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Creating Learners through Differentiated Instruction: Learning Profile

Essex Town School District

August 27, 2009

Dr. Nanci Smithnanci_mathmaster@yahoo.com or nanci@e2c2.com

Differentiation

Is a teacher’s response to learner’s needs

Shaped by mindset & guided by general principles of differentiation

Continual assessment

Teachers can differentiate through

Content Process Product Affect/Environment

According to students’

Readiness

Through a variety of instructional strategies such as:

RAFTS…Graphic Organizers…Scaffolding Reading…Cubing…Think-Tac-Toe…Learning

Contracts…Tiering… Learning/Interest Centers… Independent Studies….Intelligence

Preferences…Orbitals…Complex Instruction…4MAT…Web Quests & Web Inquiry…ETC.

Respectful tasks Flexible groupingQuality Curriculum Bldg. Community

Interest Learning Profile

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Learning Profile Factors

Group Orientation

independent/self orientationgroup/peer orientationadult orientationcombination

Learning Environment

quiet/noisewarm/coolstill/mobileflexible/fixed“busy”/”spare”

Cognitive Style

Creative/conformingEssence/factsExpressive/controlledNonlinear/linearInductive/deductivePeople-oriented/task or Object orientedConcrete/abstractCollaboration/competitionInterpersonal/introspectiveEasily distracted/long Attention spanGroup achievement/personal achievementOral/visual/kinestheticReflective/action-oriented

Intelligence Preference

analyticpracticalcreativeverbal/linguisticlogical/mathematicalspatial/visualbodily/kinestheticmusical/rhythmicinterpersonalintrapersonalnaturalistexistential

Gender&

Culture

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Assessments

The assessments used in this learning profile section can be downloaded at:

www.e2c2.com/fileupload.asp

Download either file:

“Profile Assessments for Cards”

“Profile Assessment WORD”

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Neat, clean, closes eyes to visualize, always likes to look at something, reacts to colorful stimuli, doodles and draws, chooses colorful or visual tasks

Hums or talks to self often, can pay attention without looking at the front, can get information from listening without looking at pictures, elaborate explanations, tells stories even when asked not to, chooses interpersonal or listening tasks

Gestures while talking, tapping, fidgeting, remembers what was done but not said or heard, touches others, roams, chooses active hands-on tasks

Modality Observation Checklist

Nanci Smith

1.

2.

3.

1. Visual

2. Auditory

3. Kinesthetic

Activity 2.5 – The Modality Preferences Instrument (HBL, p. 23)Follow the directions below to get a score that will indicate your own modality (sense) preference(s). This instrument, keep

in mind that sensory preferences are usually evident only during prolonged and complex learning tasks.

Identifying Sensory PreferencesDirections: For each item, circle “A” if you agree that the statement describes you most of the time. Circle “D” if you

disagree that the statement describes you most of the time.

1. I Prefer reading a story rather than listening to someone tell it. A D

2. I would rather watch television than listen to the radio. A D

3. I remember faces better than names. A D

4. I like classrooms with lots of posters and pictures around the room. A D

5. The appearance of my handwriting is important to me. A D

6. I think more often in pictures. A D

7. I am distracted by visual disorder or movement. A D

8. I have difficulty remembering directions that were told to me. A D

9. I would rather watch athletic events than participate in them. A D

10. I tend to organize my thoughts by writing them down. A D

11. My facial expression is a good indicator of my emotions. A D

12. I tend to remember names better than faces. A D

13. I would enjoy taking part in dramatic events like plays. A D

14. I tend to sub vocalize and think in sounds. A D

15. I am easily distracted by sounds. A D

16. I easily forget what I read unless I talk about it. A D

17. I would rather listen to the radio than watch TV. A D

18. My handwriting is not very good. A D

19. When faced with a problem , I tend to talk it through. A D

20. I express my emotions verbally. A D

21. I would rather be in a group discussion then read about a topic. A D

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22. I prefer talking on the phone rather than writing a letter to someone. A D

23. I would rather participate in athletic events than watch them. A D

24. I prefer going to museums where I can touch the exhibits. A D

25. My handwriting deteriorates when the space becomes smaller. A D

26. My mental pictures are usually accompanied by movement. A D

27. I like being outdoors and doing things like biking, camping, swimming, hiking etc. A D

28. I remember best what was done rather then what was seen or talked about. A D

29. When faced with a problem, I often select the solution involving the greatest activity. A D

30. I like to make models or other hand crafted items. A D

31. I would rather do experiments rather then read about them. A D

32. My body language is a good indicator of my emotions. A D

33. I have difficulty remembering verbal directions if I have not done the activity before. A D

Interpreting the Instrument’s Score

Total the number of “A” responses in items 1-11 _____

This is your visual score

Total the number of “A” responses in items 12-22 _____

This is your auditory score

Total the number of “A” responses in items 23-33 _____

This is you tactile/kinesthetic score

If you scored a lot higher in any one area: This indicates that this modality is very probably your preference during a protracted and complex

learning situation.

