CREATING LEARNING

MENUS: PROVIDING FOR

STUDENT CHOICE
Christine L. Weber, Ph.D.
University of North Florida
cweber@unf.edu

CEWA 2017
SOME EXAMPLES OF LOW AND HIGH PREP DIFFERENTIATION
STRATEGIES
TOM L I N SON, C.A . (2001 ). How to differentiate ins tru ction in m ixed - ability cla s s rooms .
A sso ci ation Fo r Supe r vi sion A nd Cur r i cul um D e ve lopme nt, A lexandria, V i r gi ni a .
Choices of books Joint teacher & student goalsetting
Range of materials at varied readability levels Work alone or with a partner options
Range of materials based on varied interests
L
O Flexible seating
Range of media for takingin information
W Using podcasts with scripts to support reading
Materials in students first languages comprehension
Materials inclusive of varied cultures P
Wholetopart and parttowhole explanations
R
Materials to add depth & breadth to learning
E Personalized computer programs for skills practice
Websites providing texts at varied lexile levels P
Frontloading vocabulary
Homework options w/ Homework Checkers A
R Varied options for expressing learning
Reading buddies
A
Lets Make a Deal options for products or formats of daily
Varying writing prompts T tasks
Story frames, sentence frames, paragraph frames I
O Use of small group sharing (e.g. ThinkPairShare)
Varying pacing with anchor options
N Use of collaboration, independence, and cooperation
Student goalsetting
Openended activities
Translation apps
Tomlinson, C.A. (2001). Seeking multiple perspectives on issues
Jigsaws ComplexInstruction
Longer term explorations/independent Group worthy tasks
H
investigations based on student interests
I Community mentorships
Tiered activities, labs, or G
products/performance assessments Differentiated learning centers
H
Learning contracts (including Menus, Differentiated interest centers
ThinkTacToe, BINGOs, Learning Agendas) P
R
Learning Stations
TriMind Options (Sternberg Intelligences)
Literature Circles
E Choice boards (assignment boards)
P
RAFTS A
Personal agendas/Personal playlists
Compacting Differentiating with technology R Sidebar studies
A
Varied graphic organizers T
Think Dots
Assignment checklists/guides I Specialty groups/expert groups
O
Problembased Learning Picturing writing
N
Projectbased Learning Interest Centers
Tomlinson, C.A. (2001).
 WHEN YOU THINK OF CHOICE IN
SCHOOL WHAT COMES TO MIND?
Choice can vary in complexity, length of duration, and used in any content area
Choice should engage the learner and be part of the learning process; purposeful
All students should have choices
Making choices needs to be taught

Reflection Discuss with tablemates

Of the four key characteristics of the effective uses of choice, which one seems most important
to you? Why?
What additional important characteristics would you add to this list?

Adapted from Anderson, M. (2016). Learning to choose choosing to learn. VA: Alexandria: ASCD.
 WHAT ARE THE BENEFITS OF ALLOWING
CHILDREN TO MAKE CHOICES?
Choices can help meet the needs of students with varying abilities
Choices can tap into childrens passions and interests
Choices can add rigor and challenge to the curriculum
Choices can increase on-task behavior
Choices encourage decision-making
Choices encourage diversity in products

Adapted from Anderson, M. (2016). Learning to choose choosing to learn. VA: Alexandria: ASCD.
 Activity
Reflection Discuss with tablemates
What are some other benefits of choices?
Are there times when you shouldn't give choices? When?
 THINGS TO REMEMBER
Choices should align with learning goals
Choices should be based on students interests, needs, and learning styles
Choices should be developmentally appropriate
Choices should match student readiness
Choice should not mean that students self select partners when working in
pairs or group tasks
Consider time, space, materials, resources, and number of choices
Determine who creates the choices or generates possibilities

Adapted from Anderson, M. (2016). Learning to choose choosing to learn. VA: Alexandria: ASCD.
 LEARNING MENUS

