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Differentiated Learning
Language and literacy projects that address
diverse backgrounds and cultures

Kathy Paterson

Pembroke Publishers Limited

Acknowledgments Copyright © 2005 Pembroke Publishers
Many thanks to the students of the 538 Hood Road
Teachers Education North, Grande Markham, Ontario, Canada L3R 3K9
Prairie Regional College, for their www.pembrokepublishers.com
ideas.
Distributed in the U.S. by Stenhouse Publishers
Thanks also to William
Shakespeare, the quintessential
477 Congress Street
playwright and promoter of literacy, Portland, ME 04101
for his poignant phrases, a few of www.stenhouse.com
which I have added here and there.

All rights reserved.

No part of this publication may be reproduced in any form or by any means electronic
or mechanical, including photocopy, recording, or any information, storage or retrieval
system, without permission in writing from the publisher.
Every effort has been made to contact copyright holders for permission to reproduce
borrowed material. The publishers apologize for any such omissions and will be pleased
to rectify them in subsequent reprints of the book.
We acknowledge the financial support of the Government of Canada through the Book
Publishing Industry Development Program (BPIDP) for our publishing activities.
We acknowledge the Government of Ontario through the Ontario Media Development
Corporation’s Ontario Book Initiative.

Library and Archives Canada Cataloguing in Publication

Paterson, Kathleen M.
Differentiated learning : language and literacy projects that
address diverse classrooms / Kathy Paterson.

Includes index.
ISBN 1-55138-182-6

1. Language arts (Elementary) 2. Individualized instruction. I. Title.

LC1200.P38 2005 372.6 C2004-907121-1

Editor: Kate Revington

Cover Design: John Zehethofer
Typesetting: Jay Tee Graphics Ltd.

Printed and bound in Canada

987654321
Contents

Introduction: Differentiation Needn’t Be Overwhelming 5

Engaging All Students through the Project Approach 6
A Toolbox for Meeting Students’ Diverse Needs 7
A Framework Based on Bloom’s Taxonomy 9
Addressing Nine Kinds of Diversities 10

1: Projects That Emphasize Knowledge and Comprehension 17

Visit from an Elder 18
People Puzzle Wall Mural 22
Brain Teaser Scavenger 26
Life Circle Wall Hangings 30
Three Wishes 34
Noteworthy Names 39
Story Theatre Presentations 44

2: Projects That Emphasize Application 47

Class Mosaic 48
Historical Figures 52
Fortune Cookie Wishes 55
Super Hero Posters 58
The Money Tree 62
Marvelous Masks of Many Colors 66
Innovative Instruments 69

3: Projects That Emphasize Analysis 72

Mirror Image Collages 73
“Iam Flip” Charts 78
Amazing Compilation Person 81
Treasure Map 86
Whose Shoes? Footprints Poster 90
Cultural Calendars 95
Tell Me a Story 100

4: Projects That Emphasize Synthesis 104

Silent Island Building 105
Small Personal Inuksuit 108
Balloon Balls 112
Photo-Storybooks 115
Heritage Home Display 119
My Maleta, My Box of Memories 122
Lid-scape Landscapes 126
Fantasy Sandcastles 130
Spectacular School Brochures 133

Afterword 136

Appendixes
A: Understanding Cultural Diversity 137
B: When Alternative Activities Are Required 139
C: Good Ideas for Dealing Effectively with Aboriginal or Non-Dominant
Culture Students 140
D: Multi-linguistic Crossword Puzzle 142
E: New Names 143
F: Story Theatre—Red and the Wolf 144
G: Tune Time 146
H: Culturally Divergent Books: A Recommended List 148

Index 149
Introduction: Differentiation Needn’t Be Overwhelming

Though this be madness, yet Then …

there is method in’t. The teacher, her hands folded in front of her, calmly watched her class of six-
teen students, ranging in ages from five to fifteen, prepare for the day. As the noise
lessened, the older students automatically moved to assist the younger with what-
ever educational tasks had been assigned. The two nine-year-olds worked on a
story they were eagerly composing about the recently completed harvest. Near the
back, one girl was demonstrating to two others the best way to dip candles—a
practical and authentic lesson for all three of them. One bright eleven-year-old
was tackling problems from the single elementary math text in the one-room
schoolhouse, while a less capable twelve-year-old watched eagerly, learning from
his peer. The teacher knew that when the younger children were napping after
lunch, she would have time to work with the older students on their projects. She
watched her students in amazement. Such a motley crew they were, all unique, all
independent. She was working with such an amazing range of ages and abilities.
She loved her job! She smiled. It was going to be a great day!