If you scored a lot lower in any one area: This indicates that this modality is not likely to be your preference(s) in a learning situation.

If you got similar scores in all three areas: This indicates that you can learn things in almost any way they are presented.

Visual• Take numerous detailed notes • Tend to sit in the front • Are usually neat and clean • Often close their eyes to visualize or remember

something • Find something to watch if they are bored • Like to see what they are learning • Benefit from illustrations and presentations that use

color • Are attracted to written or spoken language rich in

imagery • Prefer stimuli to be isolated from auditory and

kinesthetic distraction http://www.usd.edu/trio/tut/ts/styleres.html

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Auditory• Sit where they can hear but needn't pay attention

to what is happening in front • May not coordinate colors or clothes, but can

explain why they are wearing what they are wearing

• Hum or talk to themselves or others when bored • Acquire knowledge by reading aloud • Remember by verbalizing lessons to themselves (if they don't they have difficulty reading maps or diagrams or handling conceptual assignments like mathematics).

http://www.usd.edu/trio/tut/ts/styleres.html

Kinesthetic• Need to be active and take frequent breaks • Speak with their hands and with gestures • Remember what was done, but have difficulty recalling what was

said or seen • Find reasons to tinker or move when bored • Rely on what they can directly experience or perform • Activities such as cooking, construction, engineering and art help

them perceive and learn • Enjoy field trips and tasks that involve manipulating materials • Sit near the door or someplace else where they can easily get up

and move around • Are uncomfortable in classrooms where they lack opportunities for

hands-on experience • Communicate by touching and appreciate physically expressed encouragement, such as a pat on the back

http://www.usd.edu/trio/tut/ts/styleres.html

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Modality Task PromptsVisual Auditory Kinesthetic

Pictures Speeches Matching games

Graphic Organizers Discussions Modeling

Color coding Infomercials or PSAs “Becoming” the task

Posters Creating Question Lists Hands-on tasks / touching

Charts / Graphs Read Alouds “Peg Board” yarn game

Videos Books / Instructions on tape

Gestures and Motions

Detailed Notes Self Talk (Whispies) Motion

Visualizing Tape Recording Answers

Drama / Skits

Making Books Interviews Charades

To Do Lists Lectures / Tone & Inflection

Manipulatives

Written Directions Spoken Directions Modeled Directions

Possible Formats to use to Differentiate by Learning Modality

Written Visual Auditory Kinesthetic

•diary entry

•bulleted list

•obituary

•invitation

•product guide

•game rules

•recipe

•movie critic

•FreqAskQues

•editorial

•character

monologue

•job application

•gossip column

•mag. article

•cartoon/comic

•crossword

puzzle

•map

•scale plan or

drawing

•graphic org.

•concept web

•illustration

•print ad

•photograph

•powerpoint

•‘how to’

diagram

•fashion design

•song

•set of

discussion ?s

•conversation

•monologue

•sermon

•radiocast

•museum guide

•commercial

•reader’s theater

•interview

•tasting

•political speech

•puppet show

•storytell

•model

•cheer

•mime

•reenactment

•wax museum

•demonstration

•sales pitch with

demo elements

•physical

analogies

•taste tests

•‘how to’ video

•game

•sew, cook, build

•design a ....

Sandra Page bookpage@nc.rr.com 2008

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Partial List of Learning Modality Tasks/Skills

Kinesthetic

•model •demonstrate •build

•act out •use tools to.. •dance

•produce •simulate •craft

•transform •show in lab •make

Visual

•diagram •overlay •map

•chart •timeline •web

•illustrate •cartoon •model

•graph •video •pop-up

Oral

•recite •broadcast •speech

•discuss •question •interview

•debate •cook/taste •sing

•argue •converse •perform

Auditory

•radiocast •soundscape •music

•preach •commercial •chant

•persuade •ad/jingle •rhythm

•compose •speech •phone

Multiplication Facts: 4’s and 8’s

• Visual:

– Make two posters - one will diagram all of the 4

multiplication facts and the other diagrams the 8

multiplication facts.

