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Differentiation
Examples
1. Jigsaw – Ramm
2. Carousel – Pereira
3. Flow Chart - Ross
Jigsaw – Cooperative
Learning Activity
• Step 1 – Excerpt Group
• Each group has a different reading
• Together they work on answering the
reading questions
• While all the students are working together
cooperatively to answer the same
questions they must have individual
answers b/c they will have to convey this
information to the mixed group they rotate
to
• Creates individual accountability
• Step 2 – Mixed Group
• Each member of the group shares their
information, creating a fuller picture
• Each individual is responsibly for
recording their groups information
• Together the group needs to use the
information they have collect to answer
the essential question
• Differentiated Groups
• Each group is diverse with a mix of
abilities/ gender, etc.
• Each group has at least one learner
who needs an accommodated reading
Differentiated Reading
Vocabulary Help
Minimize Reading/ Use More Visuals
• Provide students with a word
bank to help them understand
some of the more difficult terms
or phrases
• Word bank can also contain
contextual information
• Reduce the amount of reading to
complete
• Encourages sharing of information
with the group
• Create more of a cooperative
environment
• Saves time
• Use other type of information such
as visuals to convey more about
the topic
• Encourages discussion
• Students have to share their
interpretation of the visuals for a
complete answer
• Shows students that there are a lot of
different types of sources that can be
used as evidence
MEXICA (AZTEC) & TLAXCALA ACCOUNTS OF
THE SPANISH CONQUEST, 1500s
A few days later a macehual [common man] came to the city from
Mictlancuauhtla. No one had sent him, none of the officials; he came of his
own accord. He went directly to the palace of Motecuhzoma [The Aztec
leader] and said to him:
“Our lord and king, forgive my boldness. I am from Mictlancuauhtla.
When I went to the shore of the great sea, there was a mountain range
or small mountain floating in the midst of the water, and moving here
and there without touching the shore. My lord, we have never seen the
like of this, although we guard the coast and are always on watch.” . . .
Motecuhzoma then gave orders to Pinotl of Cuetlaxtlan and to other officials.
He said to them: “Give out this order: a watch is to be kept along all the
shores, wherever the strangers appear.” The officials left at once and gave
orders for the watch to be kept. . .
The year 13-Rabbit now approached its end. And when it was about to end,
the strangers appeared. The report of their coming was brought to
Motecuhzoma, who immediately sent out messengers. It was as if he thought
the new arrival was Quetzalcoatl [The Aztec creator god].
Motecuhzoma sent five messengers to greet the strangers and to bring them
gifts. . . He said to them:
“Come forward, my Jaguar Knights, come forward. It is said that our
lord has returned to this land. Go to meet him. Here is what you are to
bring our lord.”
Vocabulary Help
Word Bank: Use the following information
to help you read and better understand the
Primary source on the left
of his own accord: of someone’s own
choice, without being asked or forced
officials: administrators or leaders
Quetzalcoatl: an important Aztec God of
learning and knowledge, represented as
a feathered serpent and associated with
a wind god
Additional Information to
help the group better
understand the reading
Jaguar Knights: members of the Aztec
military who were part of a special, elite
unit. Men who were part of this group
was considered nobles and elites of
society.
Adornments: decorations - “divine
adornments”: decorations fit for a god or
holy figure
Vocabulary definition
Minimize Reading/ Use More Visuals
The Natural History of the [West] Indies (Histoire Naturelle des Indes) is a unique
volume of 199 watercolors of the plants, animals, and Indians of the Caribbean, including
enslaved Indians working in Spanish mining ventures. Their origin is unknown, but they
may have been created in the 1580s by a French Huguenot sailor (or two) on one of Francis
Drake's voyages to the West Indies. (One artist may depict himself as the European being
warned of the devil lurking in the forest.)
This fish is very vicious in the sea
so that when a sailor throws
himself in the water for some
reason this fish turns on his back
and tears out a leg or an arm and
eats it.
The Indians are much tormented at night by visions of the Evil Spirit whom they
call in their language “Athoua.” They do not dare leave their houses at night only
when day has come and this is because they have no belief nor education and do
not worship. I answered him that he must believe in the crucified Jesus Christ up above
who would deliver him of all his diabolical visions if he firmly believes in him.
Concluding Jigsaw
First Contact European Explorers and Native Americans
ESSENTIAL QUESTION: First impressions are said to be lasting impressions. How
did these initial encounters frame future Indian-European relationships?
Native American
Perspective
European
Perspective
Originally all groups will answer this
question then transition into a Class
discussion where all groups share their
answers.
*Required Students to Use at least one
piece of evidence or an example to
support their answers.
Short Writing Activity
What would happen if an Alien civilization made
contact with our civilization? Write a Thesis that
supports your answer.
- Use evidence from your readings yesterday of
Native American and European first contact to
support what you think is the most likely scenario.
Use the Jigsaw information as a warm up
activity in the next class to check for
understanding and have students practice the
skill of persuasive writing
Carousel
(Stations)
Activity
Sherri Pereira
Description
• Students worked with a partner
• There were 11 stations posted on
the classroom walls around the
classroom.
• Students walked clockwise around
the room stopping at each station
to work on a particular problem.
Students worked around the room as if
they were on a carousel.
Planning
• Developed 11 real-world
problems applying the
Pythagorean Theorem
• Posted word problems
on the classroom walls
Grouping & Leveling
• Grouped students by ability
• Assigned students to a
particular station at the
students’ ability level for
motivational reasons
• Spread partnerships out to
limit behavioral problems
Scaffolding
• Provided students with a starting
point - diagrams with
measurements
• Posted answers so that students
could self-check and reflect
These were flipped upside down next
to the original problem.
Accountability
• Provided students with a
template to keep their work
and answers on
• Students had to hand this
template in to keep them
individually accountable
Ideas for Implementation
• Brainstorming
• Review
• Applications
And so many more
Differentiation Flow Chart
• Differentiation through guided
instruction
• This assignment meets the
individual needs of all students
by increasing the rigor as
students demonstrate mastery