“We all have dreams. But in order to make dreams into reality, it takes an awful lot of determination, dedication, self-discipline, and effort.” -Jesse Owens

“If you want children to keep their feet on the ground, put some responsibility on their shoulders.” -Abigail Van Buren

“What do I do with the rest of the class when I’m working with my differentiated, readiness groups on Thursday and Friday? This question is frequently asked when teachers begin to implement the Tabor Rotation structure into their classroom. I’m glad teachers ask this question–it means they are systemically differentiating their math or science instruction  of the concepts for the week based on pre-assessments, on-going assessments and tasks, and observations made during “clipboard cruising.”

After Vivid Vocabulary Instruction and the Whole-Group Mini-Lesson on Thursday and Friday, there are multiple options for the meaningful engagement of the entire class. After the students begin this independent or partner work, the teacher can gather students based on their readiness.

One suggestion is to make a “Tic-Tac-Toe” Menu of Activities. This differentiation strategy provides students with a choice of which options to select and in which order. The options can also be tiered at simple, average, and challenging levels. Menu Sample: Mean, Median, Mode

Some teachers simply assign pages from their text. Others choose to have students work on individualized dictionaries of math vocabulary based on the Marzano method or play some of the games from the Games Station.

Another option is to offer Anchoring Activities. Anchoring Activities are part of the foundation of many differentiated classrooms. An Anchoring Activity is

“…a strategy that allows students to work on an assignment that directly relates to the curriculum. An Anchoring Activity is a logical extension of learning during the unit, an elaboration of important goals and outcomes that are tied to the curriculum.” -www.webster.k12.mo.us

“Anchoring activities should be self-directed, include aspects that can be completed on an ongoing basis, relate to the concepts being learned, be engaging and meaningful tasks (not busywork or packets of worksheets), and be activities that everyone in the class will have the chance to do…” -Martha Kaufeldt

How do you make Anchoring Activities? Here are a few suggestions:

1. Explain, model, and practice each activity with the entire class. This could be done in the Whole-Group Mini-Lesson or during the last few minutes of Teacher Time.

2. Develop management techniques such as using “6-Inch Whisper” voices when working and asking three other students for clarification before approaching the teacher (Ask 3, Then Me).

3. Have clear methods for accountability and evaluation. Determine locations for completed work, incomplete or “catch-up” work, and timing for grading plus feedback.

4. Train a student or two how to do each Anchoring Activity. Model how to do the activity, where to obtain materials, and what to do when challenges arise. Make this student the “Master of the Task” and write their name next to that Anchoring Activity.

5. Take baby steps! Begin with 3-5 Anchoring Activities and add to the list as you and the students become more proficient.

Why take so much time and effort into something like this? In creating Anchoring Activities you are differentiating based on the students’ readiness, interest, and learning style. You are varying the modality by which a concept is learned and explored. You are also giving the students time to understand a concept more deeply.

You are also doing it because,

“Few things help an individual more than to place responsibility upon him, and to let him know that you trust him.” -Booker T. Washington