• Auditory:

– Put together a skit or newscast about multiplying by 4 and

8. Have lots of examples!

• Kinesthetic:

– Play multiplication rummy or memory

– Use counters to model the 4 and 8 multiplication facts.

List all of the resulting equations and answers.

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Graphing with a Point and SlopeModality

• Visual Learners: Given a point and slope, the students graph lines on graph paper. They should plot the given point in one color, use a second color to show the rise form the point, and use a third color to show the run form the point. They should then plot the resulting point in a fourth color. The students should repeat the same process to find a third point on the line. Finally, using a fifth color, they should sketch the line containing all three points. The students will then apply their understanding of the process using a problem such as the following: Josh buys his first pack of baseball cards for $3, the next two packs for $4 more, and the next three packs for $6 more. Show the line that predicts how much Josh will pay for nine packs altogether. The students in this group may work individually or in pairs.

Graphing with a Point and SlopeModality

• Kinesthetic Learners: On a large grid on the floor, one student stands at the original point. A second student walks the rise and run from the original point to the next point on the grid, counting aloud while doing so. Another student begins where the second students is standing and repeats the process to find a third point. The students repeat this process until all the students represent points on the line. They then create the line by holding string between them. The students will then apply this same process to a problem such as the one given to the visual learner group (see above). The students in this group should work in groups of five to six students.

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Graphing with a Point and SlopeModality

• Auditory Learners: The

students will practice graphing

several lines given initial points

and slopes. After practicing,

they will create a news bulletin

that explains the process and

implications of this type of

graphing and will share their

bulletins with the class. The

students in this group may work

individually or in pairs.

Learner Profile Card

Auditory, Visual, Kinesthetic

Modality

Multiple Intelligence Preference

Gardner

Analytical, Creative, Practical

Sternberg

Student’s Interests

Array Inventory

Gender Stripe

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M.I. Observation ChecklistLearns through words, reads and writes in order to explain themselves, enjoys talking, good at memorizations, finds joy in stories and poems

Looks for and creates patterns, detail oriented, likes to figure things out by experimenting, asks a lot of questions, categorizes sorts or classifies easily

Learns through pictures, charts, graphs, diagrams, and art, very colorful, likes puzzles

Hums, moves rhythmically, taps in time, sings to self, learns new songs very quickly, sings what could be said, attunes to music more than others

Gestures while talking, tapping, fidgeting, remembers what was done but not said or heard, touches others, roams, chooses active hands-on tasks

Likes group work and working cooperatively , has an interest in their community, lots of friends, more socially adapted

Enjoys the opportunity to reflect and work independently, often quiet and would rather work on his/her own than in a group, self-reflective and expressive

Enjoys relating things to their environment, has a strong connection to nature

1.

2.

3.

4.

5.

6.

7.

8.

1. Verbal 2. Logical/Mathematical 3. Visual/Spatial 4. Musical

5. Body Kinesthetic 6. Interpersonal 7. Intrapersonal 8. Naturalist

Nanci Smith

Self Assessment: The Theory of Multiple Intelligences

Where does your true intelligence (processing ability) lie? This quiz can help you determine where you stand. Read each statement. If it expresses some characteristic of yours and sounds true for the most part jot down a “T”. If it doesn’t mark and “F”. If the statement is sometimes true, sometimes false, leave it blank.

1. _____ I’d rather draw a map than give someone verbal directions.

2. _____ I can play (or used to play) a musical instrument.

3. _____ I can associate music with my moods.

4. _____ I can add or multiply quickly in my head.

5. _____ I like to work with calculators and computers.

6. _____ I pick up new dance steps quickly.

7. _____ It’s easy for me to say what I think in an argument or debate.

8. _____ I enjoy a good lecture, speech, or sermon.

9. _____ I always know north from south no matter where I am.

10. _____ Life seems empty without music.

11. _____ I always understand the directions that comes with new gadgets or appliances.

12. _____ I like to work puzzles and play games.

13. _____ Learning to ride a bike (or skate) was easy.

14. _____ I am irritated when I hear an argument or statement that sounds illogical.