Now …
The teacher, her hands overflowing with papers and files, watched anxiously as
her twenty-nine students crowded into the room. It was going to be difficult to
group these children for instruction today. The pre-Halloween materials in her
arms wouldn’t be suitable for the three children from the religious group that
didn’t celebrate Halloween; she’d need to find alternative work. Then she noticed
that the two students who spoke English as a second language were cowering at
the back of the room, unsure of what to do. One of them, newly emigrated from
China, didn’t speak a word of English. The other spoke Arabic with a few English
words thrown in here and there. Nearby, the shy Métis student, who exhibited
serious literacy deficits, already had her head down on her desk, trying to hide. Of
course, the two gifted students were already at their desks: one, committed and
conscientious, was already hard at work, while the other, continually bored and
apathetic, was feigning sleep. In the hall the students from the nearby group home
were trying to bully a peer into giving them his lunch, while a couple of the girls
from “wealthier” homes were teasing the Hutterite girl about her outfit. The child
from Ireland was trying to explain something to one of the Latino children, but
his dialect was so strong that both students were getting frustrated.
A noise outside the door drew the teacher’s attention to where her physically
handicapped student’s wheelchair was stuck and threatening to topple. As she
rushed to help, she noted that her First Nations student was late—again. The
teacher sighed. The curriculum materials in her arms felt heavy. She considered

5
 tossing them into the garbage and choosing a new plan for the day. What a motley
crew she had before her, all unique, all needy. She was working with an amazing
range of diversities. She loved her job, but it was going to be another really tough
day!

The difference in the two anecdotes above is obvious. The teacher in the one-
room schoolhouse faced students with a range of abilities, but she didn’t have to
deal with the cultural, intellectual, behavioral, linguistic, religious, physical,
motivational, and socio-economic diversities of her modern-day counterpart.
Although I must admit to playing devil’s advocate in the second scenario, it is this
teacher—the modern-day educator with a diverse range of students in the
class—for whom this book is written.

Engaging All Students through the Project Approach

Oft expectation fails … Teachers are well aware that changing demographic realities have a significant
especially when dealing with a impact on their classrooms. Today we live in a global society; in addition to man-
diverse population. dated curriculum, our students need skills and knowledge to live harmoniously
with other cultures. Educators, as well as having to deal with a rich mixture of stu-
dent backgrounds, must also deal with the truism that not all students are alike.
The catch phrase “no one size fits all” is significant. It reminds us to adjust the way
we teach to meet the needs of the students, rather than expecting students to
change to “fit” the curriculum. This is the premise of differentiated instruction:
that instructional processes should vary in relation to diverse students in a class-
room. Differentiated instruction, a process approach to teaching and learning,
provides multiple student options with varying levels of complexity. The projects
described in this book follow its tenets.
What every teacher wants to do is to help students become proficient commu-
nicators who are generally accepting of and empathetic to all people, regardless of
race, color, or lifestyles. In other words, teachers want to create dynamic situa-
tions where language, literacy, and learning are promoted equally to and for all
students. According to C. A. Tomlinson, content, process, and products are three
elements of the curriculum that can be differentiated. With these in mind, the
projects in this book manipulate content by aligning tasks, or projects, with inher-
ent instructional goals and breaking down the objectives into manageable parts;
manipulate process by making use of flexible groups; and manipulate products by
encouraging students to take active part in creating projects for which there are
varying expectations for results. In all situations, students are learning through
communication—through language.
Halliday suggests that children learn language, learn about language, and learn
through language. Schoolchildren develop particular ways of interacting and,
thus, of learning language and learning about life—of developing both linguistic
and socio-cultural knowledge. The approach suggested in this book capitalizes on
this understanding by encouraging students to work with, and learn from, one
another.
In general, today’s classes consist of diverse groups of students, forming multi-
cultural mosaics, wherein each student presents individual needs, potentials, and
problems. Dealing with such a montage in the classroom has made the teacher’s
job increasingly difficult. As eager as educators are to celebrate diversity, teach
according to the theory of differentiation, and treat all students with respect, con-

