Differentiated Instruction

Differentiated Instruction
Meeting the Needs of All Learners
Jeff Piontek

Fairness
• Fairness is not about everybody
doing the same thing; fairness is
about everybody getting what they
need.

How do you engage the
disengaged?
• Do you think a kid wakes up thinking.
”How can I be a failure today?”
• Everyone wants to be successful-never
give up-you don’t know when a
breakthrough will come- Helen Keller
• Teach them where they are
• If they don’t learn the way you
teach…teach the way they learn
• Differentiate

When I skate, I go
where the puck is.
Wayne Gretsky
When we teach, we should go
where the student is.

What is Differentiation?
Differentiation can be defined as a way of
teaching in which teachers proactively
modify curriculum, teaching methods,
resources, learning activities and student
products to address the needs of individual
students and/or small groups of students in
order to maximize the learning opportunity
for each student in the classroom.
-Carol Ann Tomlinson

Differentiation of Instruction
is a teacher’s response to learners’ needs
guided by general principles of differentiation, such as
sequence of instruction
flexible
grouping
materials & resources
Teachers can differentiate
content process interactions
use of data
teachers & reading coaches
collaborating in planning
according
to
data group size time
Adapted from the
work of Carol
Tomlinson

From the teacher’s perspective:
Keoni is a very advanced learner. In several
subjects he is at least three or four years
ahead of grade expectations in knowledge
and skill. His teacher is generous with praise
and lets Keoni and his parents know how
proud she is of the quality of his work. His
teacher wants to be sure to affirm Keoni’s
ability and to give him a sense of the power
he has as a learner.

From the student’s perspective:
Keoni has a sense that he is not important in the
classroom. If he were, the teacher would know he
is only repeating things he has long since learned
rather than challenging himself. The work in the
classroom does not seem purposeful to him and
does not absorb him. And he somehow feels
dishonest because the teacher tells him he is
doing excellent work when he knows he makes
high grades with no effort. Keoni routinely leaves
school with needs for affirmation, purpose, and
challenge unmet.

Student Interest Survey
Name:
________________________________________________________________
Directions: Please help me know you better so I can teach you better. Give as much
information as you can.
1. What are your favorite things to do outside of school? (Please tell why you like them.)
2. When have you felt really proud of yourself? Please explain why you felt that way.
3. What are you good at in school? How do you know?
4. What’s hard for you in school? What makes it hard?
5. What are some ways of learning that work for you?
6. What are some ways of learning that don’t work well for you? Why?
7. What’s your favorite?
• Book _____________________________________________________________
• TV show __________________________________________________________
• Movie _____________________________________________________________
• Kind of music _______________________________________________________
• Sport ______________________________________________________________
8. What are some things you’d really like to learn about?
9. What are some things you really care about getting better in? Why?
10. What else should I know about you as a person and a student that could help me
teach you better?
11. Describe how you see yourself as an adult. What will you be doing? Enjoying?
Working toward?

“The MI Pizza”
Armstrong, Thomas
Visual/Spatial
Mathematical
Verbal- Naturalist
Linguistic
Musical
Bodily -
Kinesthetic
Interpersonal
Intrapersonal

