Resources: Practical

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Here are the resources that are referenced in So All Can Learn. Use the book for context on how to effectively differentiate using these resources.

Chapter 1

  1. Take students to a location outside of the classroom, such as the cafeteria, the library, or outside. Any place with much to see while standing or sitting is good.
  2. Have students pick a location to observe and write what they see. They should use each sense for details: Sight, Sound, Smell, Taste, and Touch. Give students 7 to 8 minutes.
  3. On completion, have students share their writing with a partner. It’s an opportunity to revise for additional sensory details. Give partners 6 to 10 minutes. Follow with 5 to 7 minutes for revisions.

Inference Riddles: This is a variation of the Portrait Writing. The difference is that students:

  1. Focus on describing 2 to 3 objects, using all 5 senses.
  2. Choose three of their details to use as part of their riddle for each object.
  3. They share their riddle to a group or the class, without naming the object.
  4. The class has to infer from the description the identity of the object.

Chapter 2

Chris Kesler, “What is Genius Hour? – Introduction to Genius Hour in the Classroom”

Chapter 3

Resources for 21st Century Learning Skills (or College & Career Readiness Skills):

Chapter 4

Chapter 5

Harkness Discussion video

Chapter 6

  • There are a range of educational programs and pedagogy that promote some degree of student-led learning:
  • Frameworks for Instruction that support Differentiation and Student Voice
    There are several instructional structures that engage students in deep exploration of content and concepts, provides, sometimes encourages, opportunities for students to take the lead in their thinking and learning in groups and individually. Such structures, when done well, include:

    • Project-Based Learning
    • Problem-Based Learning
    • Place-based Learning
    • Inquiry-Based Learning
    • Authentic Learning Experiences

Find a wealth of resources and explanation at these links. Contact me with questions and inquiries, so as to support your learning journey.
1) Authentic Learning Experiences Resource Page

2) Project-Based Learning vs. Problem-Based Learning vs. X-BL

Chapter 7

Thinkdots can help learners understand a concept by showing it in 6 different ways. Here is an example from pages 118-19 in the book, regarding a writer’s voice.

Cloud-Based Tools

There are many useful cloud-based tools that are available to teachers and students. Explore the for meeting your students needs: 100+ Tools – related article. Below are just some of the many tools to be found for use. This just scratches the surface.

  • Google Productivity Tools:
    • Drive – storage space
    • Docs – word processor
    • Sheets – spreadsheet
    • Slides – presentations
    • Forms – surveys
    • Draw – drawing space or virtual whiteboard
  • Microsoft Productivity Tools
    • Office 365 – Online Word, Excel, Powerpoint, and OneNote
    • OneNote – Virtual Notes and Organizer
    • OneDrive – Online Storage
  •  100+ Tools – More online tools to explore for meeting students needs (related article).

Ma Pa Kettle “learning” Math

Chapter 8

Useful Protocols to structure thinking through a variety of approaches:

Affinity Mapping (NSRF)

Chapter 9

Learning Preferences Cards (formerly Learning Profile Cards)

Collect data on students’ self-perceptions about how they learn and interests. These time-saving activities give data that can be used year-round.

Clock Partners (Handout example from ODE)

  1. Provide each student with a sheet of paper that includes the image of an analog clock face.
  2. The students meet and schedule each other to partner next to one of the numbers: 1 through 12. For example, two students agree to be 3 o’clock partners, and sign their name on each others sheet, next to the number 3.
  3. Continue the process until every student has someone listed on their clock sheet.
  4. When forming partners for tasks and paired discussions, the teacher will say something like: “Find your 8 0’clock partners.” The students pair up with the person that they signed off on the 8 on the clock.

Paired Verbal Fluency

  1. Have students/participants pair up.
  2. Each pair decides who is speaker 1 and speaker 2.
  3. Based on the provided topic, usually one that has just been taught or explored, each pair will discuss the topic. They may use any notes or other materials available.
  4. Speaker 1 talks first, while the partner listens. The listening partner cannot talk.
  5. At a signal, Speaker 2 talks and the partner (speaker 1) listens.
  6. Repeat the process for 2-4 rounds. Each time, give fewer time to talk. For example:
    1. Round 1: 45 seconds each.
    2. Round 2: 30 seconds each.
    3. Round 3: 10 seconds each

Participants practice listing skills, as there is no cross-talk. The experience is an effective way for participants to summarize their understanding of the topic/content and get another perspective.

National Library for Virtual Manipulatives contains many useful virtual math manipulatives  along with other links to resources.

Here’s examples and a template for making your own Think Dot: Overview & Template.

Appendices: Resources