6
 tinually adapting curriculum to meet the needs of all is almost impossible. I
suggest that teachers begin with small steps. For example, using just one or two of
the projects described in this book will facilitate differentiated instruction and
authentic learning for all students.
Given that teachers must follow the curriculum while individualizing instruc-
tion to meet diverse students’ needs—in other words, that they must teach
differentially—I have designed a project-based approach to teaching that will help
meet both demands. This approach is based on the understanding that all stu-
dents, regardless of their backgrounds, cultures, or other diversities, learn best
when motivated and involved, and that using the “arts” in a literacy program
facilitates both of these basic requirements. Indeed, as teachers already know,
when students are involved in meaningful projects, and are given enough time to
develop them, reflect upon them, and receive feedback on them, motivation is
high and learning becomes intrinsic. The approach offered in this book meets
those requirements in a sensible, authentic, and easy-to-use curriculum-related
manner. Basically, it involves teaching to a varied group of students by first estab-
lishing a project in which all of them, regardless of diversity, initially take part in
the same manner, following which individuals branch off to work on a variety of
different activities based on individual need and curriculum.
If the premise that all students can and will learn if involved and motivated in
authentic, purposeful, and functional activities is accepted, then teachers need an
ideas bank, or toolbox, that will facilitate meeting the needs of a diverse class pop-
ulation. This book is exactly that.
It is not my intent to suggest that teachers should teach exclusively using this
type of approach; rather, these “lessons” can be used to supplement any curricu-
lum, to enhance an appreciation of diversities, and to easily allow for
individualized follow-up, or differentiation. It may be a good idea to use pro-
ject-based learning once a week, or even once a month. Certainly, there are more
projects within these pages than could be used in any given year. Teachers will
choose the projects that interest them and their students and that best suit curric-
ulum needs. At the very least, the ideas in this book will serve as a practical
resource for busy teachers faced with extreme diversities in their classrooms, in
other words, all teachers in our current schools.
I hope that the project approach offered in this book will help teachers to real-
ize that diversity in a classroom, rather than being a problem, is an opportunity to
enrich the learning of all students and that differentiated instruction is not as dif-
ficult as it may seem at first glance.

A Toolbox for Meeting Students’ Diverse Needs

Be great in act as you have been The inquiry approach to instruction allows students to first take part in an activity
in thought. and then move to additional learning through seeking, questioning, researching,
and experimenting. We, as adults, are well aware of the merits of this type of need-
to-know learning. (I need to know how to use this program to do my taxes. I need to
know how to operate my complicated stereo equipment.) By inviting students to
become involved in an intrinsically motivating activity, one that has an obvious
result, we are opening the door to inquiry learning.
The majority of the expected learning will come from the social constructivist
nature of the projects and follow-up extensions. In other words, children learn best
from one another. The interconnectedness of language, culture, involvement, peer

7
 support, and learning is incorporated into every project, making the diversities
between students seem to disappear and, at the same time, reflecting the tenets of
differentiated instruction.
The projects are designed to be low risk, easy to follow (even for students who
do not speak the language), and highly motivating. They are simple for a teacher
to demonstrate, the materials are inexpensive and readily available, and, in many
cases, they naturally promote cultural awareness and respect. None of the pro-
jects, as far as I know, conflict with any ethnic, religious, or cultural beliefs, and
many of them can be improved and expanded upon with the inclusion of infor-
mation and language from more than the dominant culture.
Each project has curriculum connections and allows for considerable differen-
tiation. Teachers will have their own ideas about how to follow up the original
activities, but I have sought to provide a wealth of additional ideas and possible
curriculum-based tasks that will readily adapt to the diversification of students as
well as subjects and topics. A few “enhancement of learning” suggestions have
been made for each project, simply as a basis from which teachers may work. Note
that every project promotes the most common literacy activities, including jour-
nal writing, discussing, reflecting, and doing extended writing projects, such as
stories and essays; however, these activities are not always listed.
Remember that, beyond the completion of the task itself, every project must
have a specific purpose, based on both the needs of the students and the program of
studies for a given jurisdiction. This is where the individual teacher’s creativity
comes together with the curriculum at each specific grade level.
The suggested projects are readily adaptable for all ages and, therefore, all
grades from Kindergarten to Grade 9, requiring only minimal adaptations by
teachers to meet the needs of different developmental groups. In some cases, sug-
gestions for these adaptations have been included; in most cases, teachers
themselves will see the necessary variations and quickly implement them. Where
no special directions or adaptations appear, it is because I did not feel they were
necessary.
Children should never be categorized according to stereotypical “groups”; how-
ever, for the sake of expediency only, I have delineated categories. I can thereby
better suggest strategies that may prove beneficial for those particular students. In
this book, I provide helpful suggestions for dealing with some of the most common
student diversities requiring differentiated instruction. I offer hints for helping
various students complete the projects, all the while knowing that children will
constantly change their behaviors and consequent needs. The assumption is that
most students, no matter what their culture, religion, abilities, or such, will be will-
ing and able to take part in the projects.
Teachers may select a project by skimming the sections What This Project
Addresses and Project Overview at the beginning of each selection. Making such
a quick appraisal will allow you to select the project best suited for a particular
purpose.
Please note that almost all of the projects require the gathering of some materials.
Out-of-pocket costs should be minimal, though, and in cases where some cost
may be incurred, teachers may approach principals for “class casual budgets” or
even ask businesses for assistance. I am thinking particularly of disposable cam-
eras for “Photo-Storybooks”—stores are usually willing to donate these when
they are near or past the “best before” dates, and they still work fine.
In order to achieve the most authentic learning results, all projects should fol-
low these criteria.