Lesson Planning Ideas
Intrapersonal Intelligence
HISTORY MATHEMATICS
LANGUAGE
ARTS
SCIENCE &
HEALTH
GLOBAL
STUDIES &
GEOGRAPHY
PRACTICAL
ARTS & P.E.
FINE ARTS
Keep a journal:
"Questions from life
history might be able
to answer"
Track different
thinking patterns for
different kinds of
math problems
Write an
autobiographical
essay entitled: "My
Life to Date"
Design, implement,
and evaluate a one-month
"Be Healthy"
project
Try using
"awareness" or
"consciousness
raising" techniques
from other cultures
Perform & discuss
how different
physical exercises
make you feel
Draw yourself from
different angles
while looking in a
mirror
Do a "pluses,
minuses, &
interesting" analysis
of famous historical
decisions
Bridge math
concepts beyond
school into "real life"
(what? so what? now
what?
Write an
autobiographical
essay entitled: "My
Life in the Future"
Reflect on pictures
of the solar system &
your own life on
earth
List criteria of your
"ideal
geography/climate"--
find it on a map
List how things
learned in industrial
technology classes
can help in your
future life
Dance the different
stages of your life's
journey including the
anticipated future
Reflect on: "If I
could be any
historical figure, who
would I be & why
Use guided imagery
to see & solve
complex story
problems
Analyze literature
for "connections to
our lives today"
Write about "If I
could be any animal
what would I be &
why"
Discuss: "How I'd be
different if I'd grown
up in another
culture"
Write down &
analyze
"conversations with
your computer"
Create a series of
sculptures to express
your moods
Write an essay on:
"Mistakes from the
past I won't repeat"
Evaluate your
strengths/weaknesses
in understanding
math--plan new
strategies for success
Write a new poem
each day for a week
on "Who am I?" &
"Where Am I
Going?"
Lead a series of "I
Become What I
Behold" exercises
(imagine you ARE
an object, animal,
etc.)
Learn "focusing
techniques" from
different cultures
(methods for
concentration)
Watch yourself
preparing a meal &
note everything that
goes on (thoughts,
feelings, physical
responses, etc.)
Imagine yourself as
each character in a
play (note different
feelings, values,
beliefs, etc.)
Imagine people from
the past giving you
advice for living
today
Watch your mood
shifts/changes as you
do math problems--
note causes
Imagine being a
character in a
story/novel--what
would you do
differently or the
same
Practice techniques
for achieving
relaxation &
reducing stress (e.g.
deep breathing)
Keep a "feelings
diary" as you read
about current events
Imagine a skill &
then try to do it
exactly as you
imagined
Carefully observe
the effects of
different kinds of
music on you

Logical/Mathematical Intelligence
HISTORY MATHEMATICS
LANGUAGE
ARTS
SCIENCE &
HEALTH
GLOBAL
STUDIES &
GEOGRAPHY
PRACTICAL
ARTS & P.E.
FINE ARTS
Find examples where
"history repeated
itself"
Find unknown
quantities/entities in
a problem
Predict what will
happen next in a
story or play
Use the symbols of
the Periodic Table of
Elements in a story
"Follow the Legend"
map-reading games
& exercises
Follow a recipe to
make bread from
scratch
Learn patterns of ten
different dance steps
Compare & contrast
different periods of
history
Teach how to use a
calculator for
problem solving
Create an outline
with 4 main points x
4 sub points x four
sub- sub points
Find five different
ways to classify a
collection of leaves
Play "Guess the
Culture" based on
artifacts in an
imaginary time
capsule
Find the relation of
keyboard actions &
computer
performance
Compose a piece of
music from a matrix
Ask factual, process,
& higher-order
questions about key
historical decisions
(a la Bloom's
taxonomy)
Create number
sequences & have a
partner find the
pattern
Learn to read, write,
& decipher "code
language"
Create a goal-setting
chart for a study of
AIDS (what I know,
want to know, &
what I learn)
Rank-order key
socio-economic
factors that shaped a
culture's
development
Design a physical
exercise routine
using a matrix
Use a Venn diagram
to analyze characters
in a play
Create time
sequence charts with
titles for major eras
of history
Mind-map proofs for
geometric theorems
Analyze similarities
& differences of
various pieces of
literature
Learn the pattern of
successful & reliable
scientific
experiments
Predict what will
happen in several
current-event stories
Create problem
solving scenarios for
machines used in
industrial technology
Create a "paint-by-numbers"
picture for
another to paint
Predict what the next
decade will be like
based on patterns of
the past
Design classification
charts for math
formulas, processes,
& operations
Use a "story grid"
for creative writing
activities
Practice webbing
attributes of various
systems of the body
Learn cause & effect
relations of
geography &
geological events
Make a classification
matrix on
meaning(s) of
computers symbols
Analyze plays using
the classical
dramatic structure
model

