Differentiating Instruction With Menus

Would you like to give your students a choice in what type of activities they complete while still covering all the content material?  Then you need to check out Differentiating Instruction With Menus by Laurie E. Westphal.  I'm not kidding when I say that this book completely changed the way I teach in the best way!

Practically every grade level and subject have their own menu book, ranging from K-12.  Below are only a few of the examples.

Here's the one I want to check out next.

I have a basic template that I've created for the choice boards/menus, based off of Differentiating Instruction With Menus.  It's a little different than the ones in the book, so you will still want to check out the book to figure out what works best for you.

The first things I decide are:

How many lessons/concepts will the board cover?  

1-3, maximum.  Choice boards/menus work best with fewer concepts.

How many points will the board be worth?  

I usually make all mine 100 points/percent, because they are considered a major project.

Gather/Copy all those unit materials that I've collected over the years:  Close Reading articles, worksheets, labs, PowerPoints, webquests, online games, etc.  

I choose them based on how well they cover the concepts and their level of challenge (I want a range of challenge, from worksheets that practically answer themselves to projects that require much more creative thinking.

When will the entire menu be due?

I wait until I've introduced all materials before setting a due date.  I'll teach a mini lesson each day, introduce some more materials, and let students start choosing assignments/gathering materials before setting the date. 

Once I've chosen all the unit materials, I assign a point value to each assignment, based on the level of challenge.

For example, a 10-question fill-in-the-blank worksheet with a word bank might be worth 5 points, while a 4-page article for which students must use Close Reading annotations would be worth 20 points.  

Next, I decide whether an activity will be "work alone" or "work in pairs" for each assignment.

5-point worksheets are best done individually, while a major poster project might be better assigned to pairs.  I always give students the option of working alone, even if it says "work in pairs".  While one of the goals is certainly to encourage collaboration, some students really do produce the best results when working independently.  I also tell students that they may only work with a particular classmate once on each choice board, since I want them to work with a variety of people.

Finally, I assign a different "category" for each concept or lesson I will be teaching.

For example, cell types (plant and animal) would be Category A, while prokaryotic and eukaryotic cells would be Category B.  This is important because I specify that at least 10-20 points must come from each category.  That way, I know students have spent the right amount of time learning each of the concepts.

The Final Steps

Make sure the class understand what each assignment entails and what materials they will be responsible for gathering on their own.  I always introduce each assignment to the whole class.  That way, students are free to change their minds if one assignment isn't working out for them and they need to switch to a different assignment.  Sometimes I will ask students to bring in materials on their own if they choose a particular assignment.  Modeling clay, for example, for building a cell model.  The reason I do this is because I can't go buy clay in bulk if only a handful of students choose to build a cell.  It makes more sense for them to buy it if they want to use it than for me to try to guess.

After I've gone over the expectations for each assignment and answered all questions, I have students put check marks beside what they plan to complete.  It's at this time that I check to make sure they are choosing assignments from each of the categories listed.  I have a requirement that each student needs to complete 10-20 points from each category.  That way, I know they get the proper practice with each concept.

Finally, I check students' progress each day and I grade each assignment as it is completed.  It's AMAZING how much more I'm able to interact with EACH student every day while they are working on choice boards.  The majority of the work is done in class, but if a student is not producing at a steady rate, they may need to take it home to complete.  

I hope it's clear how much I love using choice boards! I don't feel like I can adequately express how much it helps both me and my students.

Do you use choice boards?  Do you plan to use them?  I'd love to hear about your ideas!

Multiple Intelligences Quiz for Grouping and Get-to-Know-You

Would you like to get to know your students' on a deeper level, right from the start?  Would you like to be able to group students based on learning styles that both compliment and balance each other?  Then this post is for you!

This quiz asks several questions such as: "Would you rather work in pairs/small groups or by yourself?"  It is a great tool to use at the beginning of the year to get to know your students' learning styles and how they will interact with others. 

It has an answer key at the end and a chart in which you can tally students' answers for quick reference throughout the year.

You can pick up a copy by clicking here.


How do you group your students?  How do you discover their learning styles?  I'm always looking for new ways to do this, and I'd love to hear your ideas!

Life Science Cooperative Learning Clock Partners

I've always liked using Clock Buddies in my elementary classroom.  I love how quickly it can create pairs and quads for cooperative learning.

I've been wanting to create something specific to Life Science/Biology that functions the same.  So I use 12 of the key Life Science terms and used them in place of the clock numbers.

I will give this to the students on the second or third day and have them attach it to the front of their science notebooks.

If you'd like to pick up a copy, click here.

Do you use a clock partner system?  I'd love to hear how!

Cooperative Learning Groups

I use the Guided Model for most subjects, which means students spend a lot if time in small groups.

In Reading and Math, the groups are determined by preassessments and individual needs. In Science and Social Studies, it's a different story.  I randomly assign groups by pulling Popsicle sticks. I do reserve the right to change group members if the dynamics are off. 

After groups are together , I have them quickly and randomly choose group jobs. I do this with the spinner included in my Cooperative Groups packet.

I then pass out the group job description sheets.  I really focus on the Words of Encouragement part of the group Booster's job description (below), especially at the beginning of the year to build a sense of community.

This editable PowerPoint includes:
~Directions on how to create the groups and job descriptions
~A spinner to randomly choose jobs for students
~Job descriptions and checklists for the following jobs: Guide, Booster, Materials, Recorder, Reporter

If you'd like a complete copy, you can pick one up by clicking here.

Do you use Cooperative Learning Groups?  If so, do you use the same jobs?  I'd love to hear how you use them.