Empower students through

CHOICE while ensuring adherence
to important LEARNING GOALS
and STANDARDS.
FOCUS QUESTIONS
What are some advantages of using learning
menu strategies for instruction?
What might be some challenges to implementing
these strategies?
How/when might you use these in your class?
WHAT ARE LEARNING MENUS?
Learning menus outline a variety of instructional options
targeted toward important learning goals.
Students are able to select the choices which most appeal to
them.
The teacher designs the type of menu and process, but the
student controls his/her choice of options, order of completion,
etc.
Can be adapted according to interest, learning profile,
readiness of the students.
IT IS IMPORTANT TO USE ASSESSMENT
DATA TO DETERMINE PLACEMENT OF
STUDENTS
Teachers Can Differentiate

Content Process Product

According to Students

Learning
Readiness Interest
Profile

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
USING A CASE STUDY TO EXPLORE LEARNING MENUS

Differentiation for the gifted may take many forms. Content,

process, and products may be differentiated. One best
practice for gifted learners supports choice of learning
content, ways to process learning, and/or ways to exhibit
learning (products). One choice for differentiating and
assessing products is through a menu of activities. Menus
may vary in focus and format. They may include choice of
product to evaluate learning and to earn points for grading
purposes with a rubric for evaluation. This case explores the
use of integrated core content menus to accommodate
differentiation of products and their assessments in a middle
school academy for gifted learners. Prufrock Press
 THINGS TO CONSIDER
Menu choice differentiation must include deep and
meaningful learning. Teachers must offer menus that
include choices with depth of content, higher order
thinking, and products of consequence.
Students must have the opportunity to select product
choices that meet their interests.
Teachers must have time to create menus and develop
assessments that provide meaningful feedback.
Prufrock Press
 DIFFERENTIATING AND ASSESSING
PRODUCTS WITH MENUS (CASE STUDY)
Which Menu creates more engaged learning for gifted learners? Why?
Does one of the Menus elicit deeper and more significant learning? Why or why not?
In what ways do the Menu examples meet the criteria as a best practice for gifted learners?
In what ways can you teach students how to create the products required in the Menus?
Is a rubric always necessary? Why or why not?
What other type(s) of evaluation could be used in conjunction with a rubric?
Access www.teacherspayteachers.com and find Lauries Westphals (n.d.) Evaluation of a Menu.
Do the Menus in this case study meet the criteria set by Westphal? Why or why not?
Reference Menu on the Internet to find an example of a 20-50-80 Menu. Would this work be better
presented and evaluated with a 20-50-80 Menu?
Prufrock Press
 Activity
Participate in Chalk Talk using chart paper and markers answering this
question. Why is student choice an important part of differentiation?
Chalk Talk is a silent way to do reflection, generate ideas, check on learning,
develop projects or solve problems. No one may talk at all and anyone may
add to the chalk talk as they please. You can comment on other peoples
ideas simply by drawing a connecting line to the comment. It can also be
very effective to say nothing at all except to put finger to lips in a gesture of
silence.

For more information see

https://www.nsrfharmony.org/system/files/protocols/chalk_talk_0.pdf
Why is student choice an
important part of
differentiation?
KINDS OF MENUS
Meal Menus
2-3-5
2-5-8
5-10-20
Learning Contracts
Contracts with Imperatives, Negotiables, Options
RAFTs
TIC-TAC-TOE/Choice Boards
Jeopardy
 MEAL MENUS
Meal Planner Options with activity choices
Appetizer Breakfast
o activity #1 o activity #1
o activity #2 o activity #2
o activity #3 o activity #3
Main Dish Lunch
o activity #1 o activity #1
o activity #2 o activity #2
o activity #3 o activity #3
Side Dish Dinner
o activity #1 o activity #1
o activity #2 o activity #2
o activity #3 o activity #3
Dessert (optional) Dessert (optional)
o activity #1 o activity #1
o activity #2 o activity #2
o activity #3 o activity #3
Alternative Activity Menus for Math
2-3-5 MENUS
DIRECTIONS: CHOOSE TWO ACTIVITIES FROM THE MENU BELOW. THE ACTIVITIES MUST TOTAL 10
POINTS. PLACE A CHECKMARK NEXT TO EACH BOX TO SHOW WHICH ACTIVITIES YOU WILL COMPLETE.

2 POINTS Knowledge & 5 POINTS Synthesis &

Comprehension Evaluation
Activity #1 Activity #1
Activity #2 Activity #2
3 POINTS Application & Analysis Activity # 3
Activity #1 Activity # 4
Activity #2
Activity # 3
2-5-8 MENUS
DIRECTIONS: CHOOSE TWO ACTIVITIES FROM THE MENU BELOW. THE ACTIVITIES MUST TOTAL 10
POINTS. PLACE A CHECKMARK NEXT TO EACH BOX TO SHOW WHICH ACTIVITIES YOU WILL COMPLETE.