Visual/Spatial Intelligence
HISTORY MATHEMATICS LANGUAGE ARTS
SCIENCE &
HEALTH
GLOBAL STUDIES
& GEOGRAPHY
PRACTICAL
ARTS & P.E.
FINE ARTS
Have imaginary
talks/ interviews with
people from the past
Do a survey of
student's
likes/dislikes then
graph the results
Play vocabulary
words "Pictionary"
Draw pictures of
things seen under a
microscope
Draw maps of the
world from your
visual memory
Draw pictures of how
to perform certain
physical feats
Watch dancers on
video & imagine
yourself in their
shoes
Make visual
diagrams & flow
charts of historical
facts
Estimate
measurements by
sight & by touch
Teach "mind
mapping" as a note
taking process
Create posters/flyers
showing healthy
eating practices
Study a culture
through its visual art-
-painting & sculpture
Create visual
diagrams of how to
use machines in
Pretend you can enter
a painting--imagine
what it's like
Imagine going back
in time--see what it
was like "back then"
Add, subtract,
multiply, & divide
using various
manipulatives
Draw picture of the
different stages of a
story you're reading
Create
montages/collages on
science topics (e.g.
mammals)
Make maps out of
clay & show
geographical features
Practice drawing
objects from different
angles (e.g. drafting)
Listen to music with
eyes closed & create
a sculpture from clay
Paint a mural about a
period of history
Imagine using a math
process successfully,
then really do it
Learn to read, write,
& decipher code
language
Draw visual patterns
that appear in the
natural world,
including the
microscopic
Make decor for the
classroom on a
culture you are
studying
Learn a series of
"spatial games" (e.g.
horseshoes, ring toss)
Draw the sets for the
various scenes of a
play you are reading
Imagine & draw what
you think the future
will be like
Learn metric
measurements
through visual
Use highlight
markers to "colorize"
parts of a story or
Pretend you are
microscopic & can
travel in the
Use a map to get
around an unfamiliar
place or location
Imagine your
computer is human--
draw how it works
Draw the visual and
color pattern of a
dance

Body/Kinesthetic Intelligence
HISTORY MATHEMATICS LANGUAGE
SCIENCE &
HEALTH
GLOBAL
STUDIES &
GEOGRAPHY
PRACTICAL
ARTS & P.E.
FINE ARTS
Perform and/or
create dramas from a
period of history
Use different parts of
the body to as a
"rule" to measure
different things
Play "The Parts of a
Sentence" charades
Role play the parts &
dynamics of the life
of a cell
Learn folk
dances/dramas of a
culture being studied
Learn & perfect
various "multi-tracking"
routines
(e.g. rub stomach &
pat head)
Create the dance
equivalent for
different inventions,
machines, settings,
etc.
Re-enact great
scenes or movements
from history for
today
Add & subtract
members to & from
a group to learn
about fractions
"Embody" (act out)
the meaning of
vocabulary words
Create the rotation of
planets with the class
as the solar system
Create gestures to
represent the legend
of a map
Invent something in
manufacturing
technology classes
(e.g. a new house, a
tool, etc.)
Create "human
sculpture tableaux"
to express an idea
Hold an historical
period costume &
food day
Invent something
that requires
applying math
concepts
Act out a story or
play that you are
studying
Become & act out
the different states of
matter
Play "physical
movement games"
from another culture
Practice physical
movements in your
mind then with your
body
Make up gestures,
postures, or facial
expressions to
accompany a
musical score
Play "Great
Moments from the
Past" charades
Create & act out a
play in which the
characters are
geometric shapes or
other math concepts
Learn the alphabet
and/or spelling
through body
movements &
physical gestures
Conduct a series of
"hands-on"
scientific/health
experiments
Simulate "going
shopping" using
currency from
another country
Make up a new kind
of snack food,
prepare it, & eat it
Design a "living
painting" of a
classical work
Learn dances from
previous periods of
history (e.g. the
minuet, waltz, etc.)
Make up a
playground game
that uses math
concepts/operations
Make up a "Parts of
Speech" folk dance
Study & try various
"biofeedback"
techniques/methods
Study "body
language" from
different cultural
situations
Create & perform a
drama on how a
computer operates
Practice doing
impromptu dramatic
mime activities