15. _____ My sense of balance and coordination is good.

16. _____ I often see patterns and relationships between numbers faster and easier than others.

17. _____ I enjoy building models (or sculpting).

18. _____ I am good at finding the the fine points of word meanings.

19. _____ I can look at an object one way and see it turned sideways or backwards just as easily.

20. _____ I often connect a piece of music with some event in my life.

21. _____ I like to work with numbers and figures.

22. _____ Just looking at shapes of buildings and structures is pleasurable to me.

23. _____ I like to hum, whistle, and sing in the shower or when I am alone.

24. _____ I’m good at athletics.

25. _____ I’d like to study the structure and logic or languages.

26. _____ I’m usually aware of the expressions on my face.

27. _____ I’m sensitive to the expressions on other people’s faces.

28. _____ I stay in touch with my moods. I have no trouble identifying them.

29. _____I am sensitive to the moods of others.

30. _____ I have a good sense of what others think of me.

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Scoring Sheet

Place a checkmark by each item, which you marked as "True." Add your totals. A total of (four in any of the categories A through E indicates strong ability. In categories F through G a score of one or more means you have abilities in these areas as well.

A B C D

Linguistic Logical/Math. Musical Spatial

7 ____ 4 ____ 2 ____ 1 ____

8 ____ 5 ____ 3 ____ 9 ____

14 ___ 12 ___ 10 ___ 11 ___

18 ___ 16 ___ 20 ___ 19 ___

25 ___ 21 ___ 23 ___ 22 ___

E F G

Body/Kinesthetic Intrapersonal Interpersonal

6 ____ 26 ___ 27 ___

13 ___ 28 ___ 29 ___

15 ___ 30 __

17 ___

24 ___

EIGHT STYLES OF LEARNINGTYPE CHARACTERISTICS LIKES TO IS GOOD AT LEARNS BEST BY

LINGUISTIC

LEARNER

“The Word Player”

Learns through the

manipulation of words. Loves

to read and write in order to

explain themselves. They also

tend to enjoy talking

Read

Write

Tell stories

Memorizing

names, places,

dates and trivia

Saying, hearing and

seeing words

LOGICAL/

Mathematical

Learner

“The Questioner”

Looks for patterns when

solving problems. Creates a set

of standards and follows them

when researching in a

sequential manner.

Do experiments

Figure things out

Work with numbers

Ask questions

Explore patterns and

relationships

Math

Reasoning

Logic

Problem solving

Categorizing

Classifying

Working with abstract

patterns/relationships

SPATIAL

LEARNER

“The Visualizer”

Learns through pictures, charts,

graphs, diagrams, and art.Draw, build, design

and create things

Daydream

Look at pictures/slides

Watch movies

Play with machines

Imagining things

Sensing changes

Mazes/puzzles

Reading maps,

charts

Visualizing

Dreaming

Using the mind’s eye

Working with

colors/pictures

MUSICAL

LEARNER

“The Music

Lover”

Learning is often easier for

these students when set to

music or rhythm

Sing, hum tunes

Listen to music

Play an instrument

Respond to music

Picking up sounds

Remembering

melodies

Noticing pitches/

rhythms

Keeping time

Rhythm

Melody

Music

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EIGHT STYLES OF LEARNING, Cont’d

TYPE CHARACTERISTICS LIKES TO IS GOOD AT LEARNS BEST BY

BODILY/

Kinesthetic

Learner

“The Mover”

Eager to solve problems

physically. Often doesn’t read

directions but just starts on a

project

Move around

Touch and talk

Use body

language

Physical activities

(Sports/dance/

acting)

crafts

Touching

Moving

Interacting with space

Processing knowledge

through bodily sensations

INTERpersonal

Learner

“The Socializer”

Likes group work and

working cooperatively to

solve problems. Has an

interest in their community.

Have lots of

friends

Talk to people

Join groups

Understanding people

Leading others

Organizing

Communicating

Manipulating

Mediating conflicts

Sharing

Comparing

Relating

Cooperating

interviewing

INTRApersonal

Learner

“The Individual”

Enjoys the opportunity to

reflect and work

independently. Often quiet

and would rather work on

his/her own than in a group.

Work alone

Pursue own

interests

Understanding self

Focusing inward on

feelings/dreams

Pursuing interests/

goals

Being original

Working along

Individualized projects

Self-paced instruction

Having own space

NATURALIST

“The Nature

Lover”

Enjoys relating things to their

environment. Have a strong

connection to nature.

