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© 2007. All Rights Reserved.
About the Author .............................................................................................................................................. v
About ASCD ........................................................................................................................................................ vi
P A R T O N E
Essentials of Differentiated Instruction: An Overview ......................................................................... 3
What Differentiation Is and Is Not ....................................................................................................... 5
Key Principles of High-Quality Differentiation .............................................................................11
P A R T T W O
Setting the Tone ................................................................................................................................................25
Emotional Climate ..................................................................................................................................27
Physical Setup ..........................................................................................................................................37
Getting to Know One Another ...........................................................................................................47
P A R T T H R E E
Ensuring Good Curriculum ...........................................................................................................................65
P A R T F O U R
Practicing Ongoing Assessment .................................................................................................................91
Assessment in the Differentiated Classroom ................................................................................93
Pre-assessing General Readiness, Interest, and Learning Profile ...........................................99
Pre-assessing Unit-Related Readiness, Interest, and Learning Profile .............................. 125
Formative Assessment ....................................................................................................................... 185
Summative Assessment ..................................................................................................................... 203
iii
frontmatter.indd iii 3/16/07 9:52:26 AM
© 2007. All Rights Reserved.iv
Tools for High-Quality Differentiated Instruction
P A R T F I V E
Designing Respectful Activities ............................................................................................................... 223
Attending to Student Variation ....................................................................................................... 225
Ensuring Common Goals ................................................................................................................... 249
Ensuring Appropriate Challenge .................................................................................................... 299
P A R T S I X
Using Flexible Grouping ............................................................................................................................. 315
References and Resources .......................................................................................................................... 375
frontmatter.indd iv 3/16/07 9:52:26 AM
3© 2007. All Rights Reserved.
W h a t D i f f e r e n t i a t i o n I s a n d I s N o t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
What Differentiation Is Not ................................................................................................................. 5
What Differentiation Is ......................................................................................................................... 7
K e y P r i n c i p l e s o f H i g h - Q u a l i t y D i f f e r e n t i a t i o n . . . . . . . . . . . . . 11
Welcoming and Safe Classroom Environment ..........................................................................11
High-Quality Curriculum ...................................................................................................................12
Ongoing Assessment for Readiness, Interest, and Learning Profile ..................................13
Respectful Activities ............................................................................................................................14
Flexible Grouping .................................................................................................................................18
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part1.indd 3 3/16/07 9:52:54 AM
© 2007. All Rights Reserved.
What Differentiation Is and Is NotAs part of a pre-assessment for a science unit, students are filling out a chart
that asks them to list or draw some examples of vertebrates and some nonex-
amples. Figure 1 shows how Miguel completed his chart.
From this, it looks at
first like Miguel is on the
right track. Each of the
animals he lists in the left
column has a backbone, the
distinguishing characteris-
tic of a vertebrate. But look
at what he has put in the
nonexample column. Miguel
appears to have classified
vertebrates as having some-
thing to do with animals
he has seen at the zoo and
invertebrates as those he
might see on a farm. For-
tunately, his teacher asked for examples and nonexamples and is now armed
with the knowledge that Miguel has some misconceptions about vertebrates
that will need to be addressed!
Just as students can have misconceptions about what they are learning,
educators can have misconceptions about differentiated instruction. To be
sure that we understand what differentiation is, let’s begin by considering what
differentiation is not.
What Differentiation Is Not
First of all, differentiation is not a new idea. The terms used in this model
of instruction may be new to some, but the fundamental philosophy of dif-
ferentiation—recognizing and responding to students’ varied needs—is not.
5
PAR T 1
Figure 1 Miguel’s Chart
Vertebrates
Examples
of Vertebrates
Giraff e
Elephant
Tiger
Nonexamples
of Vertebrates
Horse
Cow
Pig
part1.indd 5 3/16/07 9:52:54 AM
© 2007. All Rights Reserved.6
Tools for High-Quality Differentiated Instruction
Think about the teacher in the one-room
schoolhouse who had multiple grade levels
in her charge. She had to differentiate her
instruction to be effective, even though she
certainly did not use this term.