Naturalist Intelligence
HISTORY MATHEMATICS
LANGUAGE
ARTS
SCIENCE &
HEALTH
GLOBAL
STUDIES &
GEOGRAPHY
PRACTICAL
ARTS & P.E.
FINE ARTS
Recognize &
interpret historical
trends (e.g. Toynbee)
Work story problems
with patterns in
nature
Nature scene re-creation/
simulations
for literature &
poetry
Classify different
foods for healthy diet
planning
Environmental
representations for
different cultures
Grow vegetables,
fruits, herbs & use
them in cooking
Compose using
sound from nature &
the environment
Understand how
"natural events" have
influenced history
Use of "nature
manipulatives" in
math problem-solving
Poetic/descriptive
essay writing based
on nature
experiences
Experience past
scientific
experiments "first
hand" (do them!)
Grow, taste, & learn
to recognize food
from different
cultures
Learn about uses of
nature for building in
construction &
manufacturing
technology
Recognize &
recreate visual
images of natural
patterns (paint or
sculpt them!)
Create analogies
between historical
events & events in
nature
Graph positive &
negative influences
on the environment
Learn & practice
using the vocabulary,
idiom, jargon, &
vernacular of the
nature & the
naturalist
Keep a diary of the
natural processes of
your own body
Study the influence
of climate/geography
on cultural
development
Understand
pluses/minuses of
different fabrics
based on their natural
content
Create dances which
embody/demonstrate
patterns, objects, &
animals in nature
Study how animals
have effected history
& historical trends
Understand the
mathematical
patterns of the
natural world &
environment
Understand
influences of
climate/environment
on various authors
Use of various
"naturalist
taxonomies" on
nature field trips
Recreate multi-media
experiences of the
natural environments
of different parts of
the world
Understand how
climate & geography
influence
transportation
technology
Design "full-blown"
dramatic enactments
of natural process
Study the lives of
famous naturalists &
their impact on
history
Create & work
calculation problems
based on
nature/natural
processes
Creative story-writing
using animal
characters & their
characteristics
Use cognitive
organizers to explore
& understand natural
scientific processes
Study animals &
insects from different
parts of the world
Learn how to use
nature responsibly &
appropriately in
Make
montages/collages
incorporating "stuff"
from nature

Interpersonal Intelligence
SCIENCE &
HEALTH
GLOBAL STUDIES
& GEOGRAPHY
PRACTICAL
ARTS & P.E.
FINE ARTS
Do an historical
period "jigsaw" (each
one learns part &
teaches others)
Solve complex story
problems in
a group
Experiment with joint
story-writing--one
starts then pass it on
Discuss "Saying No
to Drugs" & create
Say NO" strategies
Assume the
perspective of
another culture &
discuss a current
news item
Teach & play a series
of non-competitive
games
Learn a new dance &
teach it to others
Role-play a
conversation with an
historical figure
Conduct an
"interviewing
others" research
project & calculate
results as percentages
Analyze the message
or moral of a story
with a group--reach a
consensus
Assign group
research projects--
groups design and
implement their
research plans
Find the relation of
geography/climate to
customs/values
Assign teams to
prepare and serve
meals from foreign
countries
Create a team
cooperative sculpture
from clay
Imagine "passing
over" into other
times/lives--describe
their feelings,
thoughts, beliefs,
values
"Each one teach one"
new math processes/
operations
Use a "human graph"
to see where a group
stands on an issue
Use lab teams for
science experiments
& exercises
Create scenarios of
"culture shock" &
analyze for its causes
Use peer coaching
teams for projects in
Sketch your partner
with different
expressions
Make a case for
different perspectives
on the Revolutionary
War
Describe everything
you do to solve a
problem to a partner
Read poetry from
different perspectives
& in different moods
Discuss controversial
health topics & write
team positions papers
Brainstorm &
prioritize ways to
overcome "ugly
Americanism"
Have students work
in pairs to learn &
improve sports skills
Practice "Stop the
Action & Improvise"
while dramatizing a
play
Discuss the impact of
key historical
decisions on today's
world
Have teams construct
problems linking
many math
operations, then solve
them
Conduct language
drill exercises with a
partner (make it into
a game)
Describe the "before
& after" of key
scientific paradigm
shifts
Learn to read
different kinds of
maps, then teach
another how to
understand them
Create cooperative
computing teams to
learn computer skills
Learn to sing rounds
& counter-melody
songs

