Just checking… ► Insert a in the box containing the most reactive metal. ► This metal forms the compounds 2 X, 2 Y and 2 Z 2 Y and 2 Z ► Shade in the group.

Just checking…Just checking…

► InsertInsert a in the box containing a in the box containing the most reactive metal.the most reactive metal.

►This metal forms the compounds This metal forms the compounds

22X, X,

22Y and Y and 22ZZ

►ShadeShade in the group in which X, Y in the group in which X, Y and Z appear.and Z appear.

► InsertInsert a in the box containing a in the box containing the the most electronegativemost electronegative member member of the group in which pof the group in which p33 is filling. is filling.

Differentiated Differentiated InstructionInstruction

““May I see a menu, please?”May I see a menu, please?”

Teachers Can Teachers Can Differentiate by:Differentiate by: ContentLevel of abstraction / depth to which students are held accountable. (core for all)

ProcessMultiple options for making sense of the ideas

ProductMultiple options for expressing what they know

Differentiating the Differentiating the ProcessProcess

When you…When you…

►Dine out you are offered a menu.Dine out you are offered a menu.

►When you shop you choose the item When you shop you choose the item that best suits your need.that best suits your need.

►When listening to the news you choose When listening to the news you choose the the station you station you prefer. prefer.

The Key to a Differentiated Classroom

►The Key to a differentiated classroom is that:

students are regularly offered CHOICES students are matched with tasks compatible with their individual learner profiles.

Menus / Choice BoardsMenus / Choice Boards

►Teacher friendly Teacher friendly easy to constructeasy to construct

►Encourage Encourage ResponsibilityResponsibility IndependenceIndependence AccountableAccountable

Menus / Choice BoardsMenus / Choice Boards

►Contain a variety of requirements / Contain a variety of requirements / activitiesactivities Students choose one or more activities to Students choose one or more activities to

complete in order to learn a skill or develop complete in order to learn a skill or develop a product. a product.

can be organized so that students are can be organized so that students are required to choose options that focus on required to choose options that focus on several different skillsseveral different skills

provide clear instruction in their use provide clear instruction in their use guide students towards challenging (not guide students towards challenging (not

frustrating) activitiesfrustrating) activities

AP Chem ExamAP Chem Exam(modified menu) differentiation(modified menu) differentiation

► Choose five of the eight reactionsChoose five of the eight reactions. Write the net ionic equation . Write the net ionic equation for each. In all cases a reaction occurs. Reactions take place in for each. In all cases a reaction occurs. Reactions take place in aqueous solutions. Equations need not be balanced. Make aqueous solutions. Equations need not be balanced. Make certain that the equations to grade are obvious. (1 point for certain that the equations to grade are obvious. (1 point for reactants, 2 points for products) reactants, 2 points for products)

► a) lead (IV) ions are reduced by iodide ions.a) lead (IV) ions are reduced by iodide ions.

► b) hydrogen sulfide is bubbled through a solution of silver nitrate.b) hydrogen sulfide is bubbled through a solution of silver nitrate.

► c) potassium permanganate solution is added to concentrated hydrochloric acid.c) potassium permanganate solution is added to concentrated hydrochloric acid.

► d) concentrated hydrochloric acid.solution is added to concentrated ammonia d) concentrated hydrochloric acid.solution is added to concentrated ammonia

► e) magnesium metal is added to dilute nitric acid giving one of the products a compound in which nitrogen has an oxidation e) magnesium metal is added to dilute nitric acid giving one of the products a compound in which nitrogen has an oxidation number of (-3).number of (-3).

► f) solid calcium hydride is added to excess water .f) solid calcium hydride is added to excess water .

► g) Silver acetate is added in abundance to a solution of trisodium phosphateg) Silver acetate is added in abundance to a solution of trisodium phosphate

► h) solid sodium cyanide is added to waterh) solid sodium cyanide is added to water

Entrée (Select One)•Draw a picture that shows what happens during photosynthesis.•Write two paragraphs about what happens during photosynthesis.•Create a rap that explains what happens during photosynthesis.

Dinner Menu – Dinner Menu – PhotosynthesisPhotosynthesisAppetizer (Everyone Shares)

•Write the chemical equation for photosynthesis.

Side Dishes (Select at Least Two) •Define respiration, in writing.•Compare photosynthesis to respiration using a Venn Diagram.•Write a journal entry from the point of view of a green plant.•With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.

Dessert (Optional)•Create a test to assess the teacher’s knowledge of photosynthesis.

geography and culturegeography and culture Complete at least three of the activities in Column A and all of Complete at least three of the activities in Column A and all of

the activities in Column B.the activities in Column B. Column A Column A

► 1. Come to the Geography and Culture workshop on Monday and Tuesday.

► 2. Many common words have their roots in native American culture. Use the dictionary to trace the relationship between the following words and the culture of native American tribes: false face, squaw, teepee, maize. Be sure to identify the tribe the word comes from.

► 3. Complete the native American drumming study station. Schedule a time to watch the descriptive video with a friend. Use the worksheets at the station to illustrate the pattern found in the traditional drumming of one tribe.

► 4. Write a letter to a child your age from a tribe that is interesting to you. In the letter, tell him or her about the ways that geography continues to influence the culture of your neighborhood. Include things like how climate controls the kinds of sports people play, or the types of automobiles they prefer.

► 5. Select one of the native American songs found at the Listening Station. As you listen, try to imagine what the music is trying to describe. Draw a picture or write a poem to capture you ideas

Column BColumn B► 1. READ Select one book from the green dot

section our native American library. Read it with a friend.

