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EDU 610: Differentiation Theory and Strategies Final Project

EDU 610 Final Project
Carrie Rohrer
University of New England

The objective of this project is to teach my students about the multiple
intelligences, as well as whhy and how I differentiate in the classrooms. By

2 EDU 610: Differentiation Theory and Strategies Final Project
the end of this unit, students will to be able to recognize the differences in
learning opportunities and take ownership for their own learning.
I would start with a self-assessment survey on multiple intelligences
and plan for a mini-unit about Gardener’s Multiple Intelligences. After I
introduced the different intelligences, I would then have the students score
their surveys. Using this as a segway into differentiation “theory”, I would
continue to draw on their multiple intelliegences and design activities that
appeal to their strengths.
The next step is to dive into a variety of differentiated multiplication
activities (CCSS.MATH.CONTENT.3.OA.C.7 Fluently multiply and divide within
100, using strategies such as the relationship between multiplication and
division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties
of operations. By the end of Grade 3, know from memory all products of two
one-digit numbers.) Fact memorization is a key foundation that they need to
learn in 3rd grade, but not all students respond to the “kill and drill” method
that is more traditional when teaching multiplication. I have already taught
them to understand multiplication and how it relates to addition, and in the
next few months I am going to be trying a lot of different ways to help them
learn their facts to memory!
Finally, I will pull from our course book Differentiated Assessment
Strategies: One Tool Doesn’t Fit All (Chapman & King, 2005) and How to
Differentiate Instruction in Mixed-ability Classrooms (Tomlinson, 2001) to
teach my class how I create a positive climate for assessment and set up
behavior expectations as to how we support one another.
This unit is meant to take 8 days, 30-40 minutes each day.
Day 1 Multiple Intelligences
Lesson: Multiple Intelligences Survey
Objective: Students will complete the self-assessment independently.
Materials: Self-assessment survey (see image, or visit
http://www.lauracandler.com/free/misurvey), pencils, writing notebook,
construction paper for T-chart
Activity:
Part 1 (20 minutes): Teacher will begin by telling students that today they will
be taking a “Getting to Know You” survey. Teacher will explain that this
survey will be a tool to teach them a little bit more about themselves and
their interests. (Note: survey is NOT meant to diagnose weaknesses and just
because a student does not score high in an intelligence does not mean they
aren’t “smart” in that area.) Teacher will model folding over the columns on
the right hand side of the page and scoring their interest in each question of
a scale of 0=Not at All to 5=Very True. Teacher will read each statement to
students and allow them time to reflect and write their score. This also allows
for questions and clarification (i.e. “What is a graphic organizer?”) When
students finish, teacher will collect and set aside for Day 3.
Part 2 (20 minutes): Have students take out their writing notebooks and give
them the following prompt: “What are three activities we do in class that you
enjoy? What are three activities that you don’t enjoy?”

EDU 610: Differentiation Theory and Strategies Final Project
Give them time to write, and after 5-10 minutes bring them back together.
Teacher calls on students for examples and writes on T-chart things students
do/do not enjoy. Discuss as a class what, if any, patterns they see and if they
see any activities on both sides of the T-chart. Why might this be? Do we
enjoy the same/different things? Conclusion: we learn differently and have
different strengths, and we will learn how to embrace our own strengths and
help us become life-long learners!

4 EDU 610: Differentiation Theory and Strategies Final Project

Day 2 Multiple Intelligences
Lesson: Learning about the “8 Kinds of Smart” (intelligences)
Objective: Students will understand the multiple intelligences and identify
interests and characteristics of each.

EDU 610: Differentiation Theory and Strategies Final Project
Materials: 8 Kinds of Smart graphic organizer, pencil, Multiple Intelligence
poster, 8 Kinds of Smart poster, Future Job sort cards
Activity: (40 minutes) Teacher introduces the traditional names for the 8
intelligences on the poster, and then connect them to the kid-friendly 8 Kinds
of Smart poster. Hand out the graphic organizer and as a class, read through
and discuss the characteristics of the 8 Kinds of Smart. In partners, have
them cut out and do a cold sort of possible future jobs. When all pairs are
done, bring them back together and discuss their attempts and correct
together. Then, they may glue the jobs in the correct space in the columns.

