Using Choice Menus to Engage amp Challenge Every Student By Erica Hamer Why Use Activity Menus Choice Motivation StudentCentered Learning Styles Interests Build Upon Strengths Engagement ID: 707564
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Differentiate to Motivate! Using Choice Menus to Engage & Challenge Every Student
By: Erica HamerSlide2
Why Use Activity Menus?ChoiceMotivationStudent-CenteredLearning Styles
InterestsBuild Upon StrengthsEngagementHands-OnIndividual Needs
IndependenceDifferentiationReadinessChallengeSlide3
How have you used activity menus in your classroom?What format did you use for your activity menus?
What did you like best about using activity menus in your classroom? What were some obstacles
that you encountered using activity menus?Slide4
5 Menu TypesTic-Tac-Toe MenuList Menu2-5-8 (or 20-50-80) Menu
Game Show MenuBaseball MenuEach menu type has different benefits, limitations
, & time considerationsSlide5
Tic-Tac-Toe MenuDescription: 8 Predetermined choices + 1 free choice
All choices at same level of Bloom’s, carry same weight for grading, & require similar time/effortBenefits: Flexibility to either cover 1 topic in depth or 3 different objectives by completing 1 activity in each row or columnStudent-friendly & easy to understand
Easy to gradeLimitations: Only covers 1 or 3 topics
Student choice limited to tic-tac-toe pattern
Time Considerations
:
Short time period of 1-3 weeksSlide6
List Menu or Challenge ListDescription: 10 Predetermined choices + 1 free choicePoints per choice are based on level of Bloom’s
Choices require differing amounts of time/effortBenefits: Students like having control over their grades & the ability to make up lost points by completing another choiceIn-depth study
Higher & lower level activities for differing readiness levelsLimitations: Only covers 1-3 topicsIf 3 topics, objectives limited to individual student choices
Heavy teacher preparation of materials
Time Considerations
:
2 weeks maximumSlide7
2-5-8 (or 20-50-80) MenuDescription: 8 Predetermined choices to total 10 (or 100) pointsPoint values of 2 (or 20), 5 (or 50), or 8 (or 80) based on level of Bloom’s
Choices require differing amounts of time/effortBenefits: Students like having control over their gradesStudents must complete at least 1 activity at a higher level of Bloom’s
Limitations: Only 1 topic, in depthNo free choice
Students complete only 1 higher level activity
Time Considerations
:
1 week maximumSlide8
Baseball MenuDescription: 20 Predetermined choices 4 different point values based on level of Bloom’s: singles, doubles, triples, & home runs
Students must complete __ # runs around all 4 bases for 100%Choices require differing amounts of time/effortBenefits: Students like having control over their grades
Flexibility of many choices at each levelBaseball theme can be used on bulletin board where students move themselves through each base as a visual reinforcer
Limitations
:
Only 1 topic, many objectives, in-depth
1 free choice
Heavy teacher preparation of materials & student work space
Time Considerations
:
Longer period of time: 4-5 weeksSlide9
Game Show MenuDescription: 3 predetermined choices + 1 free choice per topic/objective Point values based on level of Bloom’s
Choices require differing amounts of time/effortStudents complete 1 activity per objective & set point criteriaBenefits: Students like having control over their grades
Flexibility of many choices at each level & students can propose their own activity idea for each objectiveIndividualized contracts for different learning levelsStudents must complete 1 activity for each objective
Limitations
:
Students & parents must understand guidelines
Time Considerations
:
Longer period of time: 4-6 weeksSlide10
VariationsAdjust any menu to fit the learning needs of your students,
your weekly schedule, & your grading requirementsCreate menus for different levels & assign based upon unit pre-test data to ensure advanced students are adequately challenged & struggling students are remediated without becoming frustrated
Break down amount of time allowed to complete activities into days/hours to help students manage their work timeSlide11
Differentiation:
challenge without frustration or boredomAll students should NOT be required to do same activities because all students are NEITHER on the same level, NOR do they have the same learning style
No student should be required to do MORE or LESS activities, instead require DIFFERENT rows/menus by increasing/decreasing challenge level of activities
Every student must be allowed to complete work at their OWN ability level- provide NO student activity choices too difficult or too easy for THEIR current level of understanding
Provide remedial activity choices that struggling students can complete INDEPENDENTLYSlide12
Use Pre-Test DataDetermine specific learning goals of unitDesign a brief pre-test to determine individual challenge level for each unit
Pre-test at least 1 week before unit so you have time to use data to create appropriately leveled activitiesWhat are some possible pre-test data sources for specific skills that your school already uses? (Edusoft; Star-Math/Reading; KidBiz;
Dibels; LEAP/iLEAP; Iowa; Tiers 1,2,3)Slide13
Designing Engaging ActivitiesList activities suggested in the curriculumGoogle unit focus for activity ideas from other teachersExplore Pinterest.com for hands-on activities & games that meet learning objectives
Adapt activities in “extension” section of textbook chapter or teacher’s manualNational Science Teachers Association (NSTA) & National Council of Teachers of Mathematics
(NCTM) website lesson plan collectionsNationalGeographic.com Xpeditions activitiesBuild ideas upon Product Criteria CardsSlide14Slide15Slide16
Appropriate RigorAdjust challenge level based upon your students’ readiness & depth of understanding of unit skills
Increase rigor on activities for advanced studentsDecrease rigor for struggling students- activities should reinforce basic skills yet not mastered3 Menu Rigor Levels:Below Grade Level- Remediation- Unsatisfactory or Approaching Basic- Bloom’s Remember or Understand
On Grade Level- Basic- Bloom’s Apply or AnalyzeAbove Grade Level- Acceleration- Mastery or Advanced- Bloom’s Evaluate or CreateSlide17
Make & Take: Tic-Tac-Toe MenuSpecific Learning Goal
- Informational Text: Range of Reading and Level of Text Complexity CCR Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently. Brainstorm activities for your grade/subject for a variety of learning styles & interests on sticky notes (
see product criteria cards for ideas)Design increases & decreases in rigor according to
your
students’ readiness levels
Rearrange activity sticky notes on Menu board(s) & decide on appropriate assignment pattern for
your
above/on/below-level studentsSlide18
SourcesSlide19
Online ResourcesChoice Menu Examples & Templates PDF http://daretodifferentiate.wikispaces.com/Choice+BoardsChoice Menus Templates & Activity Ideas
http://www.pvusd.k12.ca.us/departments/GATE/choiceboards/MeaningfulMenus.pdfDinner Learning Menu: Appetizer, Entrée, & Dessert http://differentiationkit.wikispaces.com/Dinner+Menus5 Minute Video for Teacher: Using Dinner Learning Menu
https://www.teachingchannel.org/videos/differentiating-instruction-strategyDifferentiated Assessment Article: Motivation & Engagement with Homework Menus http://whatworks.wholechildeducation.org/blog/from-differentiated-instruction-to-differentiated-assessment/
Differentiated Instruction Handouts
http://www.k8accesscenter.org/online_community_area/DifferentiatedInstructionHandouts.asp