Differentiation Through Choice: Using a Think-Tac-Toe for Science Contentby: Julie Causton-Theoharis and Sharon Dotger

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Differentiation can begin with a single lesson, expand to a unit, and finally grow to be a natural part of a teacher’s daily practice. The Think-Tac-Toe, described in this article, can evaluate students’ learning during and at the conclusion of a unit. Prior to its creation, teachers should preassess students to be certain that the content of the Think-Tac-Toe will capture the array of readiness and skills present in the classroom. As with any new teaching skill, implementation is best achieved when teachers tackle a differentiation project of manageable size.

Grades
  • Middle
Publication Date
2/1/2010

Community ActivitySaved in 243 Libraries

Reviews (3)
  • on Wed Oct 10, 2012 12:17 PM

Great resource to use for presenting a professional development on the topic of differentiation. Very easy to understand and presents a model that is not intimidating for teachers, especially those who are new to the classroom.

Yolanda Smith-Evans  (Houston, TX)
Yolanda Smith-Evans (Houston, TX)

  • on Sun May 22, 2011 6:19 PM

Differentiation is so important in all classrooms. Using the strategy of differentiation really helps students in their learning. In this article, the author describes giving students choice as part of a differentiation strategy. Details aregiven to help a classroom teacher implement this particular strategy.

Kathy Renfrew  (Barnet, VT)
Kathy Renfrew (Barnet, VT)

  • on Tue Nov 09, 2010 7:50 PM

As a middle school teacher who teaches students with a wide variety of learning styles and ability levels, I am always looking for ways to work toward providing meaningful learning activities in my science class. In this article, the authors describe a learning structure that they have developed to give students a choice in how they demonstrate their understanding of content knowledge. The authors used Gardner's Multiple Intelligence Theory to inform their choice of learning activities, and offer many good suggestions for how this tool might be implemented in a science classroom. However, they fall short when explaining how a teacher would be able to keep up with having so many varied activities occurring at once in the classroom, muchness how they would be able to objectively grade these assignments to meet the current standards-based learning environment that most of today's teachers must work within. I do feel this article offers a new strategy that could be employed occasionally in

Dorian Janney  (Gaithersburg, MD)
Dorian Janney (Gaithersburg, MD)


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