6 EDU 610: Differentiation Theory and Strategies Final Project

Student Graphic Organizer
8 Kinds of Smart
Word Smart
Enjoys reading for pleasure; likes
playing word games; able to write
stories, poems, letters, emails, or
reports easily
Art Smart
Can read maps and diagrams easily;
likes to color, draw, or paint; enjoys
photography; can easily visualize
things
Math Smart
Enjoys solving difficult word
problems; likes to work with
numbers; likes to organize facts and
information in a logical way
Music Smart
Likes to sing or make music; may
play an instrument; enjoys games
involving sound and rhythm
Body Smart
Enjoys sports, dancing, walking or
other physical activity; learns best
through hands-on activities or
movement
People Smart
Enjoys meeting new people; gets
along well with team members; likes
talking over ideas; friendly and
helpful
Self Smart
Likes being alone; needs quiet time
to think over ideas; likes to set
personal goals; thinks about own
feelings and emotions
Nature Smart
Likes to take care of plants and/or
animals; likes to study about the
earth and nature; enjoys being
outside

Future Jobs

EDU 610: Differentiation Theory and Strategies Final Project

Future Job Sorting Cards
Fine motor emphasis: construction
workers, mechanics, plumbers, repair
people, also the large motor “body
thinkers” dancers, actors, gymnasts,
athletes.
Artists, designer, landscaper,
inventor, air traffic controller, interior
decorators, architect, construction
engineer, city planners.

Counselor, therapists, entrepreneurs,
self-made successes, change careers
and often enter new fields, spiritual
work.

Biologist, forest ranger, vet, farmer.

Counselor, CEO, social directors,
personnel directors, Human Resource
Agents, party planner, caterers,
mediators, Customer Service,
community organizers.
A job in entertainment: disc jockey,
sound engineers, piano tuner,
electronics salespeople, musical
therapists.

Politician, car salesman, disc jockey,
actor, comedian, teacher, presidents
of boards and associations.

Scientist, accountant, computer
programmer, mathematician.

Answer Key:
8 Kinds of Smart
Word Smart
Enjoys reading for pleasure; likes
playing word games; able to write
stories, poems, letters, emails, or
reports easily
Art Smart
Can read maps and diagrams easily;
likes to color, draw, or paint; enjoys
photography; can easily visualize
things
Math Smart
Enjoys solving difficult word
problems; likes to work with
numbers; likes to organize facts and
information in a logical way
Music Smart
Likes to sing or make music; may
play an instrument; enjoys games

Future Jobs
Politician, car salesman, disc jockey,
actor, comedian, teacher, presidents
of boards and associations.
Artists, designer, landscaper,
inventor, air traffic controller, interior
decorators, architect, construction
engineer, city planners.
Scientist, accountant, computer
programmer, mathematician.

A job in entertainment: disc jockey,
sound engineers, piano tuner,
electronics salespeople, musical

8 EDU 610: Differentiation Theory and Strategies Final Project
involving sound and rhythm
Body Smart
Enjoys sports, dancing, walking or
other physical activity; learns best
through hands-on activities or
movement
People Smart
Enjoys meeting new people; gets
along well with team members; likes
talking over ideas; friendly and
helpful
Self Smart
Likes being alone; needs quiet time
to think over ideas; likes to set
personal goals; thinks about own
feelings and emotions
Nature Smart
Likes to take care of plants and/or
animals; likes to study about the
earth and nature; enjoys being
outside

therapists.
Fine motor emphasis: construction
workers, mechanics, plumbers, repair
people, also the large motor “body
thinkers” dancers, actors, gymnasts,
athletes.
Counselor, CEO, social directors,
personnel directors, Human Resource
Agents, party planner, caterers,
mediators, Customer Service,
community organizers.
Counselor, therapists, entrepreneurs,
self-made successes, change careers
and often enter new fields, spiritual
work.
Biologist, forest ranger, vet, farmer.