Verbal/Linguistic Intelligence
SCIENCE &
HEALTH
GLOBAL STUDIES
& GEOGRAPHY
PRACTICAL ARTS
& P.A.
FINE ARTS
Play "What's
My Line?"
with figures
from history
Write a series of story
problems for others to
solve
Teach "concept
mapping" to help
remember content
Write a humorous
story using science
vocabulary/formulas
Read & learn stories,
myths, & poetry from
other cultures
Give verbal
explanation of
gymnastic routines
Listen to a piece of
music & make up a
story about it
Debate
important
issues &
decisions from
the past
Explain how to work
a problem to others
while they follow
along doing it
Write a sequel/next
episode to a story or
play
Create a diary on
"The Life of a Red
Blood Cell" (from the
cell's perspective!)
Hold a "Countries of
the World" spelling &
pronunciation bee
Write instructions for
the use & care of
machines in industrial
technology
Verbally describe an
object while a partner
draws it
Create
limericks about
key historical
events
Make up puns using
math vocabulary,
terms, concepts, &
operations
Create crossword
puzzles/word jumbles
for vocabulary words
Write steps used in an
experiment so
someone else can do
it
Keep an "Insights
from other Cultures
for Us" log
Tell another how to
run a word processing
program--then do it
Tell a partner the
steps to a dance while
they perform it
Study poetry
from different
periods of
history
Solve problems with
a partner--one solves
& one explains the
process
Play "New Word for
the Day"--learn a new
word & use it
frequently during the
day
Make up an
imaginary
conversation between
different parts of the
body
Study a road map &
give verbal
instructions to get
someplace
Pretend you're a radio
sportscaster--describe
a game in process
Turn a
Greek/Shakespearean
tragedy into a
situation comedy
Compile a note
book of history
jokes
Create poems telling
when to use different
math operations
Practice impromptu
speaking & writing
Give a speech on
"Ten steps for
healthful living"
Learn basic
conversation in
several foreign
languages
Play "Recipe
Jeopardy"--make
questions for answers
given
Describe an
emotion/mood & play
music it suggests

Musical/Rhythmic Intelligence
(a.k.a. auditory/vibrational intelligence)
HISTORY MATHEMATICS
LANGUAGE
ARTS
SCIENCE &
HEALTH
GLOBAL
STUDIES &
GEOGRAPHY
PRACTICAL
ARTS & P.E.
FINE ARTS
Analyze different
historical periods
through their music
Learn
mathematical
operations through
songs, jingles, &
rhythmic beats
Learn Morse Code
& practice
communicating
with it
Learn to use
music, rhythm,
sound, & vibrations
to reduce stress
Listen to & analyze
different kinds of
music from
different cultures
Perform physical
exercise routines in
sync with music
Play "Guess the
Rhythm/Instrument
" when listening to
various musical
pieces
Create a series of
key dates in history
"raps"
Learn addition,
subtraction,
multiplication, &
division through
drum beats
Use different kinds
of music for
different kinds of
writing
Listen to the sound
& rhythmic patterns
of the environment
(humanly-created
& nature)
Play musical &
percussion
instruments from
around the world
Record &
recognize the
varying sounds of
a computer
operating (and
what they mean!)
Turn a nonmusical
play into a musical
or into an "old time
radio show"
Teach/learn
songs/music that
were popular in
previous eras (e.g.
Gregorian chant,
WWII songs)
Break a set of
tones and/or
rhythmic patterns
into various groups
to learn division
tables
Create song/raps
to teach grammar,
syntax, phonetics
semantics, & other
language concepts
Try various
humming patterns
to see how they
can alter your
mood & awareness
Learn the key
characteristics of
music & rhythmic
patterns from
different cultures
Experiment with
the effects of
different kinds of
music on how you
eat
Practice
impromptu music
composition using
the "stuff" in your
surroundings
Make musical
instruments from
the past &
compose a piece
using them
Play the "Rhythm
Game" to learn
times tables (slap
thighs, clap hands,
snap fingers)
Learn & practice
"phonetic
punctuation" (a la
Victor Borge)
Experiment with
the effects of
vibration on sand
in a metal plate
Create a
sound/tonal-based
legend for a map
Learn to recognize
various machines
in industrial
technology via their
sounds
Draw, paint, or
sculpt a piece of
music as it plays
Watch films about
the past & focus on
the sounds of
history
Make up sounds
for different math
operations &
processes
Illustrate a
story/poem with
appropriate
sounds, music,
rhythms, &
vibrations
Assign sounds to
systems you are
studying such as
the nervous
system, circulatory
systems, etc.
Learn & sing songs
from
nations/countries
being studied
Use music to help
improve
keyboarding skills
& speed
Make up a
creative/interpretiv
e dance to a piece
of music

Comparing Classrooms
TRADITIONAL DIFFERENTIATED
• Assessment is at the end of
the learning to see “who got
it”
• A single definition of
excellence exists
• Whole-class instruction
dominates
• A single text prevails
• A single form of
assessment is used
• Assessment is ongoing
and diagnostic to
understand how to
make instruction more
responsive to learner
need
• Excellence is defined
in large measure by
individual growth from
a starting point
• Many instructional
arrangements are used
• Multiple materials are
provided
• Students are assessed
in multiple ways

What do the comics
show?
What do they imply
about education?