2 POINTS Knowledge & 8 POINTS Synthesis & Evaluation

Comprehension Activity #1

Activity #1 Activity #2
Activity # 3
Activity #2
Activity # 4
5 POINTS Application & Analysis
Activity #1 Article with rubric available for scoring--
Magner, L. (2000). Reaching All Children through
Activity #2 Differentiated Assessment: The 2-5-8 Plan, Gifted
Child Today, 23(3), pp.48-50. Retrieved from
Activity # 3 http://strazaragr11chem.wikispaces.com/file/view/M
agner,+L.+(2000).+Reaching+All+Children+through+
Differentiated+Assessment+-+The+2-5-8+Plan..pdf
Alternative Activity Menus for Math
 Activity
Watch a video on implementing learning
menus in the classroom at
https://www.teachingchannel.org/videos/differentiating-instruction-strategy (5 minutes)

Watch a You Tube clip on using learning

contracts and menus to personalize
learning https://www.youtube.com/watch?v=_m85dFtsGNM (7 minutes)
 LEARNING CONTRACTS
Identify learning goals
Collect pre-assessment data
Design tasks
Establish guidelines
Introduce the contract
Explain how work will be graded
Assign students to contracts
Monitor student work
Check for quality of work
Turn in work
SCIENCE AGENDA ON CHEMICAL PROBLEMS
IN THE ENVIRONMENT
 IMPERATIVES (YOU MUST DO EACH OF
THESE)
1. Select a chemical problem in the environment and define and describe the difficulties is presents.
Be sure to discuss why, where, and to whom/what.
Your choices are:
Global warming/Greenhouse effect
Ozone depletion
Acid Rain
Air Pollution
Water Pollution (including thermal pollution and land/ground pollution)

2. Complete a map showing where the problem exists, what/who is affected by it, and the degree of
impact.

3. Develop a talking paper that describes present and future solutions, as well as your recommendations.
 NEGOTIABLES (YOU MUST DO AT LEAST
ONE OF THESE)
1. Determine the approximate costs of the problem of one
badly affected region and develop a graphic that shows total
costs and what makes the costs (for example: Health costs,
clean-up costs, lost revenues from land, etc.).

2. Develop a timeline of the evolution of the problem over

the last 100 years, including significant dates, and factors
that contributed to the change. Take the timeline into the
future based on your current understanding of trends
associated with the problem.
OPTIONS (YOU MAY DO ONE OR MORE OF
THESE)

1. Create a Gary Larson-type cartoon or an editorial cartoon that makes a

commentary on the problem.
2. Prepare a fictionalized account, but based on scientific fact, of a person
who lives in a badly affected area. Your goal is to put a human face on the
problem.
3. Develop a 60-second public service announcement (taped) to raise
audience awareness of the problem and introduce positive actions citizens
might take to improve the prognosis for the future.
 RAFTs
Be differentiated in a variety
of ways: readiness level,
learning profile, and/or
student interest
Be created by the students or
incorporate a blank row for
that option
Be used as introductory
hooks into a unit of study
Role You will assume the role of Juana, wife of Kino in John Steinbecks, The Pearl.

Audience The audience is herself.

Format In reading the novel, we considered the Song of Evil and the Song of the Family;
now, you are to create Juanas Song to Herself. The format you will use is a personal
journal or diary. Assume or pretend that Juana communicated with herself, talked
things over in her head, as the action of the story played out. What was she thinking?
How did it feel? What did she think her family should do? Now, how can you describe
these things? When you assume the first person, the role of Juana, you will be using
words to describe how you feelyou will be singing the Song of Herself.

