1. Learning Centers ISBN #0-87120-812-1 Fulfilling the Promise of the Differentiated Classroom by Carol Ann Tomlinson

2. Directions: Complete the chart to show what you know about ________________ Write as much as you can. Description Description of the Strategy Steps in Developing It Useful For Place to Use It in the Curriculum Tomlinson - 02

4. Differentiated Instruction In Action Learning Centers In Mrs. Walker's first grade class, students work with center work in language arts for a period of time each morning. There are two "choice-boards" in the classrooms one called "Teacher Choice" and one called "Student Choice." Each student has at least two days a week of student choice selections and at least two teacher choice selections. On days when Fred is assigned to Teacher Choice, Mrs. Walker will select centers and materials at his level of language readiness and ensure that he works at centers which include those materials. On his student choice days, Fred may select from any of 8-12 "pockets" on the student choice board. Those offer a wide range of choices from listening to computer work to writing/drawing, to model-making. All of the options encourage students to use language in which they find pleasurable. If Mrs. Walker elects to do so, she can guide even the student choice work by color coding rows of pockets on the student choice chart, and for example, telling Fred he may pick any choice from the red and yellow rows (but not the blue row). Often she also "Staggers" center work so that some students work at centers while others work with her in directed reading activities or individual conferences, and others work with desk work on math or language.

8. Cubing Activities

9. Directions: Complete the chart to show what you know about ________________ Write as much as you can. Description Description of the Strategy Steps in Developing It Useful For Place to Use It in the Curriculum Tomlinson - 02

10. Cubing Activities

11. Directions: Complete the chart to show what you know about ________________ Write as much as you can. Description Description of the Strategy Steps in Developing It Useful For Place to Use It in the Curriculum Tomlinson - 02

13. Example question sketch storyboard timeline explain diagram

19. Describe your favorite picture in the Story Family Pictures. Tell why you picked that one. List words that describe your feelings about the Mexican as you look at each picture in the story. Using a Venn Diagram, chart your favorite things and compare them to the favorite things you found in the story. Find common areas that you and the story share. Compare your favorite picture in the story to a similar activity in your life. You may use words and/or pictures. Analyze the favorite things in the story by understanding why these might be traditions in the culture. If you were a researcher asked about the important things in the Mexican culture, what would you say? Justify why it is important to meet people who speak a different language and have a different culture. Third Grade Unit: Cubing Example Adapted by Joy Peters, Nebraska Red Cube Using Family Pictures by Carmen Lomas Garza

20. Describe the Mexican culture using at least three sentences with three describing words in each sentence. Choreograph a dance or mime to represent the three main ideas that you learned about the Mexican culture. Find and critique another story at the reading center. Compare it to Family Pictures and discuss what elements you liked and did not like of either story. Compare, using the compare and contrast graphic organizer and look at areas of food, shelter, traditions, family life, and recreational activities. Create your own family album by drawing at least five special activities your family shares. Pretend that you are a child from Mexico. Tell me about your day. What would your chores be? What would you eat? How would you spend your free time? Tell me why? Third Grade Unit: Cubing Example Adapted by Joy Peters, Nebraska Orange Cube

22. Anderson,Krathwohl, Airasian, Cruikshank, Mayer, Pintrick, Raths, Wittrock, Eds. (2001). A taxonomy for l learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives . New York: Addison Wesley Longman, Inc.

23. Directions: Complete the chart to show what you know about ________________ Write as much as you can. Description Description of the Strategy Steps in Developing It Useful For Place to Use It in the Curriculum Tomlinson - 02

33. RAFT Doug Buehl cited in: Teaching Reading in the Content Areas: If Not Me Then Who BillMeyer & Martin, 1998

34. Directions: Complete the chart to show what you know about ________________ Write as much as you can. Description Description of the Strategy Steps in Developing It Useful For Place to Use It in the Curriculum Tomlinson - 02

38. RAFT Activities Role Audience Format Topic Gingerbread Man Our Class Oral Response I never should have listened to the fox Squanto Other Native Americans Pictographs I can help the inept settlers Band Member Other Band Members Demo Tape Here’s how it goes Monet Van Gogh Letter I wish you’d shed more light on the subject Water Vapor Water A Love Letter You make me so hot Battery Loose Wire A Newspaper Article Man has shocking experience Multiplication Fact Division Fact Invitation to a Family Reunion Here’s how we’re related