Differentiation Differs in
• Content-
What the student needs to learn or how the student
will access the information
• Process
Activities in which the student engages in order to
make sense of the assignment
• Product
Projects or products that ask the student to
rehearse, apply and extend what has been learned

Menus
Directions: You will have class time and homework time over the
next three days to complete your menu tasks. You may work on
these tasks when you have completed your other class work.
• Main Course: You must do
everything in this section
– Select a chemical problem in
• Side Dishes – Choose two of the
the environment;
define/describe the difficulties
it presents- why, where, and to
whom/what
– Complete a map showing where
the problem exists, who/what is
affected by it, and to what
degree
– Develop a written proposal for
solutions and
recommendations
following
– Determine costs of the problem
(economic, health, clean-up,
etc.) in one affected region
– Develop a timeline of the
evolution of the problem
– Create a poster or cartoon that
makes a commentary/ increases
awareness of the issue
– Develop a fictional account,
based on scientific fact, of a
person who lives in a badly
affected area

Make a pair of collages
that compare you and a
character in the book.
Write a bio-poem
about yourself and
another about a
main character in
the book.
Write a recipe or set of
directions for how you
would solve a problem in
you life and how another
main character would
solve a problem.
Draw or paint a greeting
card that invites us into
the scenery and mood of
an important part of the
book. Be sure the verse
helps us understand
what is important and
why.
Make a model or a
map of a key place
in your life and an
important place in
the novel.
Make two timelines. The
first should illustrate 6-8
shifts in the setting in the
book. The 2nd should
illustrate how the mood
changes with the changes
in setting.
Interview a key character
from the story to find out
what lessons s/he thinks
we should learn from
events in the book.
Find songs that
reflect an important
message from the
book. Prepare an
audio collage.
Using books of proverbs
and quotations find 6-8
that you feel reflect the
books theme.
Theme Setting Character
Novel Think Tac Toe

Tiered Approach
Tiering assumes that within a particular lesson or
product, a wide range of students should work toward
the same knowledge, understanding and skills.
However it acknowledges the varied readiness levels of
students in approaching the task and thus presents the
work at different levels of difficulty. Example:
Struggling: Write a report on either Lincoln or Jefferson
Average: Write a report on both Lincoln and Jefferson
Advanced: Compare and contrast Lincoln and
Jefferson
(Can use task cards)

Writing
B I N G O
Recipe Thank you
note
Letter to the
editor
Directions to
one place
from another
Rules for a
game
Invitation E-mail
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

Use the
computer
to make a
drawing that
shows how the
rotation and
revolution of
the Earth
works to
create day and
night and
seasons. Be
ready to
explain orally.
Paint a picture
that shows how
the rotation and
the rotation and
revolution of
the Earth works
to create day
and night and
seasons.
Construct
a model that
shows how the
rotation and
revolution of the
Earth works to
create day and
night and
seasons.
Create a book or
puppet show that
shows how
rotation and
revolution of the
Earth works to
create day and
night and seasons.
Make labels for
the sun Earth,
day, night, and
orbit to attach
to or use with
you creation.
Write sentences
that identify and
explain each
part of your
drawing or
model and how
each part
works.
Write a story that
explains the
Earth’s rotation
and revolution of
the Earth works
to create day and
night and
seasons.
Write a poem that
explains the
Earth’s rotation
and revolution of
the Earth works to
create day and
night and seasons.
Pick a way to explain Create One

RAFT EXAMPLE 2
This RAFT is designed for students as they are learning about
endangered and extinct animals in science and about natural
resources in social studies.
Students should know
• The basic needs of plants and animals.
• The role of natural resources in the lives of people and animals.
Students should understand
• Our actions affect the balance of life on Earth.
• Animals become endangered or extinct when the natural
resources they need are damaged or limited.
• Natural resources are not unlimited and must be used wisely.
Student should be able to
• Identify causes of problems because of misuse of natural
resources.
• Propose a useful solution to the problems.