Topic The time you will use is during the action of The Pearl and a speculation on what
happened afterwardwhat did the family do after they threw the pearl of the world
back into the ocean?
The Writing Task: Write a response in which you assume the role of Juana, wife of Kino in John Steinbecks
The Pearl. You must decide what you think she was thinking and feeling, and then describe it in detail. Use
specific references to the text. You should have at least seven references to the text and at least three
quotations. You must also specifically mention all four of the essential questions, which is cake because
Juana is an indigenous female in a sexist and racist culture that was neither fair nor just because those in
powerincluding her husbandused it over the powerless, a group of which she is a member. Your
response should be at least two typed double-spaced pages in 12 point font.
 USE RAFT AS A WAY TO ENSURE AN
AUTHENTIC CULMINATING PRODUCT
RAFT is great teaching strategy that many teachers use in activity-based lessons and
assignments. In it, students are given a topic (T) and must make a few selections. They
choose a role (R) that they will take on individually and as a group, such as marketer,
author, blogger, campaign manager, etc. They choose an Audience (A) obviously related to
the role. It could be students, parents, voters, a CEO, or even a doctor. Students also
choose the format (F) that they will use, such as webpage, press release, letter, museum
exhibit, or podcast. Again the possibilities are endless.

This strategy is a great technique to use when figure out the culminating product for PBL.
You as the teacher can decide the aspects of RAFT they will and also allow for student
voice and choice. It helps to ensure that the product they create is real world, targeting real
content and for authentic purpose and audience. This leads to student engagement.
How could I use, adapt or differentiate it?

This RAFT strategy is great for differentiation;

teachers (and students) can develop any number of
possible RAFTs based on the same text that can be
adjusted for skill level and rigor.

Paula Rutherfords book, Instruction for All Students,

offers a comprehensive list of "Products and
Perspectives" from which to chose.

The RAFT strategy can be used as a prewriting

strategy and/or as a strategy for helping students
prepare for a small or large group discussion.
 TIC-TAC-TOE/CHOICE
BOARDS

As with related strategies, it is important that no matter

which choices students make, they must master the key
ideas and use the keys skills central to the topic or area of
study.
Whichever choices the student makes, he/she should be
addressing the same standards as other students.
Knowledge
list, define, tell, describe, identify,
show, label, collect, examine,
quote, name, who, when, where
Analysis
analyze, separate, order, explain,
connect, classify, arrange, divide,
compare, select, explain, infer
Comprehension or
Evaluation
Comprehension
summarize, describe, interpret,
contrast, predict, associate,
distinguish, estimate, discuss,
extend
Synthesis
combine, integrate, modify,
rearrange, substitute, plan, create,
design, invent, what if?, compose,
formulate, prepare, generalize,
rewrite
Application or
Evaluation
Application
apply, demonstrate, calculate,
complete, illustrate, show, solve,
examine, modify, relate, change,
classify, experiment,
Evaluation
assess, decide, rank, grade, test,
measure, recommend, convince,
select, judge, explain,
discriminate, support, conclude,
compare
Knowledge or
Analysis
 THINK TAC TOE ANCIENT CIVILIZATIONS GRADE 6

As an ancient mapmaker, you are Imagine that you are an ancient citizen Assume you are persuading others to
commissioned to create a map of your who awakens to discover that all water visit your ancient civilization. Design a
GEOGRAPHY

land including all natural land forms, a has evaporated. Explain in detail how descriptive, accurate travel brochure.
compass rose and a scale. Also find this would alter your way of life. Also, do Include both natural and man-made
examples of each land form in a modern this for the town where you live. elements that would attract tourists.
civilization.

You are an ancient scribe. Write and Assume the identity of a famous person You are a famous sculptor. Create a 3D
IMPORTANT PEOPLE

illustrate a thorough description of a from the given time period. Create a representation of a well-known leader,
famous character from each time period journal entry reflecting the ideas, values, god, goddess, or common citizen.
being studied. Profile yourself also. and components of daily life for that Include a museum exhibit card.
person & you.

Written language is an essential part of Recreate in 3D form a famous work of Find a way to explain and show the
everyday life. Your task is to create an architecture from your time period. importance of music and the arts to your
CONTRIBUTIONS

alphabet. Include a translation into Compare and contrast this piece to one culture. Also show at least 2 examples
modern English, a written description of piece of modern day architecture. Find with roots in our time.
the language development a & a 3D one example of this architectures
artifact of the new language. presence in modern day society.