Second, differentiation is not the same
thing as individualized instruction, although
individualized instruction can be seen as a
type of differentiation. In the differentiated
classroom, teachers recognize that each
student is an individual and therefore has
specific needs that may vary from his neigh-
bor’s. But teachers also realize that, given
the time constraints they face and the large
number of students they deal with on a daily
basis, it will be impossible to individualize
everything for each student. Nevertheless,
these teachers strive to have a few learning
options for as much of the instruction as
they can, knowing that doing so will provide
each student with a better match than a
one-size-fits-all classroom could offer.
Third, differentiation of instruction is
not a newfangled version of tracking. A lot
of discussion exists in education about the
equity and efficacy of assigning students to
separate tracks of classes. Critics often see
such classes as unequal in terms of rich-
ness of curriculum and student performance
expectations. Particularly, educators worry
about students whose test scores, grades,
or behavior patterns may keep them from
being included in advanced-level or college-
prep coursework, severely limiting their
future career and educational options.
While tracked classrooms are them-
selves not as homogeneous as we tend to
think and thus need differentiation as well,
differentiated classrooms are purposefully
heterogeneous. Teachers in differentiated
classrooms recognize and rejoice in the
heterogeneous mix of student interests,
learning profiles, and readiness that is pres-
ent and dedicate themselves to addressing
these differences as often as possible. These
teachers believe that a rich, stimulating,
and challenging curriculum can be made
available to all students in every classroom
through the use of flexible grouping in terms
of student interests, learning profiles, and
readiness.
A fourth misconception about differenti-
ation is that all students do in the differenti-
ated classroom is work in groups, leaving no
place in this model for whole-group teach-
ing and lecture. On the contrary, we see a
variety of grouping configurations in action
in the differentiated classroom, including
whole-class, small-group, and individual
work. The teacher’s decision whether or
not to group students on a particular day
depends most upon the thoughtful consid-
eration of the desired learning outcomes
and specific learner needs to determine
appropriate instructional strategy. For a par-
ticular activity in a differentiated classroom,
some students may work in small groups
while others work alone or with a partner.
A fifth misconception is that in the dif-
ferentiated classroom, students work only
in ways that are comfortable for them or on
topics of interest to them. Teachers worry
that this practice will encourage students
to stay in their comfort zone and will not
teach them to adapt to situations in which
their preferences can’t or won’t be taken
into account. On the contrary, teachers in a
differentiated classroom are keenly aware of
their responsibility to balance attention to
students’ current interests and comfortable
learning modalities with an introduction
to new interests and practice with unfa-
miliar learning modalities. Thus teachers
consciously decide about when it is most
appropriate to indulge student preferences
and when it is better to ask them to stretch.
part1.indd 6 3/16/07 9:52:55 AM
25© 2007. All Rights Reserved.
E m o t i o n a l C l i m a t e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 7
Tool: A Beautiful Day in Our Neighborhood ..............................................................................29
Tool: How’s the Weather? ................................................................................................................33
P h y s i c a l S e t u p . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 7
Tool: Planning for Flexible Classroom Space .............................................................................39
Tool: Classroom Quotes ....................................................................................................................45
G e t t i n g t o K n o w O n e A n o t h e r . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 7
Tool: Who Am I? ....................................................................................................................................49
Tool: My Interests .................................................................................................................................53
Tool: Puzzle Me Out ............................................................................................................................55
Getting to Know Group Members ...............................................................................................59
Tool: My Group Matrix (Easier Version) ...................................................................................60
Tool: My Group Matrix (Harder Version) .................................................................................61
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49
S E C T I O N
© 2007. All Rights Reserved.
G E T T I N G T O K N O W O N E A N O T H E R
Tool: Who Am I?
This tool asks students to individually assess themselves on a variety of
classroom and life skills and to share their assessments with the class. The
self-assessment will help students to see that they have both strengths and
weaknesses. Sharing the assessments will not only help everyone to get to
know each other but it will also give students a visual illustration of why
differentiation is necessary.
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50 © 2007. All Rights Reserved.
T O O L
Section: Getting to Know One Another
Who Am I?
Ask students to rate themselves on a scale from 1 to 10 for a variety of classroom and life skills
and color in the boxes on the chart to make a bar graph. (Alternately, you can provide descrip-
tors for various levels such as: “I’ve never even heard of this”; “I can sort of do this”; “I can do
this”; “This is easy for me.”) See below for a list of suggested skills from which you can choose
according to the grade level and backgrounds of your students. Be sure that you include some
skills that are not traditional school skills. The point of the exercise is to have students notice
that they have both strengths and weaknesses. If you include only school subjects, some
students will rate themselves low or high across the board and miss this important message.