Physically

experience nature

Do observations

Responds to

patterning nature

Exploring natural

phenomenon

Seeing connections

Seeing patterns

Reflective Thinking

Doing observations

Recording events in Nature

Working in pairs

Doing long term projects

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Multiplying by 3 and 6!• Play Multiplication Memory card game

(Kinesthetic, interpersonal).• Make a picture book of multiplication facts for 3

and/or 6 (visual/spatial).• Make up a song about (or of) the multiplication

facts for 3 and/or 6 (musical).• Write a diary entry about the 3 and 6

multiplication facts. What are they? How can you remember them? If you forget one, how could you figure it out? (Intrapersonal / verbal linguistic)

• Write a story that involves multiplication by 3 and 6 (verbal linguistic).

• Show as many different models of multiplication by 3 and 6 of which you can think. How is multiplying by 6 related to multiplying by 3? (Logical / Mathematical)

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The Maturation of Tom SawyerThe Adventures of Tom Sawyer by Mark Twain

Learning

Preference

Level 1:

On or Below Grade Level

Level 2:

On or Above Grade Level

Artist The Writing’s On the Wall

You ARE Tom Sawyer. You will

create a “Growth Mural” of yurself to

give to Becky in order to show her

how much you’ve matured.

Life is Like a Box of Chocolate

Illustrate Tom’s growth or maturation through

the use of an extended metaphor or simile that

compares Tom’s growth process to

__________________

Announcer: Hannibal on a Wire

Create an audio recording of the scene

that you feel was the most important to

Tom’s growth.

Tommy Goes to Hollywood

Create and produce an NPR segment in which

the hosts of the show interview Steven Sielberg

about his upcoming film adaptation of The

Adventures of Tom Sawyer

Writer: Growth Report Card

You are a psychologist hired by Aunt

Polly to examine Tom’s behavior and

assess his growth.

Investigative Report

Develop a Private investigator’s Report about

Tom’s emotional and mental growth and well-

being.

Actor: Lights, Camera, Action!

Choose an important scene that

demonstrates Tom’s growth of

character, and act it out using props,

costumes, etc.

Live with Dr. Phil!

Act out an episode of the Dr. Phil show in

which characters from the book will discuss

whether or not they believe that Tom has grown

or changed and how.

Beyond IQ• Robert Sternberg

use of intellect rather than quantity of it

intelligence as problem-solving

analytical

practical

creative

Triarchic Theory

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Sternberg Observation List

Detail oriented, linear and sequential, likes charts and worksheets, sorts and classifies, clear explanations of what they’ve done, tends toward organization, frustrated with “chaos”

Relates own experiences appropriately without being asked, advises others, hands-on experiences best, likes to apply learning, thinks of ways to do things, persuasive

Imaginative responses and tasks, explanations are atypical, notice things others don’t, design new things, lots of ideas, improves on existing ideas

1.

2.

3.

1. Analytical 2. Practical 3. Creative

Nanci Smith

Sternberg-Primary Survey Beth Lawatsch, NY

_____ I like to talk about the characters in a story.

_____ I like to solve logical problems.

_____ I like to explain difficult problems to other people.

_____ I like to figure things out.

_____ I like to sort things out.

_____ I like to use graphic organizers.

_____ I like to design new things.

_____ I like to come up with new ideas.

_____ I like to use my imagination.

_____ I notice things that other people ignore.

_____ I think in pictures or images.

_____ I like to invent new things.

_____ I like to take things apart and fix them.

_____ I learn best with hands-on activities.

_____ I like to work in teams or groups.

_____ I like to give advice to my friends.

_____ It’s easy for me to convince people about my ideas.

_____ I like to practice

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Triarchic Theory of IntelligencesRobert Sternberg

Mark each sentence T if you like to do the activity and F if you do not like to do the activity.

1. Analyzing characters when I’m reading or listening to a story ___2. Designing new things ___3. Taking things apart and fixing them ___4. Comparing and contrasting points of view ___5. Coming up with ideas ___6. Learning through hands-on activities ___7. Criticizing my own and other kids’ work ___8. Using my imagination ___9. Putting into practice things I learned ___10. Thinking clearly and analytically ___11. Thinking of alternative solutions ___12. Working with people in teams or groups ___13. Solving logical problems ___14. Noticing things others often ignore ___15. Resolving conflicts ___

Triarchic Theory of IntelligencesRobert Sternberg

Mark each sentence T if you like to do the activity and F if you do not like to do the activity.