Role Audience Format Topic
The
Earth
Aliens who might
want to live on
earth
A written set of
rules with
reasons
What you need
to know and do
if you want to
live here
An
endangered
animal
Humans
A poster with
an exhibit card
to explain it
Why I need
you and how
you can help
save me
A
natural
resource
Our class A speech
What people
need to know
about using me
and why it
matters
anyway

Raft Activities
Sid Aunt Polly Affidavit Why Tom should get a
lickin’
Huck Self Poem or
Song
Who am I without my
friend, Tom?
Aunt Polly Widow
Douglas
Dialogue Nobody knows the trouble
I’ve seen (because of Tom)
Becky Tom Letter How I really feel about you
Injun Joe Self Drawing
of Dream
Why I am going to get even
with Tom and how!

Hard-to-reach
student
Teachers Advice column How to reach me
Parent of a
struggling learner
My child’s teacher Note Here’s what I want
for my child
Teacher who works
to create a
differentiated
classroom
Administrators and
policymakers
Formal request Is anybody out there
listening?
Parent of an
advanced learner
Teachers everywhere Letter What I want for my
child
New teacher Peers and
administrators
Plea Help me get to know
my students

Covering content only widens the
gap- when faced with teaching
curriculum or teaching
kids….always teach kids.

The willingness to base
instructional decision on actual
student needs— starting where
the student is rather than simply
“covering content.”

The willingness to teach (or work
with kids) in present time
(according to a student’s current
needs rather than the anticipated
demands of future teachers or
grade levels).

Mahalo
Jeffrey Piontek
Jeff.piontek@gmail.com

The willingness to differentiate
instruction, adjusting placement,
quantity of work required and other
curricular expectations to
accommodate student readiness,
experience and acquisition of
prerequisite skills.

The willingness to present
information more than once, explain
something in a variety of ways or
offer additional practice when
necessary.

The willingness to encourage progress
and raise the bar as achievement
warrants. Alternative to unrealistic
expectations, misunderstandings,
instruction or environments poorly
matched to student’s needs, and “set
ups” for failure or passivity.

While I work with a small group
of students, what do I do with the
rest of the class?
Develop Independent Learners

Teaching Independence
(Autonomy)
• Type I Activities- used a vehicle to teaching the
skills needed for students to be productive
without direct supervision- feedback is built into
the process
• Type 2 Activities-Stage 2- now they are ready to
practice previously learned academic skills-feedback
is balanced between the quality of
academic work and the skills of working
independently
• Type 3 Activities- these activities require
students to extend previously learning or pursue
new learning on their own

Sample Grouping for Differentiation
Group A
(doesn’t get it)
Group B
(needs
additional help)
Group C
(got it)
Teacher
Directed
Hands-on
Centers
Independent
Practice
Hands-On
Centers
Independent
Practice
Teacher
Directed
Independent
Practice
Teacher
Directed
Hands-On
Centers

Things to Consider
• A teacher working with a small group is off
limits unless there is a loss of blood or lack
of breathing
• Spend time practicing with students what
to do when they encounter various
problems- stuck on a problem, need a
pencil, disagree with a partner, need to
leave the room, finish an assignment

What Do I Do If I Finish Early?
When you think you are faced with nothing
to do (OH NO—NOT POSSIBLE):
FIRST, ask yourself “Is there anything else I need to finish?” If
the answer is “no,” THEN choose something from this list that
we brainstormed.
• Practice keyboarding and/or effective web searching
• Illustrate a story you’ve written
• Play a quiet math or language game
• Write a morning message for a class
• Practice your cursive or calligraphy
• Read—comics, letters, books, poetry, encyclopedias, etc.
• Help someone else (this is NOT an opportunity to chat)
• Work on an independent study of your choice
• Find out how to say your spelling words in Hawaiian
• Write—a letter, poetry in your Writer’s Notebook, a story, a
comic, etc.

Testimony
“I couldn’t go back to the old way I taught
any more. I feel much more creative as a
teacher now, more energized, and I know
my students are learning better. I can’t
exactly remember a day when I decided to
stop covering curriculum and start helping
kids learn. I guess it was evolutionary in
my teaching instead of revolutionary. I just
know it’s better teaching.”

Reflection
• Based on what you have heard, what are
some things that might differ in the way that
you teach? Your students learn?

Differentiated Instruction

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