8
 • The teacher knows for what ultimate purpose each project is carried out.
• The teacher draws on the students’ own diverse, multicultural experiences to
enhance every project, valuing and making use of their cultural and linguistic
backgrounds.
• The teacher encourages discussion about the projects by constantly asking
“Why?” and allowing students to speak in both the dominant language and in
any other tongues present in the classroom.
• The teacher promotes collaborative activity even if the project begins with an
individual focus.
Once a project has been selected, the following Quick Check serves as a general
last-minute inspection to ensure that all is in order for subsequent success. Too
often I have plunged into an activity fully believing I had been well prepared only
to find I was missing some small, important detail. To help you avoid that, I offer
brief, project-specific Quick Checks, which can be found right after Steps for
Teachers.

Quick Check: All Activities

• Have I established a curriculum-based purpose for the project?
• Have I allowed for discussion, or “why?” time?
• Do I have a prepared “model” of the final project, that is, a picture or a sample?
• Have I all the necessary supplies on hand?
• Have I considered what kind of grouping may be necessary?
• If necessary, have I made arrangements for “support”—volunteers, language
interpreters, older students, peers, and parents?
• Have I considered what “space”—clear desks, tables, floor—will be needed?
• Are the directions clear in my mind and made available in more than one
modality, such as verbally and on a chart with visuals?
• Have I arranged for cleanup (are garbage bags on hand)?
• Have I designated enough time to complete the project in one sitting or will I
need another time as well?

A Framework Based on Bloom’s Taxonomy

Tomorrow, and tomorrow, and The book has been organized according to Bloom’s Taxonomy of Educational
tomorrow … Objectives. This arrangement of levels of thinking, from the lower levels of
Knowledge and Comprehension to the highest levels of Synthesis and Evaluation,
provides a framework for teachers within which they can focus any intended
learning. The separation of projects into categories based on this structure will
allow teachers to select the ones that best fit the needs of their own students and
circumstances. Although all the projects fit the criteria of most of these levels of
critical thinking, I have separated them according to the thinking that predomi-
nates each task. However, depending on which curriculum connection activities
teachers choose, the depth and range of skills change, making the groupings of
projects according to levels somewhat hypothetical.
The categories used are the following:
• Knowledge and Comprehension: remembering previously learned material,
translating and understanding

9
 • Application: generalizing, using material and knowledge in new, innovative
ways
• Analysis: breaking down of concepts, ideas, or informational materials in order
to discover components
• Synthesis: composing, putting familiar material or knowledge together to form
new wholes or arrangements or ideas
Since these categories increase in complexity from Knowledge to Synthesis, so
do the accompanying projects. Those in the final chapter, Projects That Empha-
size Synthesis, are, as a rule, the most involved and, by the same token, require the
longest times to develop. It is not intended that the projects be carried out in a
sequential manner, though; they may be used according to teacher or student
interests and needs.
Evaluation, the final category in Bloom’s Taxonomy, is important, but has not
been treated as a separate section. That is because evaluation is inherent in every
project, which involves an element of making informed judgments about the ini-
tial task and about any extension of learning activities that may take place.
It is important to remember that every project requires a curriculum-based
purpose. The following table serves as a reminder for successful project planning.

Project Planning
1. Understand the purpose of the project and share that with students.
2. Share models, samples, or pictures of the completed project.
3. Model the steps for students, and accompany modelling and oral directions
with written or illustrated directions.
4. Debrief the steps at least twice before letting students get started.
5. Have all materials ready before beginning the project, and allow time for
cleanup.