Day 3 Multiple Intelligences
Lesson: Scoring Survey
Objective: Students will identify their strengths out a score of 15 in the
“Getting to Know You” survey.
Materials: Self-assessment survey, pencils
Activity: Pass back “Getting to Know You” surveys. Fold bottom half of sheet
up so that students can score each statement individually. Teacher will model
this on the document camera. Students will take their time to write their
scores 0-5 in each corresponding box in the adjacent columns. Finally,
students will add their totals for each intelligence in the bottom row. The
teacher will lead a discussion about what they notice about their strengths,
what surprised them, and what made sense. Teacher will also allow time for
students to pair/share about their feelings towards the results, but not
necessarily share their strengths with one another.
Day 4 Exploratory Centers
Lesson: Teaching/Modeling Center Activities and Expectations
Objective: Students will review and practice behaviors expected for
Exploratory Centers.
Materials: Expectation poster and quote, bulletin board set up with 6 center
choices, materials for centers set up in bins on math counter, tables, rug:
Math Tiles packets/tiles, Chromebook computers, Wrap-ups/CD/CD
players/headphones, Multiplication Baseball game boards and dice,
Multiplication Houses paper and instructions, Word Problem books with pens,
construction paper.

EDU 610: Differentiation Theory and Strategies Final Project
Background Knowledge: Students will already be familiar with all of the
center activities except for Multiplication Houses (instructions will be posted
and aide will be watching this station and helping students check their work.
Activity: As a while group, begin discussion with what centers look like in our
classroom (always structured and timed, moving centers with group when the
teacher says.) Explain how students will be given the freedom to explore and
make choices based on their interests (linked to intelligences/8 Kinds of
Smart.) Go over Quote/Expectations poster (see below) and tell students that
today they will be practicing the correct behaviors to be successful in
differentiated centers.
Tell students that usually they will have 30 minutes with Exploratory Stations,
but today they will have 10 minutes just to “practice” correct behavior.
Remind them of their choices and where each is located, and them give them
the opportunity to stand and pick a center. Set the timer for 10 minutes.
Teacher circulates and provides feedback to individual students and pairs.
When timer goes off, regroup and lead a whole group (including quick pair
shares) on the following: How did it feel having choice? Did you like the
activity you chose? Why/Why not? Were you able to stay on task? Why/why
not? Teacher praises positive behaviors and highlights things to work on for
next time.
Quote/Expectation Poster

“Fair Isn’t When Everyone
Gets the Same; Fair is When
Everyone Gets What They
Need!”
Exploratory Centers Rules and
Expectations
Only use items Work in the
provided in
appropriate
the station
space
Stay on task
Clean the

10 EDU 610: Differentiation Theory and Strategies Final Project

Use materials
wisely

center before
leaving
Respect others

Links to center activities/materials
Math Tiles: http://www.mathmania4kids.com/page1761.html
http://www.mathmania4kids.com/page1762.html
http://www.mathmania4kids.com/page1763.html
Computers: www.prodigygame.com (students already have Prodigy account
and math skills are assigned by the teacher and leveled based on student
performances), www.multipilcation.com (students chose which math facts
they need to practice)
Wrap-ups/Wrap http://www.amazon.com/Learning-Wrap-Ups-MultiplicationMastery/dp/B000H58P14/ref=sr_1_3?ie=UTF8&qid=1450006766&sr=83&keywords=wrap+ups+multiplication
Multiplication baseball: https://emccss.everydaymathonline.com/emcrosswalk/pdf/3/g3_tlg_lesson_4_7.pdf
Create Multiplication Houses: http://teachbesideme.com/wpcontent/uploads/2014/03/Multiplication-Houses.pdf
Partners create a book of multiplication word problems (multi step
problems for enrichment for students who have grasped concept and
memorized facts): construction paper and pens
Day 5 and 6 Exploratory Centers
Lesson: Exploring Centers
Objective: Students will chose two centers during the work period to
practice multiplication facts.
Materials: Expectation poster and quote, bulletin board set up with 6 center
choices, materials for centers set up in bins on math counter, tables, rug:
Math Tiles packets/tiles, Chromebook computers, Wrap-ups/CD/CD
players/headphones, Multiplication Baseball game boards and dice,
Multiplication Houses paper and instructions, Word Problem books with pens,
construction paper.
Activity: With Quote/Rules Expectations Poster clearly displayed, teacher will
allow students to choose based on interest between 6 centers. They must
work on two centers per period (30 minutes.)
Day 7 Why We Differentiate Assessment
Lesson: Teaching/Modeling Center Activities and Expectations
Objective: Students will reflect on their readiness and interest, as well as
begin to show what they know using Choice Board Assessments.