► 2. APPLY Make a resource map of our state. Be sure to include all of the natural resources local tribes had available to them.

► 3. EXPAND Select a video describing a tribe from a different section of the country. Compare this tribe to one that is local. Put your findings a Venn Diagram sheet available at the map station.

Another form of menusAnother form of menus

►Tic-Tac-Toe Tic-Tac-Toe

THINK-TAC-TOETHINK-TAC-TOEBook ReportBook Report

Draw a picture Draw a picture of the main of the main character.character.

Perform a play Perform a play that shows the that shows the conclusion of a conclusion of a

story.story.

Write a song Write a song about one of about one of

the main the main events.events.

Write a poem Write a poem about two about two

main events in main events in the story.the story.

Make a poster Make a poster that shows the that shows the order of events order of events

in the story.in the story.

Dress up as Dress up as your favorite your favorite character and character and

perform a perform a speech telling speech telling who you are.who you are.

Create a Venn Create a Venn diagram diagram

comparing and comparing and contrasting the contrasting the introduction to introduction to

the closing.the closing.

Write two Write two paragraphs paragraphs

about the main about the main character.character.

Write two Write two paragraphs paragraphs about the about the setting.setting.

Tic-Tac-Toe ActivitiesTic-Tac-Toe Activities Students complete the three activities of their choice 

in a straight row, creating a winning tic-tac-toe(project).

Mathematical/LogicalMathematical/Logical 1. Determine how many people 1. Determine how many people could sleep in Haywood Hall. Limit could sleep in Haywood Hall. Limit your answer to the bedrooms and your answer to the bedrooms and possible beds in the Hall. possible beds in the Hall.

2.Find out how many members 2.Find out how many members were in the original State Council were in the original State Council -- list members.-- list members.

Linguistic/VerbalLinguistic/Verbal

1.Create journals as 1.Create journals as suggestionsuggestion

the activities.  the activities. 

2..Write a story about Dr. E. 2..Write a story about Dr. E.

Burke. Include historical Burke. Include historical events. events.

3.Create a dinner party food 3.Create a dinner party food list list

using food original to the using food original to the

Haywood Hall time period. Haywood Hall time period.

4. Create a brochure about 4. Create a brochure about the Hall.the Hall.

Bodily/KinestheticBodily/Kinesthetic

1. Act out a scene -- pretend 1. Act out a scene -- pretend to to

be a child or adult at the be a child or adult at the Hall.Hall.

2. Learn a dance popular in 2. Learn a dance popular in the the

18th or 19th century. 18th or 19th century.

3. Create a model of the 3. Create a model of the mantel mantel

in the living room. in the living room.

4. Research a jostling board. 4. Research a jostling board.

How was it used? Who used How was it used? Who used it?it?

Visual/SpatialVisual/Spatial

1. Create your family tree using 1. Create your family tree using the the

Haywood family tree as an Haywood family tree as an example. example.

2. Draw a Haywood family crest. 2. Draw a Haywood family crest. DoDo

some research on the family some research on the family seals andseals and

crests. crests.

3. Create an illustrated dictionary 3. Create an illustrated dictionary of of

terms related to Haywood Hall.terms related to Haywood Hall.

Free ChoiceFree Choice

IntrapersonalIntrapersonal 1. Create a journal. Choose a 1. Create a journal. Choose a Haywood to become.Haywood to become.

2. Consider how life was in 2. Consider how life was in the 1800s. Write a narrative. the 1800s. Write a narrative. You can choose to write as a You can choose to write as a servant, a Haywood family servant, a Haywood family member, a child at the member, a child at the Haywood boarding school, Haywood boarding school, etc.etc.

InterpersonalInterpersonal

1. Create a dialog for characters in 1. Create a dialog for characters in a a

Haywood play. Haywood play.

2. Plan a group activity2. Plan a group activity

for Haywood Hall. for Haywood Hall.

3. Plan a group tour of Haywood 3. Plan a group tour of Haywood Hall Hall

and gardens.and gardens.

NaturalistNaturalist

1. Catalog the garden's 1. Catalog the garden's major major

flowers. flowers.

2. Plan an herb garden. 2. Plan an herb garden.

3. Catalog the types of 3. Catalog the types of

painting/art in Haywood Hall.painting/art in Haywood Hall.

MusicalMusical

1. Research the piano, the 1. Research the piano, the flute.flute.

2. Write a musical piece, 2. Write a musical piece, circa circa

1800s. 1800s.

3. Design a dance for the 3. Design a dance for the 19th 19th

century.century.

Did you know? Did you know? 

Research shows:Research shows:► that students enthat students enter the classroom withter the classroom with a variety a variety

of abilities and inteof abilities and interests, requiring that tearests, requiring that teachers chers employ a variety of learniemploy a variety of learning options ng options (Keefe & Jenkin(Keefe & Jenkinss, , 2005; Yatvin, 2004).2005; Yatvin, 2004).

► that excellent teacthat excellent teachers rely on a varihers rely on a variety of ety of instructional strategies rather thainstructional strategies rather than relying n relying excluexclusively on one method sively on one method (Langer, 2004).(Langer, 2004).

►

the most effective teacthe most effective teachers funchers function more as tion more as facilitators and coaches rather thafacilitators and coaches rather than as lectn as lecturers urers and direction givers, particularly in thand direction givers, particularly in the uppere upper grades grades

► (Bolliger, 2004; McCain, 2005). (Bolliger, 2004; McCain, 2005).