39. R.A.F.T. Role Audience Format Topic

42. RAFT: ROLE AUDIENCE FORMAT TOPIC

43. Sample RAFT Strips Language Arts Science History Math Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who? , Billmeyer and Martin, 1998 Role Audience Format Topic Semicolon Middle School Diary Entry I Wish You Really Understood Where I Belong N.Y. Times Public Op Ed piece How our Language Defines Who We Are Huck Finn Tom Sawyer Note hidden in a tree knot A Few Things You Should Know Rain Drop Future Droplets Advice Column The Beauty of Cycles Lung Owner Owner’s Guide To Maximize Product Life Rain Forest John Q. Citizen Paste Up “Ransom” Note Before It’s Too Late Reporter Public Obituary Hitler is Dead Martin Luther King TV audience of 2010 Speech The Dream Revisited Thomas Jefferson Current Residents of Virginia Full page newspaper ad If I could Talk to You Now Fractions Whole numbers Petition To Be Considered A Part of the Family A word problem Students in your class Set of directions How to Get to Know Me

44. Sample RAFT Strips Role Audience Format Topic Gingerbread Man Our Class Oral Response I never should have listened to the fox Squanto Other Native Americans Pictographs I can help the inept settlers Band Member Other Band Members Demo Tape Here’s how it goes Positive Numbers Negative Numbers Dating Ad Opposites Attract Rational Numbers Irrational Numbers Song Must you go on forever? Decimals Fractions Poem Don’t you get my point? Perimeter Area Diary Entry How your shape affects me Monet Van Gogh Letter I wish you’d shed more light on the subject! Joan of Arc Self Soliloquy To recant, or not to recant; that is the question Tree Urban Sprawl Editorial My life is worth saving Thoreau Public of his day Letter to the Editor Why I moved to the pond Young Chromosome Experienced Chromosome Children’s Book What becomes of us in mitosis? First Grader Kindergartner Ad What’s best about 1 st grade?

45. RAFT Strips, cont’d Role Audience Format Topic Hal (Henry V, Part 1) Self Diary Entry My friend Falstaff-past, present, future Magnet First Graders Letter Here’s what I’m attracted to… Transparency Slide Show Personal Ad Spruce up your presentation LBJ Viet Nam Vet Apology Letter What was I thinking… Computer Fifth Graders Flow Chart Turning data into a graph with EXCEL P Waves S Waves Dear John Letter Why we have to stop seeing each other Carbon Atom Hydrogen Atom Personal Ad Atom seeking atom A Variable in an Equation Real Numbers Ad for the Circus What is my value in the balancing act? Return Key Middle Schoolers Captain Kirk’s Bulletin to his crew When to beam to another paragraph Conductor The Band Mime How to play this style of music Basic Multiplication Fact Basic Division Fact Invitation to a family reunion Here’s how we’re related

47. Feudal System Raft cont’d Following the RAFT activity, students will share their research and perspectives in mixed role groups of approximately five. Groups will have a “discussion agenda” to guide their conversation. -Kathryn Seaman Role Audience Format Topic King The Subjects Proclamation Read My Lips, New Taxes Knight Squire Job Description Chivalry, Is it for You? Lord King Contract Let’s Make a Deal Serf Animals Lament Poem My So Called Life Monk Masses Illuminated Manuscript Do As I Say, Not As I Do Lady Pages Song ABC, 123

49. Self Portrait RAFT Role Audience Format Topic Norman Rockwell Masses Illustration What You See is What You Get Van Gogh Self Oil Painting Can I Find Myself In Here? Andy Warhol Someone you want to know the true you Photograph Now you see Me, Now you Don’t Rueben Self Oil Painting Props Make the Person Goya School Charcoal On the Side, but Central

52. Graphic Organizers

53. Directions: Complete the chart to show what you know about ________________ Write as much as you can. Description Description of the Strategy Steps in Developing It Useful For Place to Use It in the Curriculum Tomlinson - 02

55. Graphic Organizer: Identifying Similarities and Differences COMPARISON MATRIX Nutrients Items to Be Compared Apples Oranges Pears Grapes Calcium Vitamin C Sugar Content Fiber Juice

