Running Head: CUBING 1

Cubing
Andrew Smith
EDU 382
Instructor Wall
September 24, 2014
Cubing 2
Cubing
Cubing is a technique used to enable students to look at something from multiple
perspectives. In cubing, as with cubes, there are six sides, which is where we get the name.
Each of these sides looks at the learning through a different perspective, which allows the teacher
to assess the learning in a more meaningful and complete way. This also helps students to
organize their thinking and see where they may need further explanation and guidance. In the
video, the instructor used the cubing activity in a creative writing unit in order to help her
students build high-level thinking skills (Cubing). This technique is a great tool to use when
students are locked into a particular way of thinking, (Gregory & Chapman, 2013, P. 142, Par.
4). It can be used in a variety of different subjects, and has a number of benefits. It is a simple
way to differentiate, while still instructing each student on the same topic or skill. Each cube may
contain the same commands, but the tasks on the cubes will be different according to the needs
of the various groups, (Lazzaro, 2009, Section 4, Par. 4).
Cubing taps into different intelligences by providing alternate perspectives, and by asking
the students to think in different ways. The different sides of the cube each look at the
information in different ways; these are through recall, understanding, application, analysis,
evaluation, and creation. With each of these sides, different types of questions are asked so that
students will think about the information in different ways, and how they can manipulate the
information. Each of the different sides focuses on different intelligences, so that
verbal/linguistic, logical/mathematical, visual/spatial, interpersonal, bodily/kinesthetic, and
intrapersonal processes are all used, and the students can learn with their strengths and
strengthen their weaker abilities (Cubing with multiple intelligence, n.d.).
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Cubing is a versatile strategy, which allows you to plan different activities for different
students or groups of students based on student readiness, learning style, and/or interests,
(Differentiated instructional strategy: Cubing, n.d., P. 1, Par. 1). Instructors can use multiple
cubes, each designed for different levels of readiness, so that these cubes can use the zone of
proximal development, meaning that the work is not too easy, but also not too hard, it is just out
of their level of understanding so it is attainable but with some help or research. The types of
questions on the cube are another form of differentiation. There can be multiple questions on
each side, each targeting the same intelligence (verbal/linguistic, logical/mathematical, etc.), but
focusing on different areas of interest. For instance, in a unit on plate tectonics, the questions
could be related to volcanoes, tsunamis, earthquakes, or many other aspects, and would allow
students to focus on their interests in their learning.
There are many ways a teacher can assess the readiness level of their students for cubing
activities. Many of them are the same ways they assess readiness levels for alternate
assignments and learning. This is important, because teachers can design multiple cubes, based
on readiness levels. Teachers must assess each of the areas that will be covered, the information
and the ability to manipulate the information. They should also assess their learning styles and
preferences (verbal/linguistic, logical/mathematical, etc.) to check their abilities in those areas.
Assessments like written pre-tests, other assessment tools such as squaring off, boxing, and
graffiti fact boards will be able to identify previous knowledge and allow the teacher to figure
out the student readiness levels. Because many students will be at different readiness levels,
using multiple cubes can be very beneficial.
Cubes can be used for a variety of different units to help inspire and reach different levels
and types of thinking. Each side uses a different type of question that encourages students to
Cubing 4
think about a topic from multiple perspectives, leading to a more complete understanding of a
topic. As students answer the questions and complete the activity on the cubes, they gain a
deeper understanding of the material. The textbook offers suggestions on how to use these cubes
and things that should be kept in mind when designing a cubing activity. Teachers should: keep
the goals of the lesson in mind when writing questions; create material, questions, and
experiences for varying levels of readiness, learning preferences, and using the multiple
intelligences; create clear and easy to understand questions and activities. If teachers are using
multiple cubes, students should be arranged so that they work together with their readiness level,
and can help each other (Gregory & Chapman, 2013).
Example of completed cube for The Giving Tree by Shel Silverstein:
REMEMBER
Recall the number of times
the boy went back to the tree
and why.
The boy went back to the
tree four times, the first for
money (apples), the second
for a house (branches), the
third for a boat (trunk), and
the last for a place to sit.
UNDERSTAND
Who was the key character
of the story?
I believe the main
character of the story is the
tree. This is because the title
is The Giving Tree, and
tree seemed to be the
important part of the story.
APPLY
What is another instance of
selfless giving, which is what
the tree is doing in the story.
You can also see this type
of giving in families, and
especially parents. Parents
try to do their best to provide
for their children, which the
tree is doing throughout the
story.
ANALYZE
What is the relationship
between the tree and the boy?
Their relationship is like
that of a mother and child.
The tree keeps giving to the
boy without anything in
return, but making the boy
happy is what makes the tree
happy.
EVALUATE
In your opinion, do you think
the boy should have taken so
much from the tree?
I think the boy should have
taken only what he really
needed for the tree, or at
least use a less harmful way
that allowed the tree to stay
the way it was.
CREATE
Propose a method the boy
could have used to gain the
things he was looking for
without destroying the tree.
The boy could have planted
more trees, that way he
would only have to take a
little from each to get what he
needed.
(The giving tree, n.d.).
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References
Cubing [Video file]. Retrieved from http://www.tolerance.org/activity/cubing
Cubing with multiple intelligence. (n.d.). Retrieved August 5, 2013, from
http://cicobb.typepad.com/strategies/2008/11/cubing-with-mul.html
Differentiated instructional strategy: Cubing. (n.d.). Retrieved August 5, 2013, from
http://www.duvalschools.org/newteachers/DI%20Strategies/DI%202012/Cube.pdf
Gregory, G. & Chapman, C. (2013). Differentiated instructional strategies: One size doesnt fit
all (3rd ed.). Thousand Oaks, CA: Sage Publications, Ltd./Corwin Press.
Lazzaro, T. (2009, July 7). Cubing. Retrieved from
http://2differentiate.pbworks.com/w/page/860043/Cubing
The giving tree. (n.d.). Retrieved August 5, 2013, from http://the-giving-tree.info/