Consider leaving one or more attribute boxes empty, and ask students to fill in other skills that
they would like to rate themselves on.
Some skills you could use for this activity are:
Adding in your head
Adding on paper
Asking questions in class
Brainstorming ideas
Building a snowman
Caring for animals
Cleaning up your area
Conducting experiments
Cooking
Dancing
Dividing
Diving
Drawing
Drawing comics
Driving a car
Eating healthy
Exercising
Fixing something that is
broken
Following directions
Gardening
Giving directions
Graphing
Hiking
Hitting a baseball
Ice skating
Kayaking
Keeping a diary
Keeping up with current
events
Keeping your room neat
Listening to directions
Making a speech
Making change
Making friends
Making up stories
Miniature golf
Multiplying
Painting
Playing an instrument
PowerPoint
Reading
Reading a map
Riding a bike
Rotating objects in your head
Running
Singing
Skateboarding
Snow skiing
Speaking a language other
than English
Subtracting
Talking in front of a group
Talking to teachers
Telling jokes
Turning in your homework
on time
Walking a balance beam
Water skiing
Word processing
Working alone
Working in a group
Writing poems
Writing stories
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51© 2007. All Rights Reserved.
Who Am I?, continued
10
9
8
7
6
5
4
3
2
1
Skills:
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52 © 2007. All Rights Reserved.
Who Am I?, continued
Once students have completed their graphs, post them around the room and talk about
the many ways that they differ and what that might mean for the differentiated classroom.
For a variation on this activity, post large cards around the classroom or some other
space. Each card should have a number from one to five. Ask students to move to the card
number that represents their skill or interest in something, with 1 representing the least
interest or skill and 5 the greatest. Pause occasionally for students to discuss with one another
why they rated themselves the way they did.
part2.indd 52 3/16/07 9:53:31 AM
65© 2007. All Rights Reserved.
E n s u r i n g G o o d C u r r i c u l u m . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 7
Tool: Planning for High-Quality Curriculum ..............................................................................69
Tool: Know, Understand, or Do? .....................................................................................................73
Tool: Understand Versus Know .......................................................................................................77
Developing Your KUD Goals ...........................................................................................................81
Sample: Unit KUD Example 1: Elementary Unit on Plant Life .........................................82
Sample: Unit KUD Example 2: Secondary Unit on Government ....................................84
Tool: Unit KUD Chart .....................................................................................................................86
Tool: Checking Your KUD .............................................................................................................88
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S E C T I O N
© 2007. All Rights Reserved.
S U M M AT I V E A S S E S S M E N T
Tool: Should I Differentiate My Unit Test?
First, review the lists at the beginning of the tool for some common concerns
and thoughts about differentiating tests that teachers who differentiate
instruction often have. Then, complete the chart as indicated.
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206
T O O L
© 2007. All Rights Reserved.
Section: Summative Assessment
Should I Differentiate My Unit Test?
The idea of differentiating tests often raises concerns among teachers. Below are some com-
mon concerns expressed by educators, followed by thoughts that arise from the principles
and practices of differentiation. As you read those ideas, take time to reflect on your own
beliefs and concerns about differentiated tests.
Common Concerns
• Won’t students feel it is unfair to have different tests?
• Am I enabling struggling students by giving them an easier test? Won’t that give them an incorrect view of what they know?
• Won’t the advanced students resent getting a “harder test”? What if they get a lower grade as a result?
• Parents wouldn’t understand.
• My tests have to refl ect standards, and standards aren’t differentiated!
• I don’t have time to differentiate my tests!
Common Thoughts
• If I believe in differentiating what and how students learn in a unit of study, it seems logical to differenti-ate the corresponding test.
• All students should have an opportunity to feel successful at the culminating point of a unit.
• All students should have an opportunity to show and feel proud of the growing they have done through-out a unit of study.
• Good differentiated tests should fi rst and foremost measure the unit KUD, no matter what interests they may target, what learning profi les they tap into, or what readiness level at which they ask students to work.
• If student work over the course of a unit has refl ected varied interests, then I owe it to the students to allow or encourage that variation to come through in the unit test.