Addressing Nine Kinds of Diversities

Be not afraid of greatness—or The following classifications and descriptors are intended to give teachers an idea
of diversity. of the diverse types of students who will benefit from the project-based ideas in
this book. Please note that the descriptive categories are, at best, loose indicators
of the particular needs of different children. At no time would I suggest categoriz-
ing students into any of these groups. Children are, first and foremost, children.
Once that understanding is in place, we may consider that they present a vast
array of differences in a classroom. Hence a child may reveal aspects of any num-
ber of the following diversities. The categories offered are intended to simplify the
offering of possible teaching strategies.

Cultural Diversity
Students from different cultural backgrounds, including First Nations, Asian,
Muslim, and Latino, as well as smaller cultural groups such as Hutterite and Men-
nonite, make up this large category. These children often come to school with a
different view of education and learning than that of their dominant culture peers
and teachers. They may appear less motivated to learn, to speak up in class, to
work in groups, or to complete homework. Unfortunately, these behaviors are

10
considered so much a part of “good student behavior” that many of these stu-
dents get labelled “lazy” or “unmotivated.” (Appendix A will help teachers
understand aspects of cultural diversity.)
On the other hand, their cultural backgrounds may set them apart in exactly
the opposite way; they may be less social or playful with peers, once again veering
away from positive student behavior, as seen by the dominant culture.
It is common knowledge that children of diverse cultures come to school with a
broad range of language and literacy experiences that are often quite different
from those of European culture. Since these students may have difficulty under-
standing concepts outside their backgrounds, teachers become responsible for
implementing culturally sensitive programs reflective of many cultural back-
grounds. Not an easy task.
The project approach celebrates cultural diversity by allowing all students a
chance to experiment with various projects, many of which are representative of
cultures other than their own.

Linguistic Diversity
In the primary grades especially, we are seeing more and more students whose
first language is not English. Keeping in mind that it often takes four to seven
years for children to speak English proficiently, it is easy to understand why so
many classes have these children as members. Just one non–English-speaking
child in a class can pose a huge problem for already stretched-out teachers. In
addition to the English as a Second Language (ESL) students, teachers may have
students with different dialects; these too pose a teaching difficulty. And of
course, cultural and linguistic diversities sometimes go hand in hand.
The following points are relevant when dealing with ESL students.
• Children develop language (first or second) through interactions with others.
• First or second language learning takes place only when learners have
opportunity to use language in meaningful ways.
• No matter what ethnic background or what language they speak, children all
use the same cognitive and linguistic processes to learn.
• Children who grow up in a mixed linguistic setting, for example, English and
Aboriginal or French and English, may experience confusion in language use.
Often fluency is not achieved in either language, or there is a strong, sometimes
interfering dialect present in both tongues.
• Being in the presence of a strong role model—perhaps the teacher or a peer who
speaks excellent, fluent English—is often the best way for a child to learn
English.
• Daily involvement in activity that promotes language, in both the first language
and the target language, facilitates literacy development, which leads to
academic development.
Through the project approach, children who cannot speak the language, or
who speak it poorly, take part in the project by watching the demonstrations of
the teacher and the actions of peers. Also, the teacher may make minor adapta-
tions for them, as suggested in the Dealing with Diversities section for each task.

11
 Religious Diversity
The students in our schools come from all over the globe, so it is no wonder that
many religious beliefs are reflected and some celebrations, such as the traditional
Christmas or Halloween, at times discouraged. It is also true that many families
have no religion at all, making religious-based celebrations foreign, and perhaps
even uncomfortable, to these students. It is important for teachers to familiarize
themselves with the boundaries of each student’s beliefs, either by sending home
an information-gathering letter early in the school year or by checking with the
students themselves. (The Family Questionnaire beginning on the next page is a
tool that you might use.)
The project approach is specifically designed so that students from all or no
religious backgrounds can participate without the teacher having to prepare
alternative activities for them.

Motivational Diversity
Lack of motivation, or apathy, is not a new diversity in the classroom, but its prev-
alence in modern schools needs to be addressed. Some students will be ready and
eager to try anything and everything. Others will be indifferent no matter what
the teacher suggests. Not to be confused with the student who exhibits symptoms
of behavioral exceptionalities, the poorly motivated student often simply sits and
chooses to do nothing. This student may be the last to whom the teacher gives
attention, though, as the child seldom disturbs the class.
The project approach has a good chance of “hooking” most of the students
most of the time, since all tasks provide students with authentic final projects.

