differentiate to motivate! using choice menus to engage & challenge every student
DESCRIPTION
Differentiate to Motivate! Using Choice Menus to Engage & Challenge Every Student. By: Erica Hamer. Why Use Activity Menus?. Choice Motivation Student-Centered Learning Styles Interests Build Upon Strengths Engagement Hands-On Individual Needs Independence Differentiation - PowerPoint PPT PresentationTRANSCRIPT
DIFFERENTIATE TO MOTIVATE!
USING CHOICE MENUS TO ENGAGE & CHALLENGE
EVERY STUDENT
By: Erica Hamer
WHY USE ACTIVITY MENUS?ChoiceMotivationStudent-
CenteredLearning StylesInterestsBuild Upon
Strengths
EngagementHands-OnIndividual
NeedsIndependenceDifferentiationReadinessChallenge
HOW HAVE YOU USED ACTIVITY MENUS IN YOUR
CLASSROOM? What format did you use for your
activity menus?
What did you like best about using activity menus in your classroom?
What were some obstacles that you encountered using activity menus?
5 MENU TYPES Tic-Tac-Toe Menu
List Menu
2-5-8 (or 20-50-80) Menu
Game Show Menu
Baseball Menu
Each menu type has different benefits, limitations, & time considerations
TIC-TAC-TOE MENU Description:
8 Predetermined choices + 1 free choice All choices at same level of Bloom’s, carry same
weight for grading, & require similar time/effort Benefits:
Flexibility to either cover 1 topic in depth or 3 different objectives by completing 1 activity in each row or column
Student-friendly & easy to understand Easy to grade
Limitations: Only covers 1 or 3 topics Student choice limited to tic-tac-toe pattern
Time Considerations: Short time period of 1-3 weeks
LIST MENU OR CHALLENGE LIST
Description: 10 Predetermined choices + 1 free choice Points per choice are based on level of Bloom’s Choices require differing amounts of time/effort
Benefits: Students like having control over their grades & the ability
to make up lost points by completing another choice In-depth study Higher & lower level activities for differing readiness levels
Limitations: Only covers 1-3 topics If 3 topics, objectives limited to individual student choices Heavy teacher preparation of materials
Time Considerations: 2 weeks maximum
2-5-8 (OR 20-50-80) MENU Description:
8 Predetermined choices to total 10 (or 100) points Point values of 2 (or 20), 5 (or 50), or 8 (or 80) based
on level of Bloom’s Choices require differing amounts of time/effort
Benefits: Students like having control over their grades Students must complete at least 1 activity at a higher
level of Bloom’s Limitations:
Only 1 topic, in depth No free choice Students complete only 1 higher level activity
Time Considerations: 1 week maximum
BASEBALL MENU Description:
20 Predetermined choices 4 different point values based on level of Bloom’s: singles,
doubles, triples, & home runs Students must complete __ # runs around all 4 bases for 100% Choices require differing amounts of time/effort
Benefits: Students like having control over their grades Flexibility of many choices at each level Baseball theme can be used on bulletin board where students
move themselves through each base as a visual reinforcer Limitations:
Only 1 topic, many objectives, in-depth 1 free choice Heavy teacher preparation of materials & student work space
Time Considerations: Longer period of time: 4-5 weeks
GAME SHOW MENU Description:
3 predetermined choices + 1 free choice per topic/objective Point values based on level of Bloom’s Choices require differing amounts of time/effort Students complete 1 activity per objective & set point
criteria Benefits:
Students like having control over their grades Flexibility of many choices at each level & students can
propose their own activity idea for each objective Individualized contracts for different learning levels Students must complete 1 activity for each objective
Limitations: Students & parents must understand guidelines
Time Considerations: Longer period of time: 4-6 weeks
VARIATIONS Adjust any menu to fit the learning needs of
your students, your weekly schedule, & your grading requirements
Create menus for different levels & assign based upon unit pre-test data to ensure advanced students are adequately challenged & struggling students are remediated without becoming frustrated
Break down amount of time allowed to complete activities into days/hours to help students manage their work time
DIFFERENTIATION: CHALLENGE WITHOUT FRUSTRATION OR
BOREDOM All students should NOT be required to do same
activities because all students are NEITHER on the same level, NOR do they have the same learning style
No student should be required to do MORE or LESS activities, instead require DIFFERENT rows/menus by increasing/decreasing challenge level of activities
Every student must be allowed to complete work at their OWN ability level- provide NO student activity choices too difficult or too easy for THEIR current level of understanding
Provide remedial activity choices that struggling students can complete INDEPENDENTLY
USE PRE-TEST DATA Determine specific learning goals of unit
Design a brief pre-test to determine individual challenge level for each unit
Pre-test at least 1 week before unit so you have time to use data to create appropriately leveled activities
What are some possible pre-test data sources for specific skills that your school already uses? (Edusoft; Star-Math/Reading; KidBiz; Dibels; LEAP/iLEAP; Iowa; Tiers 1,2,3)
DESIGNING ENGAGING ACTIVITIES List activities suggested in the curriculum Google unit focus for activity ideas from
other teachers Explore Pinterest.com for hands-on activities
& games that meet learning objectives Adapt activities in “extension” section of
textbook chapter or teacher’s manual National Science Teachers Association (NSTA)
& National Council of Teachers of Mathematics (NCTM) website lesson plan collections
NationalGeographic.com Xpeditions activities Build ideas upon Product Criteria Cards
APPROPRIATE RIGOR Adjust challenge level based upon your students’
readiness & depth of understanding of unit skills Increase rigor on activities for advanced students Decrease rigor for struggling students- activities
should reinforce basic skills yet not mastered
3 Menu Rigor Levels: Below Grade Level- Remediation- Unsatisfactory
or Approaching Basic- Bloom’s Remember or Understand
On Grade Level- Basic- Bloom’s Apply or Analyze Above Grade Level- Acceleration- Mastery or
Advanced- Bloom’s Evaluate or Create
MAKE & TAKE: TIC-TAC-TOE MENU Specific Learning Goal- Informational Text: Range
of Reading and Level of Text Complexity CCR Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.
Brainstorm activities for your grade/subject for a variety of learning styles & interests on sticky notes (see product criteria cards for ideas)
Design increases & decreases in rigor according to your students’ readiness levels
Rearrange activity sticky notes on Menu board(s) & decide on appropriate assignment pattern for your above/on/below-level students
SOURCES
ONLINE RESOURCES Choice Menu Examples & Templates PDF
http://daretodifferentiate.wikispaces.com/Choice+Boards
Choice Menus Templates & Activity Ideas http://www.pvusd.k12.ca.us/departments/GATE/choiceboards/MeaningfulMenus.pdf
Dinner Learning Menu: Appetizer, Entrée, & Dessert http://differentiationkit.wikispaces.com/Dinner+Menus
5 Minute Video for Teacher: Using Dinner Learning Menu https://www.teachingchannel.org/videos/differentiating-instruction-strategy
Differentiated Assessment Article: Motivation & Engagement with Homework Menus http://whatworks.wholechildeducation.org/blog/from-differentiated-instruction-to-differentiated-assessment/
Differentiated Instruction Handouts http://www.k8accesscenter.org/online_community_area/DifferentiatedInstructionHandouts.asp