The Adaptive Dimension refers to the concept of making adjustments in approved educational programs to accommodate diversity in student learning needs. It includes those practices the teacher undertakes to make curriculum, instruction, and the learning environment meaningful and appropriate for each student. http://www.sasked.gov.sk.ca/docs/policy/adapt/

provide background knowledge or experience for a student when it is lacking;

provide program enrichment and/or extension when it is needed;

enhance student success and reduce the possibility of failure;

address students' cultural needs;

accommodate community needs; increase curriculum relevance for students; lessen discrepancies between student ability

and achievement; provide variety in learning materials, including

community resources; and, maximize the student's potential for learning.

It is important to remember that the point of reference for DI is always the approved curriculum.

Within this context, outcomes are not modified. The adaptive variables are adjusted so that the

established curricular outcomes can be achieved. Evaluation practices within the context of the

adaptive dimension are also adjusted; however, such adaptations must not compromise the integrity of the formally stated curriculum outcomes.

A readiness-based approach designed to help all learners work with the same essential information/outcomes, ideas, and skills, but at a degree of difficulty “just a little too hard” for that learner.

Criteria for Effective Differentiation All tasks are focused on the same essential

knowledge/outcomes, understanding and skill All tasks at a high level of thinking All tasks equally engaging

Many Approaches Can Be Differentiated Activities, labs, centers, journal prompts, homework, products, tests/assessments, discussion questions . . .

Modality Preference

F & P Levels/AFL/CAT 4 Levels

Sternberg – Triarchic Theory

Student’s Interests

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

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 your 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.

Robert Sternberg, a Professor of Psychology at Yale University, has developed a theory that people possess three different types of intelligence in varying amounts. His research indicates that people learn best when their dominant intelligence is addressed (Sternberg, 1997).

Triarchic teaching is a strategy that you can use to differentiate according to Sternberg’s theory of “successful intelligence”:

Creative Intelligence Practical Intelligence Analytical Intelligence

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 ___

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 ___27. Composing ___28. Adapting to new situations ___

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

Analytical Creative Practical1. ___ 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 _____

Teacher leads the students using templates provided as a visual aide

Profile Card completed at the beginning of each school year

Limit each session to 20 to 30 minutes Teacher orally reads each question Students can independently write in two or three

interests in the center oval Teacher documents most recent F & P, AFL, &/or

CAT 4 Levels in the area(s) of reading and math

Cards should be stored in a safe and secure place that will allow for teacher use while being mindful of student privacy and protection of information

Robert Sternberg, a Professor of Psychology at Yale University, has developed a theory that people possess three different types of intelligence in varying amounts. His research indicates that people learn best when their dominant intelligence is addressed (Sternberg, 1997).

Triarchic teaching is a strategy that you can use to differentiate according to Sternberg’s theory of “successful intelligence”:

Creative Intelligence Practical Intelligence Analytical Intelligence

The idea behind Triarchic teaching is that you provide students with assignments centered around the same learning goals, that are designed for their intelligence strengths. This way, students learn the material more efficiently and successfully.

Sternberg’s research shows that student achievement rises when learning experiences take into account dominant learning preferences.

We all have some of each of these intelligences, but are usually stronger in one or two areas than in others.

We should strive to develop as fully each of these intelligences in students…, but also recognize where students’ strengths lie and teach through those intelligences as often as possible, particularly when introducing new ideas.

Likes to break things into parts, likes to know how things work, enjoys facts as well as ideas, likes to argue, attracted to logical thinking and logical ideas, likes to “think” as opposed to “doing,” typically does well at school tasks, enjoys solving problems, can focus for long periods of time on a single task, may balk at “creative” assignments, likes to find one right “answer,” may see things as black and white.

Needs: assignments that require thought as opposed to rote memorization, extended assignments that allow for focused, long-term study, “problems” to figure out, time to discuss ideas with others, support with how to present ideas in a non-argumentative way, support with listening to and accepting others’ ideas, opportunities to struggle with open-ended questions that have no right/wrong answer.

Analyzing characters when I’m reading or listening to a story

Comparing and contrasting points of view Criticizing my own and others’ work Thinking clearly and analytically Evaluating my and others’ points of view Appealing to logic Judging my others’ behavior Explaining difficult problems to others Solving Logical problems Making inferences and deriving conclusions Sorting and classifying Thinking about things

Analyze the development of the character of Heathcliff in Wuthering Heights.

Critique the design of the experiment (just gone over in class or in a reading) showing that certain plants grew better in dim light than in bright sunlight.

Compare and contrast the respective natures of the American Revolution and the French Revolution, pointing out ways both in which they were similar and those in which they were different.