Intellectual Diversity
Intellectual diversity is also not new in the classroom. In a Grade 4 class, for
instance, there may be students reading from primer levels all the way to high
school levels. As the curriculum expands (as it continually seems to do), so does
the distance between the top and the bottom students in any classroom. In addi-
tion, with mainstreaming as the current educational practice, many students who
in the past may have been segregated for instruction are now integrated into the
“regular” classroom.
The project approach allows for this spread of abilities. All students begin with
the same task, then split off into a variety of directions in the follow-up stage.

Physical Diversity
Today, physically, visually, and hearing challenged students may be integrated
into regular classrooms. Sometimes, these students come with aides. More often
than not, the aides are dealing with other charges elsewhere as well, and the regu-
lar classroom teacher is responsible for dealing effectively with students who
represent physical diversity.
The project approach allows for peers to assist these children with the initial
projects and for the teacher to diversify the follow-up activities to meet each
child’s needs. The challenged students are able to enjoy finished projects that are
similar to their peers’.

12
 Date ______________________________

Dear Parent/Guardian,

Our classroom this year is a wonderful mixture of diverse personalities and backgrounds, and one of
my goals is to celebrate that richness. To help me achieve that, please complete the following
questionnaire, or as much of it as you want to, and return it to me as quickly as possible.

Throughout the year I will keep you informed of any special celebrations or activities I am planning,
and, at times, I may ask for your input.

Your support and sharing would be most appreciated.

Sincerely,

Family Questionnaire

1. What is your ethnic or cultural background?_____________________________________

2. Do you celebrate any special days, seasons, or holidays that may be unfamiliar to many of
the students in your child’s class? Yes _____ No _____ If so, please provide the date(s) and
a brief explanation. ________________________________________________________

3. If you answered “yes” to #2, would you be willing to visit our class and share information
about these special days with us? Yes _____ No _____

4. Are there any special days, such as Christmas and Halloween, which your family does not
celebrate? Yes _____ No _____ Which ones? __________________ Would you rather
your child not be involved in activities related to these times? Yes _____ No _____

5. Do you speak languages other than English in your home? Yes _____ No _____ If so, what
language(s) and to what extent of the time?______________________________________

© 2005 Differentiated Learning by Kathy Paterson. Permission to copy for classroom use. Pembroke Publishers.

13
 6. It is important to celebrate and maintain first languages and languages other than the
dominant one spoken in school. If you speak another language, would you be willing

• to serve as an “as-needed” interpreter? Yes _____ No _____

• to visit our class and share your language with us? Yes _____ No _____

7. Do you have any skills or interests, such as doing special crafts or storytelling, that you
would be willing to share with the class? Yes _____ No _____

Please describe briefly. ______________________________________________________

8. Are you able to help the class in any of the following ways?

❒ one-on-one tutoring (for example, reading with a student)

❒ special activities, such as parties and track and field days

❒ coaching

❒ extra-curricular activities, such as drama club

❒ escorting students on field trips

9. Does your family have any traditional heritage costume pieces or interesting items such as
masks, toys, or any other artifacts that are representative of your culture or history? If so,
what are they? _____________________________________________________________

Would you be willing to share them with the class? Yes _____ No _____

10. Is there anything else you would like me to know about your child or your family that may
influence your child’s success at school this year? Yes _____ No _____

Please share. ______________________________________________________________

Thank you for taking the time to complete this questionnaire. Feel free to contact me at
______________ if you have any questions or concerns. Please leave a phone number or an e-mail
address where you can be reached.

© 2005 Differentiated Learning by Kathy Paterson. Permission to copy for classroom use. Pembroke Publishers.

14
Socio-economic Diversity
Often there are wide gaps between the socio-economic backgrounds of the stu-
dents in a given class. One student may come to school with every conceivable
educational tool; another may be lucky to have a pencil. This gap creates a chal-
lenge for the teacher wanting to devise activities in which all students will take
part with equality. It is important to avoid making the children from impover-
ished backgrounds feel inadequate or ill prepared to undertake projects, and bear
in mind too that sometimes even the students we believe can “afford” supplies
may not be able to.
The project approach starts all students off with the same “ingredients,” or
supplies, allowing for creativity and individuality from everyone.