• Some students have diffi culty showing all that they know, understand, and can do on a traditional paper and pencil test. If the format of all or part of the test is not crucial to my goals, then why not offer a choice? If it doesn’t matter if students diagram or write an explanation, I think I should try to let them do what will help them best demonstrate their learning.
• There are some parts of a test that I probably shouldn’t or can’t differentiate.
• All students need opportunities to practice the standard test-taking skills that will be important through-out their school years.
• I don’t have time to differentiate everything in my unit, but I can make a long-term plan to add to my differentiation repertoire over time.
part4.indd 206 3/16/07 9:55:07 AM
207© 2007. All Rights Reserved.
Use the column on the left to list reasons for differentiating tests. In the center column, list
your worries about doing so. In the column on the right, brainstorm some ways around the
issues you might encounter should you decide to differentiate a test or other form of summa-
tive assessment.
Justifi cation Worries Approaches/Solutions
Should I Differentiate My Unit Test?, continued
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223© 2007. All Rights Reserved.
A t t e n d i n g t o S t u d e n t V a r i a t i o n . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 2 5
Tool: Designing Lessons That Address Student Readiness, Interest,
and Learning Profile .................................................................................................................... 227
Tool: A Planner for Attending to Differences in Student Interest ................................... 231
Tool: A Planner for Attending to Differences in Student Learning Profile ................... 235
Tool: A Planner for Attending to Differences in Student Readiness ............................... 245
E n s u r i n g C o m m o n G o a l s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 4 9
Analyzing Sample Tasks and Goals .......................................................................................... 251
Sample: Secondary Social Studies: New World Explorers ............................................. 252
Sample: Secondary Science: Planet Show and Tell 1 ...................................................... 254
Sample: Secondary Science: Planet Show and Tell 2 ..................................................... 256
Sample: Physical Education: Soccer Skills ........................................................................... 258
Sample: Elementary Science: Performance Assessment .............................................. 260
Sample: Elementary Language Arts: Writing Prompts ................................................... 263
Sample: Math: Fraction Cards ................................................................................................. 266
Planning Templates and Sample Plans ................................................................................... 267
Sample: Linking the KUD Goals to Differentiated Activities: Elementary Math .... 268
Sample: Linking the KUD Goals to Differentiated Activities: Middle
School French ........................................................................................................................... 273
Sample: Linking the KUD Goals to Differentiated Activities: Language Arts
and Social Studies Tiered Lesson ....................................................................................... 278
Tool: Planning Template A: Differentiated Lesson ........................................................... 284
Tool: Planning Template B: Tiered Differentiated Lesson ............................................. 289
Simple Planners ................................................................................................................................ 295
Tool: Differentiation Planner 1 ................................................................................................ 296
Tool: Differentiation Planner 2 ................................................................................................ 297
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Tools for High-Quality Differentiated Instruction
© 2007. All Rights Reserved.
E n s u r i n g A p p r o p r i a t e C h a l l e n g e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 9 9
Tool: The Equalizer ........................................................................................................................... 301
Ensuring Project Rigor ................................................................................................................... 303
Sample: Criteria for Developing Project Rigor .................................................................. 304
Tool: My Project Rigor ................................................................................................................. 305
Tool: Suggestions for Upping the Ante on Products .......................................................... 307
Tool: Rubric Planning Template .................................................................................................. 309
part5.indd 224 3/16/07 9:55:41 AM
249© 2007. All Rights Reserved.
Ensuring Common Goals
Articulating appropriate KUD goals for a unit or lesson is a vital step in setting
the stage for high-quality differentiation because all variations of a good
differentiated activity should lead to the same or very similar KUD goals. The
tools and samples in this section give you the opportunity to analyze sample
differentiated activities in numerous subject areas and how they lead to stated
KUD goals. Here are some tips to remember when reviewing differentiated
activities:
1. Differentiated or not, does this represent good curriculum? Is the task
worthy of teacher and student time?
2. Does each task appear to lead to the same goals (KUD)?
3. Do the differentiated tasks seem equally respectful, or do some feel
“dumbed down” or “fluffy”?
4. Do all tasks require the students who will do them to stretch as much as
possible?
To be respectful, activities must be designed with the student in mind.
