groups on a structured activity. They are individually accountable for their work, and the work of the group as a whole is also assessed. Effective cooperative learning occurs when students work together to accomplish shared goals and when positive structures are in place to support that process.

http://www.netc.org/focus/strategies/coop.php