Behavioral Diversity
The students who, for whatever reasons, “drive the teacher crazy” will always
exist. For the teacher faced with myriad other diversities in a classroom, one act-
ing-out student can seem like the proverbial last straw. More than simply
apathetic, these students tend to be loud, distracting to others, and constantly
seeking (if not demanding) the teacher’s attention.
The project approach calls for intrinsically motivating, hands-on tasks that
most children will find interesting. And we all know that managing those tough
students means keeping them interested. A good practice is to invite students of
this nature to help prepare and organize the activity. Give them extra responsibil-
ity for the success of the project.

Gifted Diversity
These students can excel in all academic tasks and for them the effective teacher
supplies enrichment, acceleration, expansion of tasks, and more. They often
require constant challenge so that they do not become bored and apathetic. As
every teacher knows, if they don’t get challenged, these brilliant students some-
times become underachievers and even behavioral problems.
The project approach opens many doors for these students to delve more
deeply into concepts, to research areas of particular interest, and even to branch
off completely on their own.

15
 Quick Check: Teaching in a Diverse Population Classroom

The following checklist is provided as a reminder for all of us teaching in today’s global village.
• Am I providing literacy experiences that reflect a variety of cultures?
• Am I providing literacy experiences that promote a variety of lifestyles and choices?
• Am I helping ESL students to value their first languages and keep fluent in them by
encouraging dialogue in these languages?
• Do I keep foreign language dictionaries handy to help all students?
• Do I post environmental print, such as signs, directions, and names, in my classroom in
several languages?
• Do I arrange to use bilingual tutors whenever possible?
• Do I encourage students to make and share videotapes in their first languages or tell about
different cultural practices?
• Do I help share a student’s first language and culture with the class by inviting adults, elders,
or other knowledgeable persons to visit, make presentations, talk in their first languages, or
just answer questions? (If the visitor speaks only in a foreign tongue, the students will have
the experience of hearing another language and celebrating another form of communication.)
• Do I do research to learn about the various cultures in my class?
• Do I ask the librarian for up-to-date information and resources about a variety of cultures
reflected in the classroom?
• Do I make it my practice to interview the families of children from other religions, cultures,
and backgrounds (if possible) and “borrow” materials, pictures, artifacts, or any other
relevant materials to share with the class in a discussion format?
• Do I actively try to find out about any cultural restrictions (e.g., not celebrating Halloween,
Christmas, or Ramadan) and immediately plan for authentic, alternative activities, such as
making thank-you cards instead of Christmas cards? (See Appendix B.)
• Through teamwork and consistent out-of-class involvement, do I encourage students to have
a secure grasp on the first language before working on the second?
• Do I allow some work, such as letters home, to be done in the students’ first language?
• Am I aware of possible discrepancies between the way classrooms operate and the ways in
which students from different ethnic groups behave? (See Appendix A.)
• Do I provide directions in as many modalities as possible? (For example, talking about
something and pointing to an illustrated chart.)
• Do I ensure that I avoid tokenism? (For example, not posting one poster of an Aboriginal on
the wall as a way of accepting the First Nations culture? See Appendix C for positive ideas.)

© 2005 Differentiated Learning by Kathy Paterson. Permission to copy for classroom use. Pembroke Publishers.

16
1 Projects That Emphasize Knowledge and
Comprehension

Knowledge and comprehension represent the lower level objectives in Bloom’s

Taxonomy, and are the areas most commonly addressed in many classrooms.
They are specifically planned for by teachers to ensure that students not only
have, and can recall, a knowledge base of facts, data, and concepts, but that they
grasp the meaning of these. In other words, they can clarify and discuss what they
have learned or are learning. Knowledge and Comprehension activities require
students to recognize, recall, and interpret material, and address the ways and
means of dealing with informational material.
Multiple choice and matching activities, as well as short answers and tasks
requiring students to put things in their own words, are the most frequently used
methods for testing these objectives. Questions beginning with who, when, where,
how, and what reflect the Knowledge and Comprehension levels of thinking;
however, as teachers are aware, these types of questions are likely used only as a
beginning to further discussion and thinking.
Although the projects in this chapter may merge into the higher levels of think-
ing processes, they have been placed here due to their concentration on the skill
clusters associated with knowledge and comprehension. The following represents
the main skill clusters appearing in each of this chapter’s projects.
Visit from an Elder: Every student observes, identifies, and describes the wonderful
characteristics of an elder as well as paraphrasing, interpreting, and possibly doc-
umenting or recording information and wisdom shared by that special person.
People Puzzle Wall Mural: Students reproduce personal names by first selecting
differentiated ways of doing this, then finally comparing approaches and dis-
cussing the “unified” nature of the completed puzzle.
Brain Teaser Scavenger: Students cluster, match, define, describe, and infer
causes as they creatively identify as many items on a certain theme as possible.
Life Circle Wall Hangings: Students are required to define and outline their own
lives. They will need to interpret, cluster, and document past happenings as
well as make predictions for their futures.
Three Wishes: In this project, students discuss, recall, paraphrase, and summa-
rize. Once they begin creating their own wishes, they will be carefully selecting
and defining specific personal events so that they can set a realistic self-goal.
Noteworthy Names: Students take part in an in-depth observation and examina-
tion of their own names. They will initially discuss, paraphrase, interpret, and
record information. When they put their individual books together, they will
be defining and describing what they have learned about themselves.
Story Theatre Presentations: Students may be required to memorize but mostly to
observe, paraphrase, interpret, and summarize in a low-risk drama-type situation.