That is, we cannot make decisions about how (or if) we should differentiate
without considering our audience: the students. Some of these tools include
sections that may be used to plan differentiated activities and to help you
think about issues that may come up as you carry out your plans.
part5.indd 249 3/16/07 9:55:45 AM
251
S E C T I O N
© 2007. All Rights Reserved.
E N S U R I N G C O M M O N G O A L S
Analyzing Sample Tasks and Goals
Samples: Secondary Social Studies: New World Explorers
Secondary Science: Planet Show and Tell 1
Secondary Science: Planet Show and Tell 2
Physical Education: Soccer Skills
Elementary Science: Performance Assessment
Elementary Language Arts: Writing Prompts
Math: Fraction Cards
The samples in this section provide examples of differentiated learning activi-
ties and assessments in general subject areas and grade levels. As you read
each example, focus on how each of the differentiated tasks addresses the
KUD goals for the lesson or unit. Each sample includes questions to focus your
analysis and commentary (the author’s responses to questions) to help you
expand your thinking.
part5.indd 251 3/16/07 9:55:45 AM
252 © 2007. All Rights Reserved.
Section: Ensuring Common Goals
Secondary Social Studies: New World Explorers
S A M P L E
KNOW UNDERSTAND BE ABLE TO DO
• Names of New World
explorers
• Key events during the
explorers’ travels
• Explorers’ contributions
Exploration involves
• risk
• costs and benefi ts
• success and failure
• Conduct research
• Share results
• Demonstrate key knowledge
and understandings
This activity serves as a summative assessment at the conclusion of a unit. Students are
assigned either the task on the left or the one on the right.
Using the list of resources and list of product
options that I have provided, show how two key
explorers took chances, experienced success
and failure, and brought about both positive and
negative change. Provide evidence.
Using reliable and defensible research, develop
a way to show how New World explorers were
paradoxes. Include the unit’s principles, but also
go beyond them.
Think About:
1. Study the version on the left. What about this activity makes it good curriculum for all
students? Is this activity differentiated? Explain your thinking.
2. Study the example on the right. What makes this version more difficult than the one on
the left?
3. In what ways does each activity lead students to the same KUD goals? How might you
strengthen that bond?
4. Imagine you have students who would struggle with both of these versions. How could you
rewrite the activity so that it is appropriate for these students but still meets the KUD goals?
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315© 2007. All Rights Reserved.
U s i n g F l e x i b l e G r o u p i n g . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1 7
Considering Flexible Grouping ............................................................................................................319
Tool: Brainstorming for Flexible Grouping ..........................................................................320
Tool: Thinking About Options ...................................................................................................322
Tool: Strategies to Support Flexible Grouping ....................................................................324
Exploring RAFTs ..........................................................................................................................................329
Sample: High School Art RAFT ..................................................................................................330
Sample: Middle School Technology Lab Safety RAFT ......................................................331
Tool: RAFT Template .....................................................................................................................333
Exploring Cubing .......................................................................................................................................335
Sample: Elementary Social Studies Cubing ..........................................................................336
Sample: Primary Math Cubing ..................................................................................................341
Tool: Cubing Template .................................................................................................................343
Exploring Contracts...................................................................................................................................345
Sample: Secondary Science Contract .....................................................................................346
Tool: Contract Templates ............................................................................................................347
Exploring Learning Centers ...................................................................................................................351
Sample: Elementary Language Arts Learning Center.......................................................352
Tool: Learning Center Planner ...................................................................................................354
Exploring Sternberg Intelligences ......................................................................................................357
Sample: Sternberg Intelligences: Primary Science ............................................................358
Sample: Sternberg Intelligences: Secondary Math ...........................................................359
Tool: Sternberg Intelligences Planner ....................................................................................360
Exploring Compacting .............................................................................................................................363
Sample: Student Compacting Planner ...................................................................................364
Tool: Compacting Planner ..........................................................................................................365
Creating Entry Point Activities .............................................................................................................367
Sample: Entry Points for French Literature ...........................................................................368
Sample: Entry Points for Music Appreciation ......................................................................369
Tool: Entry Points Planner ...........................................................................................................370
Exploring Jigsaws .......................................................................................................................................371
Sample: Jigsaw for AP Psychology ..........................................................................................372
Tool: Jigsaw Planner ......................................................................................................................373
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© 2007. All Rights Reserved.