16. Evaluating my own and other’s points of view ___17. Thinking in pictures and images ___18. Advising friends on their problems ___19. Explaining difficult ideas or problems to others ___20. Supposing things were different ___21. Convincing someone to do something ___22. Making inferences and deriving conclusions ___23. Drawing ___24. Learning by interacting with others ___25. Sorting and classifying ___26. Inventing new words, games, approaches ___27. Applying my knowledge ___28. Using graphic organizers or images to organize your thoughts ___29. Composing ___30. Adapting to new situations ___

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Triarchic Theory of Intelligences – KeyRobert Sternberg

Transfer your answers from the survey to the key. The column with the most True responses is your dominant intelligence.

Analytical Creative Practical

1. ___ 2. ___ 3. ___

4. ___ 5. ___ 6. ___

7. ___ 8. ___ 9. ___

10. ___ 11. ___ 12. ___

13. ___ 14. ___ 15. ___

16. ___ 17. ___ 18. ___

19. ___ 20. ___ 21. ___

22. ___ 23. ___ 24. ___

25. ___ 26. ___ 27. ___

28. ___ 29. ___ 30. ___

Total Number of True:

Analytical ____ Creative _____ Practical _____

Sternberg Learning Profiles -Short Quiz 1Tools for High Quality Differentiation, Cindy Strickland

Imagine you are walking past a newsstand and notice the cover of a new magazine called Inventions Today. You are intrigued by the headline describing a new product, so you buy the magazine. What will you do next?

• Read the article carefully so that you can understand all of the details involved in designing the product.(analytical)

• Read the article to find out how the product is being used. (practical)

• Read the article and think of ways to alter or improve the product. (creative)

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Sternberg Learning Profiles -Short Quiz 2Tools for High Quality Differentiation, Cindy Strickland

Which of the following sets of verbs MOST appeals to you?

• Analyze, judge, critique, compare, contrast, evaluate diagram, identify, explain, present a step-by-step approach, assess

• Invent, discover, imagine, suppose, design, predict, find a new way, use unusual materials, promote, encourage, develop

• Implement, apply, use, demonstrate, teach, put into practice, convince show how, employ, make practical

(First set - analytical; second set - creative, third set - practical)

Linear – Schoolhouse Smart - SequentialANALYTICAL

Thinking About the Sternberg Intelligences

Show the parts of _________ and how they work.Explain why _______ works the way it does.Diagram how __________ affects __________________.Identify the key parts of _____________________.Present a step-by-step approach to _________________.

Streetsmart – Contextual – Focus on UsePRACTICAL

Demonstrate how someone uses ________ in their life or work.Show how we could apply _____ to solve this real life problem ____.Based on your own experience, explain how _____ can be used.Here’s a problem at school, ________. Using your knowledge of ______________, develop a plan to address the problem.

CREATIVE Innovator – Outside the Box – What If - Improver

Find a new way to show _____________.Use unusual materials to explain ________________.Use humor to show ____________________.Explain (show) a new and better way to ____________.Make connections between _____ and _____ to help us understand ____________.Become a ____ and use your “new” perspectives to help us think about ____________.

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Analytical

• Bullets• Lists• Steps• Worksheets• Tables• Venn Diagrams• Timelines• Sequential Items• Flow Charts• Compare and

Contrast

• Find the error• Evaluating• Sorting and Classifying• Appealing to logic• Critique and Criticize• Explaining Difficult

Problems to others• Making Inferences and

Deriving Conclusions• Puns and Subtleties

Practical• Working your way out of a problem• Notes to Self (what questions to ask myself, how

to make sense of for myself)• Here is a problem, explain what happened• Analogies• Draw real world examples• Advising and convincing others (Advice columns)• Hands-on Activities• Taking things apart and fixing them• Understanding and Respecting others /

Friendships / Resolving Conflicts• Putting things into Practice• Adapting to New Situations

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Creative• Figure out a way to explain

• Idiot’s Guide To… (Book for Dummies)

• How to represent

• Make your own interpretation

• Pictures or news bulletins to describe

• Designing new things

• Alternative solutions and methods

• Thinking in pictures and images

• Noticing things other people tend to ignore

• Suppose something was changed… What would happen if?