EDU 610: Differentiation Theory and Strategies Final Project
Materials: Self-assessment survey, Choice Board assessment materials:
Mad minutes (facts 0-10) and timer, Wrap-ups 1-10 and timer, Math Tiles
pages/tiles
Activity:
Part 1: Teacher will administer self-assessment survey (see below) and will
read questions aloud as students reflect and answer them. Discuss how just
like they were able to choose and explore centers the last few days, now they
will be allowed to choose how they are assessed on their knowledge gained.
Their choice reflects their interests and strengths.
Part 2: Teacher explains Choice Board and the idea that students will pick
between the assessment options. The assessment options are:
1. 5 completed Math Tile Pages
2. Mad Minutes 0-10, each completed in less than 2 minutes
3. Wrap-up keys 1-10 completed in less than 1 minute each
4. Wild Card: have student create a Wild Card tool or strategy with teacher
approval
Link to Mad Minutes:
http://www.worksheetplace.com/index.php?
function=DisplayCategory&showCategory=Y&links=4&id=116&link1=40&lin
k2=45&link3=12&link4=116

Student self-assessment survey

12 EDU 610: Differentiation Theory and Strategies Final Project

Day 8 Assessment—Choice Boards
Lesson: Teaching/Modeling Center Activities and Expectations
Objective: Students will chose two Choice Board assessments to complete
and show their multiplication fact fluency.
Materials: Choice Board and 4 stations (including station for Wild Card
workspace) to complete the assessments
Activity: Students will have 30 minutes to choose and complete two
assessments. After collecting the data, teachers will use this date as
formative assessment information to regroup and reteach students by ability
and need, as well as see which students have met the standard and can
move on to division fact fluency and multi-digit multiplication.

EDU 610: Differentiation Theory and Strategies Final Project
Bibliography

Chapman, C. (2012). Differentiated assessment strategies one tool doesn't fit
all (2nd ed.). Thousand Oaks, Calif.: Corwin.
Grade 3 » Operations & Algebraic Thinking. (n.d.). Retrieved December 12,
2015, from http://www.corestandards.org/Math/Content/3/OA/
Home ­ Teach Beside Me. (n.d.). Retrieved December 13, 2015, from http://teachbesideme.com/ 
Tomlinson, C. (2001). How to differentiate instruction in mixed-ability
classrooms (2nd ed.). Alexandria, Va.: Association for Supervision and
Curriculum Development.
Marcy Cook Sets. (n.d.). Retrieved December 13, 2015, from
http://www.mathmania4kids.com/page1735.html
Learn Math For Free. Forever. (n.d.). Retrieved December 13, 2015, from
https://prodigygame.com/
Welcome to multiplication.com. (n.d.). Retrieved December 13, 2015, from
http://www.multiplication.com/
(n.d.). Retrieved December 13, 2015, from http://teachbesideme.com/wpcontent/uploads/2014/03/Multiplication-Houses.pdf
(n.d.). Retrieved December 13, 2015, from
https://emccss.everydaymathonline.com/emcrosswalk/pdf/3/g3_tlg_lesson_4_7.pdf
(n.d.). Retrieved December 13, 2015, from https://learningwrapups.com/
Worksheets. (n.d.). Retrieved December 13, 2015, from 
http://www.worksheetplace.com/index.php?
function=DisplayCategory&showCategory=Y&links=4&id=116&link1=40&link2=45&link3=12
&link4=116 
Laura Candler's Teaching Resources - Free Printables and Lesson Ideas for
Teachers! (n.d.). Retrieved December 12, 2015, from
http://www.lauracandler.com

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