One example is from teaching place value in Math. Group students according to readiness. Using 5 dice per group and one score sheet (four different versions: 3- digit numbers, 4-digit numbers, 6-digit numbers, and decimals) per student. Students take turns rolling the dice (up to 2 times) and fill in their score card with the number rolled on their turn. Continue taking turns until each player has filled in all 9 category boxes (with either a number or X). For each category, the goal is to create the greatest number possible. One category must be filled in on each turn, and in any order. If a number rolled during a turn cannot be entered for any category, an X must be placed beside any open category. Once a category has either a number or X, it can not be changed later during the game.
After each student has filled in all 9 categories on his/her score sheet with a number or X, it is time for the students to compare their score sheets. Students start by comparing the number they filled in for the first category. An X in any category counts as 0. The student with the greatest number written circles that category on his/her score sheet and receives 1 point. If there is a tie, both students receive the point. I like to make students read their number aloud correctly. If they do not read it correctly, they cannot receive the point, even if their number is the greatest. Students repeat the same for all 9 categories. The student with the greatest number of points is the winner! If there is a tie, the students can have one final roll to see who rolls the largest number.
Chapter 12 discusses how to help students make sense of their learning. After reading the chapter, please respond to one of the following:
- Share a scenario from your classroom which, like the examples in the chapter, show how you differentiate (or might differentiate) process based on student readiness, interest, and/or learning profile.
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