• Acting and Role playing

• Inventing

Draw a picture depicting the same scene throughout the 4 seasons. Make a song to Row, Row, Row Your Boat that tells what people do in each season and why.

Make a shopping list for three people in your family that tells what they need to buy to get ready for each season. Be ready to tell why you put those things on your list.

Study the pictures in the folder and try to identify the season in which each was taken. What clues did you look for? Explain why you guessed what you did.

Cindy Strickland, 2004

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Differentiation According to Sternberg’s Intelligences

Know: What makes a Tall Tale

Definition of fact and exaggeration

Understand: An exaggeration starts with a fact and stretches it.

People sometimes exaggerate to make their stories or deeds seem more wonderful or scarier.

Do: Distinguish fact and exaggeration

Analytical Task

Listen to or read Johnny Appleseed and complete

the organizer as you do.

Practical TaskThink of a time when you or someone you know was sort of like the Johnny Appleseed story and told a tall tale about something that happened. Write or draw both the factual or true version of the story and the tall tale version.

Creative Task --- RAFT Assignment

Role Audience Format Topic Someone Our Diary entry Let me tell you

in our class class what happened while Johnny A.and I were on the way to school today….

Tall Tales

Grade 3

Johnny Appleseed’sFacts Exaggerations

Evaluating Plot

Standard: Students will evaluate the quality of plot based on clear criteria

Analytical Task

•Experts suggest that an effective plot is: believable, has events that

follow a logical and energizing sequence, has compelling characters

and has a convincing resolution.

•Select a story that you believe does have an effective plot based on

these three criteria as well as others you state. Provide specific

support from the story for your positions.

OR

•Select a story you believe has an effective plot in spite of the fact

that it does not meet these criteria. Establish the criteria you believe

made the story’s plot effective. Make a case, using specific

illustrations from the story, that “your” criteria describes an

effective plot

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Evaluating Plotcont’d

Evaluating Plot

Practical Task

•A local TV station wants to air teen-produced digital videos based

on well known works. Select and storyboard you choice for a video.

Be sure your storyboards at least have a clear and believable plot

structure, a logical sequence of events, compelling characters and a

convincing resolution. Note other criteria on which you feel the

plot’s effectiveness should also be judged. Make a case that your

choice is a winner based on these and other criteria you state.

Creative Task

•Propose an original story you fell has a clear and believable plot

structure, a logical sequence of events, compelling characters, and a

convincing resolution. You may write it, storyboard it, or make a

flow chart of it. Find a way to demonstrate that your story achieves

these criteria as well as any others you note as important.

(cont’d)

Biology

KNOW

• Cell parts and functions

UNDERSTAND

• A cell is a system with interrelated parts

DO

• Analyze the interrelations of cell parts/functions

• Present understandings in clear, useful, interesting, and fresh way

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Biology

AnalyticalUse a cause/effect chain or some other format you develop to show how each part of a cell affects other parts as well as the whole. Use labels, directional markers, and other symbols as appropriate to ensure that someone who is pretty clueless about how a cell works will be enlightened after they study your work.

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Biology

PracticalLook around you in your world or the broader world for systems that could serve as analogies for the cell. Select your best analogy (“best” meaning most clearly matched, most explanatory or enlightening). Devise a way to make the analogy clear and visible to an audience of your peers, ensuring that they will develop clearer and richer insights about how a cell works by sharing in your work. Be sure to emphasize both the individual functions of cell parts and the interrelationships among the parts.

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Biology

CreativeUse unlikely stuff to depict the structure and function of the cell, with emphasis on interrelationships among each of the parts. You should select your materials carefully to reveal something important about the cell, its parts, and/or their interrelationships. Your “ahas” should trigger ours.

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Array Interaction InventoryDirections:

• Rank order the responses in rows below on a scale from 1 to 4 with 1 being “least like me” to 4 being “most like me”.

• After you have ranked each row, add down each column.

• The column(s) with the highest score(s) shows your primary Personal Objective(s) in your personality.