Charles Kyle & Kathy Reed * Illinois

 A PLANET SHOW & TELL
PICK ONE SQUARE FORM EACH ROW AND USE TOGETHER.
(EACH STUDENT MUST PICK ONE SQUARE FROM EACH HORIZONTAL ROW AND USE THE TWO TOGETHER)
Use the computer to Paint a picture that Construct a model that Create a book or puppet
make a drawing that shows how the rotation shows how the rotation show that shows how
shows how the rotation and revolution of the and revolution of the the rotation and
Create One

and revolution of the Earth works to create Earth works to create revolution of the Earth
Earth works to create day and night and day and night and works.
day and night and seasons. seasons.
seasons.

Make labels for the sun, Write sentences* that Write a story that Write a poem that
Pick a Way to Explain

Earth, day, night, orbit to identity and explain each explains the Earths explains the Earths
attach to or use with part of your drawing or rotation, revolution, day rotation, revolution, day
your creation. Be ready model and how each and night, and seasons. and night and seasons.
to explain orally. part works.

1.6 The student will investigate & understand the basic relationships between the Earth and sun, Including *the sun is the source of
heat & light *night & day are caused by the rotation of the Earth. 1.7 The student will investigate and understand the relationship of
seasonal change (light and temperature) to the activities & life processes of plants and animals.
Based on Unit by Bette Wood, Charlottesville, Virginia City Schools.
TIC-TAC-TOE
DIRECTIONS: COMPLETE A ROW, COLUMN OR DIAGONAL LINE OF ACTIVITIES.
 THINK TAC TOE
THE PYTHAGOREAN THEOREM
Draw a right triangle and label Name a career in which one
the right angle, legs, and would have to use the
hypotenuse. State the Pythagorean Theorem. Give an
relationship of the sides of a example of when, where and how
triangle. it would be used.
Complete all of the EVEN Complete the Practice Problems
Practice found at this site:
Problems on p. __ of your text. https://www.khanacademy.org/math/basic-
geo/basic-geometry-pythagorean-
theorem/geo-pythagorean-
theorem/e/pythagorean_theorem_1
Determine a set of 8 Pythagorean Write a descriptive essay about
TRIPLES. Prove them with Pythagoras: his life,
equations. accomplishments, and failures.
Design a teaching tool with a
diagram of a proof of the
Pythagorean Theorem. Label it
for all to understand.
Create four (4) real world
problems that would need the
use of the Pythagorean Theorem.
Show the
solutions.
Find another mathematical
theorem. State it, diagram its
proof, and write a paragraph
about why, how and where it
USE POCKET CHARTS TO ORGANIZE CHOICE
BOARDS OPTIONS
 Activity
Watch Choice Boards
https://www.youtube.com/watch?v=GVNQWhDfjFs (12mins) strategies

Check out Alternate Menus in

Math Grade 6
 JEOPARDY
Jeopardy! is an American
television game show created by Merv
Griffin. The show features
a quiz competition in which contestants
are presented with general
knowledge clues in the form of
answers, and must phrase their
responses in the form of questions.
 GAME SHOW DIRECTIONS: CHOOSE ONE ACTIVITY FROM EACH
TOPIC AREA. YOU MUST EARN 100 POINTS. ALL ACTIVITIES ARE
DUE BY _________.
Points Topics Go Here And Here Points
Earned

10

20

30

25-50 Free Choice (Prior Approval Needed)

Total
JEOPARDY TEMPLATES
http://edtechnetwork.com/powerpoint.html
https://jeopardylabs.com/
 Activity
Watch a You Tube clip on creating
choice boards about cells at
https://www.youtube.com/watch?v=LnpICc0pLS4 (6 minutes)

Jeopardy game boards (on differentiation)

http://judyball.weebly.com/uploads/6/7/5/5/6755203/artifact_
1_differentiated_jeopardy_game.pdf
https://jeopardylabs.com/play/activating-your-di-iq
(differentiated instruction)
LETS RETURN TO OUR FOCUS QUESTIONS

What are some advantages of using these

learning menu strategies for instruction?
What might be some challenges to implementing
these strategies?
How/when might you use these in your class?
 Activity

Create any learning

menu for your classroom.
 RESOURCES
http://daretodifferentiate.wikispaces.com/Choice+Boards

http://daretodifferentiate.wikispaces.com/file/view/MeaningfulMenus.pdf

Books by Laurie Westphal

http://gandt.jordandistrict.org/files/2012/09/MeaningfulMenus-1.pdf
(evaluating menus)