56. Double Cell Diagram Two items linked by characteristics or attributes.

57. Venn Diagram Expanded Three items linked by characteristics or attributes

58. GRAPHIC ORGANIZER Venn Diagram (a visual display of similarities & differences )

60. Used to show the interaction of a complex event or complex phenomenon

63. defining the components of the problem and attempted solutions

64. Used to describe the stages of something, the steps in a linear procedure, a sequence of events or the goals, actions, and outcomes of a historical figure or character in a novel

67. Graphic Organizers http://webcenter.netscape.teachervision.com/ http://www2.sandi.net/ocean/go.html Ocean Beach Elementary School Download graphic organizers and keep them in a file for student use. Graphic organizers can be extended to make them more complex. On this graphic organizer have some students justify their selections and provide evidence of how these events have shaped our lives today.

68. Complex Instruction

69. Directions: Complete the chart to show what you know about ________________ Write as much as you can. Description Description of the Strategy Steps in Developing It Useful For Place to Use It in the Curriculum Tomlinson - 02

82. ThinkDots An Instructional Strategy for Differentiation by Readiness, Interest or Learning Style Kay Brimijoin, 1999

83. Directions: Complete the chart to show what you know about ________________ Write as much as you can. Description Description of the Strategy Steps in Developing It Useful For Place to Use It in the Curriculum Tomlinson - 02

90.  Space ThinkDOTS (1) Multi-age Classroom: 3rd & 4 th Grades • Judy Rex and Natanya Sabin, Scottsdale, Arizona Build a model of the solar system and label its parts. Show why it is a system. Create a mobile to show the 4 major phases of the moon. Be sure to put them in the order in which they occur . Use words, pictures, and color to complete attribute webs for the Sun, the Moon, and the Earth. List the similarities and differences you find.                Illustrate the key vocabulary for our space study. Write the word under each picture. Be sure to check your spelling. Plan a skit that will show you understand the characteristic of the four seasons and when they happen. Be ready to answer questions from the audience. You are an astronomer and have discovered another planet in our solar system. Describe the planet’s location and attributes. Draw a picture and name your planet.       3

91.  Space ThinkDOTS (2) Multi-age Classrooms: 3rd & 4th Grades Judy Rex and Natanya Sabin, Scottsdale, Arizona Draw and label a map of our solar system to scale. Describe why it is considered a system. Demonstrate that you know all the phases of the moon and why they occur. You are from another galaxy going to explore the solar system’s Sun, Earth, and Moon. What will you take with you? What will you find there? What useful information will you take back to your galaxy? Share your findings with the earthlings in our class.                Create an illustrated glossary for a book about how the objects in our solar system move in space and are related to one another. Use the key vocabulary from our space study. Be sure to check your spelling. Prove why we have seasons. Create a way to show us what would happen without the rotation and revolution of the Earth. You are an astronomer and have discovered another space system. Find a way to tell us all about it and what makes it a system.        4

92.  Space ThinkDOTS (3) Multi-age Classroom: 3rd & 4th Grades Judy Rex and Natanya Sabin, Scottsdale, Arizona Develop a way to categorize the planets in our solar system and their relationship to the sun. Why is it considered to be a system? Demonstrate that you know all the phases of the moon and why they occur. You are from another galaxy going to explore the solar system’s Sun, Earth, and Moon. What will you take with you? What will you find there? What useful information will you take back to your galaxy? Share your findings with the earthlings in our class.                If you were going to teach a unit on space, what key vocabulary would you want your students to under- stand? List the words, their meanings, and how you would teach each one. Compare and contrast the movement in space that causes day and night to the movement that creates the seasons. If you were an astronomer, predict what your job would be like during the next 10 years. What might you discover?.         5

94. ALGEBRA THINK DOTS Level 2 Level 2: 1. a, b, c and d each represent a different value. If a = -1, find b, c, and d. a + b = c b + b= d c - a + -a 2. Explain the mathematical reasoning involved in solving card l. 3. Explain how a variable is used to solve word problems. 4. Create an interesting word problem that is modeled by 2x + 4 = 4x - 10. Solve the problem. 5. Diagram how to solve 3x + 1 = 10. 6. Explain why x = 4 in 2x = 8. But x = 16 in 1/2x = 8. Why does this make sense?