In your normal day-to-day life, you tend to be:

Nurturing

Sensitive

Caring

Logical

Systematic

Organized

Spontaneous

creative

Playful

Quiet

Insightful

reflective

In your normal day-to-day life, you tend to value:

Harmony

Relationships are

important

Work

Time schedules are

important

Stimulation

Having fun is

important

Reflection

Having some time

alone is important

In most settings, you are usually:

Authentic

Compassionate

Harmonious

Traditional

Responsible

Parental

Active

Opportunistic

Spontaneous

Inventive

Competent

Seeking

In most situations, you could be described as:

Empathetic

Communicative

Devoted

Practical

Competitive

Loyal

Impetuous

Impactful

Daring

Conceptual

Knowledgeable

Composed

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You approach most tasks in a(n) _________ manner:

Affectionate

Inspirational

Vivacious

Conventional

Orderly

Concerned

Courageous

Adventurous

Impulsive

Rational

Philosophical

Complex

When things start to “not go your way” and you are tired and worn down, what might your responses be?

Say “I’m sorry”

Make mistakes

Feel badly

Over-control

Become critical

Take charge

“It’s not my fault”

Manipulate

Act out

Withdraw

Don’t talk

Become indecisive

When you’ve “had a bad day” and you become frustrated, how might you respond?

Over-please

Cry

Feel depressed

Be perfectionistic

Verbally attack

Overwork

Become physical

Be irresponsible

Demand attention

Disengage

Delay

Daydream

Add score:

Harmony Production Connection Status Quo

Array Interaction Inventory, cont’d

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Who Are YOU Most Like?Primary Array Interaction Inventory

Choose the sentence that is most like you from each row on the

next page and put a 4 in that box. Next put a 1 in the box in each

row that is least like you. Finally put a 2 in the box which is pretty

much like you and a 1 in the box which is just a little like you

Pooh Rabbit Tigger Eeyore

Beth Lawatsch, NY

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I like it best when

everyone is happy.

I like it best when

things are organized.

I like it best when

things are fun and

playful.

I like it best when

things are quiet.

I try really hard to

make everyone happy.

I try really hard to get

everything just right.

I like to be the center

of attention.

I daydream a lot and

like to use my

imagination.

I like to work with a

friend.

I like to be in charge. I like to play games. I like to work alone.

I like it when my

teacher understands

how I feel.

I like it when my

teacher likes my idea.

I like it when my

teacher does hands-on

activities.

I like it when my

teacher lets me work

alone.

Relationships are

important to me.

Having things done on

time is important to

me.

Having fun is

important to me.

Having time to myself

is important to me.

PERSONALITY ARRAY

Your personality is a critical element in the classroom dynamic. The Array Model (Knaupp, 1995)

identifies four personality types through the use of several personality descriptors. Take a look at

the personality types, below, and see which character you match up with.

Cooperation(positive behavior)

Reluctance(negative behavior)

Needs

Ways to

Meet Needs

Hundred Acre Wood Personality Array

Caring

Sensitive

Nurturing

Harmonizing

Feeling Oriented

Logical

Structured

Organized

Systematic

Thinking Oriented

Spontaneous

Creative

Playful

Enthusiastic

Action Oriented

Quiet

Imaginative

Insightful

Reflective

Inaction Oriented

Over adapted

Over pleasing

Makes mistakes

Cries or giggles

Self Defeating

Over critical

Over works

Perfectionist

Verbally Attacks

Demanding

Disruptive

Blames

Irresponsible

Demands Attention

Defiant

Disengaging

Withdrawn

Delays

Despondent

Daydreams

FriendshipsSensory Experience

Task Completion

Time Schedule

Contact with people

Fun activitiesAlone time

Stability

Value their feelings

Comfortable and

pleasing learning

environment

Work with a friend

Sharing time

Value their ideas

Incentives

Rewards

Leadership Position

Schedules

To-do lists

Value their activity

Hands-on activities

Group Interaction

Games

Change in routine

Value their privacy

Alone timeIndependent Activity

Specific directions

Computer Activity

Routine tasks

Character

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Students taught in their preferred learning styles demonstrated higher levels of achievement, showed more interest in the subject matter, approved of instructional methods, and wanted other subjects to be taught similarly.

Bell, L. (1986). Learning styles in the middle school classroom: Why and how. Middle School Journal, 18(1), 18 – 19.

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Learning Profile Journal PromptsFind a partner who has a similar job as you!

Choose One:

• Reflect on your own learning profile. How have you seen it affect your learning in the past, and how does it affect your current teaching practice?

• Compare and contrast the various learning profiles you’ve encountered in your classroom. How has this affected your instruction?

• Think about the various components of a student’s learning profile. State why it is important to discover your students’ learning profiles. Develop strategies that you will use in your classroom for assessing your students.

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