Cubing Dice (Above Readiness)

Faces

• Use teacher led groups. For example, when assigning students in a small group instruction strategy to identify sentences in an article that pertain to European colonialism, how would you differentiate for students above readiness? (Knowledge)
• Use student-led groups. In a circle share on Civil War causes, in which students in a circle explain Civil War causes with the next student recording, how would you arrange the group to enrich students who are above readiness? (Comprehension)
• Use group roles to ensure that each student is a valued teammate. When asking groups to apply the four theories of international relations to given situations, what group roles would you assign students who are above readiness? (Application)
• Use flexible grouping to meet students in their ZPDs. When having students examine the Declaration of Independence for common themes in the document, what would be good enriching materials to give students who are above readiness? (Analysis)
• Provide clear examples and expectations for group work. For instance, when having students devise a hypothetical expedition to the New World, what would be some good ways to model the expedition for the group of students above readiness? (Synthesis)
• Differentiate by readiness. For instance, when assigning groups to critique an article on history based on a list of facts, what kind of articles would you assign to the group of students who are above readiness? (Evaluation)