Exploring Jigsaws
Sample: Jigsaw for AP Psychology
Tool: Jigsaw Planner
The sample shows you an example of a jigsaw activity for an advanced psy-
chology class. The tool gives you tips for creating jigsaws and an opportunity
to develop your own. Remember that for a jigsaw activity to succeed, students
must be able to work effectively in groups, with all students taking responsibil-
ity for learning and contributing to the group’s understanding. Discussion
modeling practice, teacher feedback, and group assessment of how well they
functioned together will help students develop these skills.
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372 © 2007. All Rights Reserved.
Section: Using Flexible Grouping
Jigsaw for AP PsychologyS A M P L E
KNOW UNDERSTAND BE ABLE TO DO
Major theories of learning Not all theories of learning are
compatible. Theories tend
to have both advocates and
detractors. For theories to be
respected in the scientifi c com-
munity, they must be backed by
research.
Compare and contrast theo-
ries, and critique their relative
strengths and weaknesses.
Author’s Commentary:
• Note that this jigsaw differentiates to a certain extent for varied student interest in a par-
ticular theory of learning. In this situation, because the teacher needed all theories to be
equally represented, she may not have been able to give everyone his or her first choice.
• If some of the articles or theories were more difficult than others, perhaps she could have
chosen to assign expert groups according to readiness.
Directions:
1. Yesterday, you each ranked your interest in four theories of learning. I have used that information to
place you into expert groups. Each member of your expert group will be responsible for reading the
packet of articles about your theory and its applications in the classroom. Place sticky note fl ags to
indicate places in the article about which you have questions or that you would like to explore with
other expert group members.
2. Discuss the articles with your group members. As you discuss, fi ll out the appropriate row in your
graphic organizer. Appoint a discussion leader, who will use the questions below to guide discussion:
• What is this theory? How, where, and when did it come about?
• What is the intent or purpose of this theory?
• What are the particular strengths and weaknesses of this theory?
• How has this theory been implemented in schools? Where? With what results?
Note: All individuals should go away from this discussion confi dent in their ability to effectively teach the
theory and answer questions about its use in the classroom.
3. Next, you will regroup so that each group has an expert in all four theories. For each theory, devote
_____ minutes (Appoint a timer!) to explaining, discussing, and critiquing the theory. Fill out your graphic
organizer so that you have notes on all four theories. Spend the last _____ minutes comparing the theo-
ries. What do they have in common? How do they differ? Share which theory appeals most to each of
you, and explain your thinking.
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T O O L
© 2007. All Rights Reserved.
Section: Using Flexible Grouping
Jigsaw Planner
Think About:
• Check and recheck your instructions for clarity and accuracy. Jigsaws can get complicated
due to their multiple parts, especially when carried out over more than one day. Give each
student a set of written directions.
• Discussion questions and note-taking guides or graphic organizers can help keep students
on track and accountable.
• Physically separate the groups as much as possible, given your classroom space, so that
groups will be less distracted by other groups’ discussions.
• Roam around the room and listen carefully to group discussions. During the expert group
discussions, make sure to check in with each group to ensure they do not have any unan-
swered questions or misconceptions about the theory. You don’t want the student experts
to teach incorrect information to their mixed groups. As you get more practice with jigsaws,
you will find that your ears become attuned to misinformation, and you can begin to catch
it fairly quickly, even when you have lots of groups in the room.
• If the jigsaw occurs over more than one day, make a plan for what you will do if a group
member is absent or unprepared.
• Jigsaws seem to work best when the topics have enough commonalities that what students
learn by becoming an expert in one topic easily transfers to other topics, especially in terms
of big ideas.
Jigsaw Plan
KNOW UNDERSTAND BE ABLE TO DO
Topics for each expert group:
part6.indd 373 3/16/07 9:56:35 AM
374 © 2007. All Rights Reserved.
Task directions:
Materials and resources for each group (books, articles, Web sites, graphic organizers, note-taking
aids, etc.):
Expert group assignments:
❏ Teacher-assigned by readiness
❏ Student choice
Roles:
❏ Discussion facilitator
❏ Timer
❏ Resource coordinator
❏ Other: ______________________________________________
Key questions each group must discuss:
Jigsaw Planner, continued
Double-check—will the activities you’ve designed help all students reach the KUD goals after
the home teams have reconvened?
part6.indd 374 3/16/07 9:56:36 AM
© 2007. All Rights Reserved.
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