95. Level 3: 1. a, b, c and d each represent a different value. If a = 4, find b, c, and d. a + c = b b - a = c cd= -d d + d = a 2. Explain the mathematical reasoning involved in solving card l. 3. Explain the role of a variable in mathematics. Give examples. 4. Create an interesting word problem that is modeled by 3x - 1< 5x + 7. Solve the problem. 5. Diagram how to solve 3x + 4 = x + 12. 6. Given ax = 15, explain how x is changed if a is large or a is small in value. Algebra Think Dots Level 3

99. Create an ad for a good that Ancient Greece and Rome did NOT trade with Egypt. Make your ad convincing enough that an Egyptian will want to buy your good. Illustrate, explain, video or record these definitions (in your own words): Interdependence Economic Specialization Government Services Taxation or Taxes Opportunity Cost Scarcity Price Savings Investments Could you live without goods, service or money? Defend your position. Research goods and services in Greece, Rome, or Jamestown today. Compare and contrast with goods and services in those places long ago. Create a map of Europe and Jamestown that illustrates the concept of interdependence between the two. Be sure to include a key of any symbols used. Pretend you are running for office. Defend raising taxes for a government service of your choice.

100. Research what goods are traded between Greece and Rome and Egypt today. Compare and contrast with goods that were traded long ago. Illustrate, explain, video or record these definitions (in your own words): Interdependence Economic Specialization Government Services Taxation or Taxes Opportunity Cost Scarcity Price Savings Investments What kinds of choices do you and your family make based on goods, services, and savings? Why? Using a Venn diagram, compare and contrast goods and services produced in Greece, Rome, or Jamestown. Choose two places to compare. Use a storyboard to create a story about what happens to a bale of tobacco and a barrel of peanuts when they leave the farmlands of Jamestown and head for Europe. Explain what happens and why. Create 3 fib game cards listing government services paid for by taxes. Add a question on each card asking why the fib is a fib and why taxes wouldn't be used to pay for it.

101. What goods did Ancient Greece and Rome trade with Egypt? Illustrate and label and explain why they traded each good. Record or write a story about a French cloth maker and a Jamestown farmer. Tell how they depend on each other. Name two goods and services that you depend on today. How do you get them? On a chart, list the goods and services produced in Greece, Rome, and Jamestown long ago. Illustrate, explain, video or record these definitions (in your own words): Interdependence Economic Specializations Government Services Taxation or Taxes Opportunity Cost Scarcity Price Savings Investments Using pictures from magazines, creates a collage of government services that you would be willing to pay taxes for.

103. ThinkDOTS Activities for Middle School Science Lesson Concept:STRUCTURE How do the atomic numbers in the periodic table change from the top to the bottom? From left to right across the table? Predict as many properties for potassium as you can. To make your predictions, look at the information in the box for this element and consider its location on the periodic table. Carbon is atomic number 6. How are 2 carbon atoms with mass numbers of 12 and 14 different? Why are these atoms called isotopes? Why do you think scientists used the term &quot;cloud&quot; to describe the position of electrons in an atom? Suppose you were given some sugar cubes, a grinder, some water, a pan, and a hot plate. What physical and chemical changes could you make in the sugar? There are 3 jars in the front of the room. Each has a substance with a strong odor. One is a solid, one is a liquid and one is a gas. Which odor would students in the back of the room smell first? Why? What is the correct symbol for the element helium? Research the history of this element and create a timeline showing what elements were discovered just before and after helium. Name three types of physical changes. Create a list with at least two examples of each that are different from the examples in the book. Which is higher, an element's atomic number or its mass number? Why? Share two ways that scientists study atoms. Suggest any new ways you might think of. How are physical and chemical properties different? Why? What does the periodic table tell us about calcium? How can this help us in our everyday lives?

107. Learning Contracts

108. Directions: Complete the chart to show what you know about ________________ Write as much as you can. Description Description of the Strategy Steps in Developing It Useful For Place to Use It in the Curriculum Tomlinson - 02

112. Friendships Shape Up! Reading Contract Choose an activity from each shape group. Cut out your three choices and glue them below. You are responsible for finishing these activities by ____________________. Have fun! This contract belongs to _____________________. Brenda Spurgeon, 2nd Grade, Riverside Elementary School, Boise, ID

