differentiation with menus and student choice

1. DIFFERENTIATE TO
MOTIVATE!
USING CHOICE MENUS
TO ENGAGE & CHALLENGE
EVERY STUDENT
By: Erica Hamer

2. WHY USE ACTIVITY MENUS?
Choice
Motivation
Student-Centered
Learning Styles
Interests
Build Upon
Strengths
Engagement
Hands-On
Individual Needs
Independence
Differentiation
Readiness
Challenge

3. 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?

4. 5 MENU TYPES
 Tic-Tac-Toe Menu
 List Menu
 2-5-8 (or 20-50-80) Menu
 Game Show Menu
 Baseball Menu
Each menu type has different benefits, limitations, &
time considerations

5. TIC-TAC-TOE MENU
 Description:
 8 Predetermined choices + 1 free choice
 All choices at same level of Bloom’s, carry same weight
for grading, & require similar time/effort
 Benefits:
 Flexibility to either cover 1 topic in depth or 3 different
objectives by completing 1 activity in each row or
column
 Student-friendly & easy to understand
 Easy to grade
 Limitations:
 Only covers 1 or 3 topics
 Student choice limited to tic-tac-toe pattern
 Time Considerations:
 Short time period of 1-3 weeks

6. LIST MENU
OR CHALLENGE LIST
 Description:
 10 Predetermined choices + 1 free choice
 Points per choice are based on level of Bloom’s
 Choices require differing amounts of time/effort
 Benefits:
 Students like having control over their grades & the ability to
make up lost points by completing another choice
 In-depth study
 Higher & lower level activities for differing readiness levels
 Limitations:
 Only covers 1-3 topics
 If 3 topics, objectives limited to individual student choices
 Heavy teacher preparation of materials
 Time Considerations:
 2 weeks maximum

7. 2-5-8 (OR 20-50-80) MENU
 Description:
 8 Predetermined choices to total 10 (or 100) points
 Point values of 2 (or 20), 5 (or 50), or 8 (or 80) based on level
of Bloom’s
 Choices require differing amounts of time/effort
 Benefits:
 Students like having control over their grades
 Students must complete at least 1 activity at a higher level of
Bloom’s
 Limitations:
 Only 1 topic, in depth
 No free choice
 Students complete only 1 higher level activity
 Time Considerations:
 1 week maximum

8. BASEBALL MENU
 Description:
 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/effort
 Benefits:
 Students like having control over their grades
 Flexibility of many choices at each level
 Baseball 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 weeks

9. GAME SHOW MENU
 Description:
 3 predetermined choices + 1 free choice per topic/objective
 Point values based on level of Bloom’s
 Choices require differing amounts of time/effort
 Students complete 1 activity per objective & set point criteria
 Benefits:
 Students like having control over their grades
 Flexibility of many choices at each level & students can
propose their own activity idea for each objective
 Individualized contracts for different learning levels
 Students must complete 1 activity for each objective
 Limitations:
 Students & parents must understand guidelines
 Time Considerations:
 Longer period of time: 4-6 weeks

10. VARIATIONS
 Adjust any menu to fit the learning needs of your
students, your weekly schedule, & your grading
requirements
 Create 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 time

11. DIFFERENTIATION:
CHALLENGE WITHOUT FRUSTRATION OR BOREDOM
 All 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 INDEPENDENTLY

12. USE PRE-TEST DATA
 Determine specific learning goals of unit
 Design 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
activities
 What 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)

13. DESIGNING ENGAGING ACTIVITIES
 List activities suggested in the curriculum
 Google unit focus for activity ideas from other
teachers
 Explore Pinterest.com for hands-on activities &
games that meet learning objectives
 Adapt activities in “extension” section of textbook
chapter or teacher’s manual
 National Science Teachers Association (NSTA) &
National Council of Teachers of Mathematics
(NCTM) website lesson plan collections
 NationalGeographic.com Xpeditions activities
 Build ideas upon Product Criteria Cards

16. APPROPRIATE RIGOR
 Adjust challenge level based upon your students’
readiness & depth of understanding of unit skills
 Increase rigor on activities for advanced students
 Decrease rigor for struggling students- activities
should reinforce basic skills yet not mastered
3 Menu Rigor Levels:
 Below Grade Level- Remediation- Unsatisfactory or
Approaching Basic- Bloom’s Remember or
Understand
 On Grade Level- Basic- Bloom’s Apply or Analyze
 Above Grade Level- Acceleration- Mastery or
Advanced- Bloom’s Evaluate or Create

17. MAKE & TAKE: TIC-TAC-TOE MENU
 Specific 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
students

18. SOURCES

19. ONLINE RESOURCES
 Choice Menu Examples & Templates PDF
http://daretodifferentiate.wikispaces.com/Choice+Boards
 Choice Menus Templates & Activity Ideas
http://www.pvusd.k12.ca.us/departments/GATE/choiceboards/
MeaningfulMenus.pdf
 Dinner Learning Menu: Appetizer, Entrée, & Dessert
http://differentiationkit.wikispaces.com/Dinner+Menus
 5 Minute Video for Teacher: Using Dinner Learning Menu
https://www.teachingchannel.org/videos/differentiating-
instruction-strategy
 Differentiated 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/Differe
ntiatedInstructionHandouts.asp