Evaluate the validity of the following solution to a mathematical problem and discuss weaknesses in the solution, if there are any.

Assess the strategy used by the winning player in the tennis match you just observed, stating what techniques she used in order to defeat her opponent.

Likes to see the real world application of things, excellent at implementing plans, a “doer,” highly effective in making things “happen,” organized, less interested in ideas than in action likes to move and do when learning, can be an excellent leader, may struggle with creativity-for-creativity’s-sake assignments, may resist completing assignments for which they see no real-world purpose, can work very well in group situation, may not be traditionally “book smart.”

Needs: Hands-on activities, assignments that are connected to the real world, opportunities to share ideas with practitioners and experts, experiences with more creative, open-ended activities, support with being patient with activities for which they see no immediate application, opportunities to lead (even when they are not the highest achievers, these students can be highly effective at leading groups and delegating responsibilities).

Taking things apart and fixing them Learning through hands on activities Making and maintaining friends Understanding and respecting others Putting into practice things I learned Resolving conflicts Advising m friends on their problems Convincing someone to do something Learning by interacting with others Applying my knowledge Working and being with others Adapting to new situations

Apply the formula for computing compound interest to a problem people are likely to face when planning for retirement.

Use your knowledge of German to greet a new acquaintance in Berlin.

Put into practice what you have learned from teamwork in football to making a classroom team project succeed.

Implement a business plan you have written in a simulated business environment.

Employ the formula for distance, rate, and time to compute a distance.

Render practical a proposed design for a new building that will not work in the aesthetic context of the surrounding buildings, all of which are at least 100 years old.

Apply a lesson that a literary character learned to your life.

Attracted to novelty, likes to produce knowledge or ideas instead of consuming them, sees the world from a unique perspective, often prefers working alone, doesn’t like to be rushed toward completion of tasks, often works in “bursts,” with long periods of incubation (which can look like unproductiveness) followed by quick, highly productive working periods, often has unique sense of humor.

Needs: support with setting deadlines and timelines, open-ended assignments with structure, assignments that allow for creative thinking and novel products, support working with other students, frequent outlets for creative thought, support with turning “ideas” into “reality.”

Designing new things Coming up with ideas Using my imagination Playing make-believe and pretend games Thinking of alternative solutions Noticing things people usually tend to ignore Thinking in pictures and images Inventing (new recipes, words, games) Supposing that things were different Thinking about what would have happened if certain

aspects of the world were different Composing (new songs, melodies) Acting and role playing

Create an alternative ending to the short story you just read that represents a different ay things might have gone for the main characters in the story.

Discover the fundamental physical principle that underlies all of the following problems, each of which differs from the others in the “surface structure” of the problem but not in its “deep structure…”

Imagine if the government of China keeps evolving over the course of the next 20 years in much the same way it has been evolving. What do you believe the government of China will be like in 20 years?

Suppose that you were to design one additional instrument to be played in a symphony orchestra for future compositions. What might that instrument be like, and why?

Imagine what it feels like to be a parabola, and describe yourself and your life.

Suppose Huck Finn had been named Helen Finn.

Some of the time, teach analytically, helping students learn to analyze, evaluate, compare and contrast, critique and judge.

Some of the time, teach practically, helping students learn to apply, use, utilize, contextualize, implement, and put into practice.

Some of the time, teach creatively, helping student learn to create, invent, imagine, discover, explore and suppose.

Much of the time, enable all students to capitalize on their strengths.

Most of the time, enable all students to correct or compensate for their weaknesses.

Make sure your assessments match your teaching, calling upon analytical, creative and practical as well as memory skills.

Value the diverse patterns of abilities in all students.

Learning Goals: Know-Names of cell parts, functions of cell parts Understand-A cell is a system with interrelated parts Do –Analyze the interrelationships of cell parts/functions Present understandings in a clear, useful, interesting and

fresh way. After whole class study of a cell, students choose one of the

following sense-making activities.

Analytical: Use 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

Practical: Look around you in your world or the broader

world for systems that could serve as analogies for the cell. Select your best analogy (“best” most clearly matched, most explanatory or enlightening).

Devise a way to make the analogy clear and visible to an audience of 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.

Creative: Use 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.

Tell a story that helps us understand a cell as a system with interdependent actors or characters, a plot to carry out, a setting, and even a potential conflict. Use your own imagination and narrative preferences to help us gain insights into this remarkable system.

Visual ( )

Auditory ( )

Kinesthetic ( )

F & P Level ( ) CAT 4 Level ( )

AFL Level ( )

Analytical ( )

Creative ( )

Practical ( )

Date Completed :_______________________________