113. Friendships Shape Up! Cont’d Make a poster advertising yourself as a good friend. Use words and pictures to help make people want to be your friend. Make sure your name is an important pare of the poster. Make a two sided circle-rama. Use it to tell people what makes you a good friend. Use pictures and words and make sure your name is an important part of the display. Make a mobile that shows what makes you a good friend. Use pictures and words to hang on your mobile. Write your name on the top of the mobile in beautiful letters. Get with a friend and make a puppet show about a problem and the solution in your book. Get with a friend & act out a problem and its solution from your book. Meet with me & tell me about a problem and its solution from the story. Then tell me about a problem you have had and how you solved it. Draw a picture of a problem in the story. Then use words to tell about the problem and how the characters solved their problem . Write a letter to one of the characters in your book. Tell them about a problem you have. Then have them write back with a possible solution to your problem. Think about another problem on of the characters in your book might have. Write a new story for the book about the problem and tell how it was solved.

114. Writing Bingo Try 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. Recipe Thank you note Letter to the editor Directions to one place to another Rules for a game Invitation Email request for information Letter to a pen pal, friend, or relative Skit or scene Interview Newspaper article Short story FREE Your choice Grocery or shopping list Schedule for your work Advertisement Cartoon strip Poem Instructions Greeting card Letter to your teacher Proposal to improve something Journal for a week Design for a web page Book Think Aloud

121. Tic-Tac-Toe designed to help students make connections between science standards (4 th Grade Rock, Soil, and Fossils Activity) Created by Meri-Lyn Stark Elementary Science Coordinator Park City School District Create a game for others to play to learn how fossils are formed and found Teach the class a lesson about dinosaur extinction Compare Utah locations with examples of weathering and erosion, show examples Draw and label a soil profile showing how the layers differ Graph types of fossils found in Utah and create simple fossil map Demonstrate plant growth in 2 or more different soil types, share in class Survey everyone in class for their theory about dinosaur extinction, share results Design a display of different rocks and minerals, label and prepare descriptions Develop a timeline of prehistoric life in Utah

123. Directions: Complete the chart to show what you know about ________________ Write as much as you can. Description Description of the Strategy Steps in Developing It Useful For Place to Use It in the Curriculum Tomlinson - 02

125. The Power of Webquests According to Bernie Dodge (1997), a webquest is an inquiry-oriented activity in which students interact with information gleaned primarily from resources on the Internet. http://webquest.sdsu.edu/ http://www.ozline.com/webquests/intro.html http://www.kn.pacbell.com/ Check out the digital dozen and Filamentality Webquest Design Patterns http://webquest.sdsu.edu/designpatterns/HS/t-webquest.htm

126. http://www.internet4classrooms.com/tide.htm http://wcvt.com/%7Etiggr/ Bones and the Badge Webquest http://projects.edtech.sandi.net/kearny/forensic/index.htm http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm/ Webquests as Powerful Teaching Tools in Math and Science http://www.enc.org/features/focus/archive/webquests/ http://studenthome.nku.edu/~webquest/gabbard/index.htm

130. Interest-A-Lyzers Interest-A-Lyzer Family of Instruments Author: Joseph S. Renzulli Copyright 1997 80 pages ISBN: 0-936386-69-X Grade Level: K-12 This manual describes the six interest assessment tools that comprise the Interest-A-Lyzer &quot;Family of Instruments.&quot; Dr. Renzulli discusses the importance of assessing student interests and provides suggestions for administering and interpreting these instruments in the school setting. Sample pages from each interest assessment tool are included in the appendix. http://www.creativelearningpress.com

131. Famous People Economy Mathematics Science Fine Arts/ Literature The Future History Technology Problems Communication Geography Ecology TOPIC GENERATOR My Topic

132. Who Does Research? What kinds of questions would these people ask? Name(s) __________________________________________ Wildlife Biologist Geographer Historian Writer Teacher Newspaper Reporters Doctors Questions They Ask? Person

136. Question Boxes Fill out the boxes with your questions. Name(s) ______________________________________ How Why Where When What Who Should, Would, Could Might Will Can Did Is

139. Develop a Plan of Action to Guide the Research PRODUCT: This is the type of product that I could create. AUDIENCE: This is the audience who could benefit from my research. PROBLEMS: These are the problems that I may encounter. STEPS: Here are the steps I need to take to accomplish my plan. RESOURCES: These are the resources I need to conduct my study. WHAT: This is what I plan to research.