Differentiate to Motivate! Using Choice Menus to Engage & Challenge Every Student

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Differentiate to Motivate! Using Choice Menus to Engage & Challenge Every Student. By: Erica Hamer. Why Use Activity Menus?. Choice Motivation Student-Centered Learning Styles Interests Build Upon Strengths Engagement Hands-On Individual Needs Independence Differentiation - PowerPoint PPT Presentation


Differentiate to Motivate! Using Menus to

Differentiate to Motivate! Using Choice Menus to Engage & Challenge Every StudentBy: Erica Hamer

Why Use Activity Menus?ChoiceMotivationStudent-CenteredLearning StylesInterestsBuild Upon Strengths

EngagementHands-OnIndividual NeedsIndependenceDifferentiationReadinessChallenge

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?

5 Menu TypesTic-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

Tic-Tac-Toe MenuDescription: 8 Predetermined choices + 1 free choiceAll choices at same level of Blooms, 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 understandEasy to gradeLimitations: Only covers 1 or 3 topicsStudent choice limited to tic-tac-toe patternTime Considerations:Short time period of 1-3 weeks

List Menu or Challenge ListDescription: 10 Predetermined choices + 1 free choicePoints per choice are based on level of BloomsChoices 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 studyHigher & lower level activities for differing readiness levelsLimitations: Only covers 1-3 topicsIf 3 topics, objectives limited to individual student choicesHeavy teacher preparation of materialsTime Considerations:2 weeks maximum

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 BloomsChoices require differing amounts of time/effortBenefits: Students like having control over their gradesStudents must complete at least 1 activity at a higher level of BloomsLimitations: Only 1 topic, in depthNo free choiceStudents complete only 1 higher level activityTime Considerations:1 week maximum

Baseball MenuDescription: 20 Predetermined choices 4 different point values based on level of Blooms: singles, doubles, triples, & home runsStudents must complete __ # runs around all 4 bases for 100%Choices require differing amounts of time/effortBenefits: Students like having control over their gradesFlexibility of many choices at each levelBaseball theme can be used on bulletin board where students move themselves through each base as a visual reinforcerLimitations: Only 1 topic, many objectives, in-depth1 free choiceHeavy teacher preparation of materials & student work spaceTime Considerations:Longer period of time: 4-5 weeks

Game Show MenuDescription: 3 predetermined choices + 1 free choice per topic/objective Point values based on level of BloomsChoices require differing amounts of time/effortStudents complete 1 activity per objective & set point criteriaBenefits: Students like having control over their gradesFlexibility 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 objectiveLimitations: Students & parents must understand guidelinesTime Considerations:Longer period of time: 4-6 weeks

VariationsAdjust 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

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 INDEPENDENTLY

Use Pre-Test DataDetermine 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)

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 objectivesAdapt activities in extension section of textbook chapter or teachers manualNational Science Teachers Association (NSTA) & National Council of Teachers of Mathematics (NCTM) website lesson plan collectionsNationalGeographic.com Xpeditions activitiesBuild ideas upon Product Criteria Cards

Appropriate RigorAdjust challenge level based upon your students readiness & depth of understanding of unit skillsIncrease rigor on activities for advanced studentsDecrease rigor for struggling students- activities should reinforce basic skills yet not mastered

3 Menu Rigor Levels:Below Grade Level- Remediation- Unsatisfactory or Approaching Basic- Blooms Remember or UnderstandOn Grade Level- Basic- Blooms Apply or AnalyzeAbove Grade Level- Acceleration- Mastery or Advanced- Blooms Evaluate or Create

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 students


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, Entre, & 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


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