17
Visit from an Elder

Friendship is constant in all What This Project Addresses

other things.
• cultural diversity
• the importance and value of elders, community seniors, and grandparents
• awareness of heritage
• listening and questioning
• respect for self and others
• manners and authentic introduction skills
• curriculum connections: Language Arts, Health, Social Studies

Project Overview
What a valuable resource our elders are. The value of using them in our class-
rooms has been well documented. This project involves each student in
identifying an elder—a grandparent, other relative, or community senior—
meeting with the elder, and inviting the elder to visit the classroom on a specified
date to talk about something that interests both the students and the elder.
Most children have “an elder”; for those who do not, get in touch with commu-
nity seniors at a local seniors’ residence for willing candidates—there will be no
shortage of them. I promise that if you make the effort to involve your class in this
project, you will not be disappointed.

TINY TRUE TALE

Vicki: I didn’t know your gran was so pretty. I really liked her dress. My
gran wore pants when she came.
Dali: Sari. It’s called a sari.
Vicki: Sari. Pretty name for a pretty dress.
Dali: (Smiling broadly) I have one too.
Vicki: You should wear it to school some day. I bet you’d look really
pretty in it too.
Penny: My grandfather wore his special ceremonial necklace from his
tribe when he came.
Dali: I guess all our elders are different. Like us.
Vicki: Yep! Come on, let’s go find a swing before they’re all taken.
The teacher smiled to herself. Until the day of her elder’s visit, Dali had
been alone—segregated from the other students most of the time. It appeared
she was segregated no longer. Penny had seldom spoken at all. Now she was
more than willing to talk about her grandfather, a Cree elder.

Materials
• large wall calendar to show dates of visits
• stationery for writing invitations
• thank-you notes and stamps
• Elder Questionnaire (see page 21)

18
Be sure to discuss the importance of Steps for Teachers
elders: how their wisdom, stories,
history, and accumulated knowledge 1. Adapt the Elder Questionnaire as necessary for your grade and photocopy
are invaluable to all of us. enough questionnaires to give one to each student. (See Dealing with Devel-
opmental Levels below.)
2. Make a large year calendar or list of months for marking upcoming visits. It’s a
good idea to limit visits to one per week, on a specific day at a specific time.
This minimizes timetabling confusion.
3. Be sure to have stationery and thank-you cards ready.
4. Approach elders in the community to serve as surrogate seniors for any stu-
dents without a personal elder in their lives.
5. Discuss “elders” with the class. You could bring up the different ways elders
are treated in different cultures, and ask for input from any non-dominant
culture students. Discuss all the ways elders can contribute to the class (e.g.,
special talents, memories of historical events, stories, poetry, and favorite
readings).
6. Have students think of elders they would like to invite to class and why.
7. Role-play inviting elders, dealing with the questionnaires, and introducing the
elders to the class.
8. Discuss the concept of a sharing circle, where all members may talk and ask the
elder questions after the elder has finished telling or presenting.
9. Inform the principal of your intentions and provide the dates of scheduled vis-
its.

Quick Check: Visit from an Elder

• Have I informed the principal of my plans?
• Do I have enough “spare” seniors available to visit?
• Have I determined how to arrange my class into a circle for the visits?

Steps for Students

1. Students think of an elder they would like to invite to class. If they cannot
think of one, they consult the teacher.
2. Working with classmates, they practise making invitations to elders.
3. Students write invitations, telling what day and time they would like the elders
to visit based on the teacher’s predetermined dates and times. The letters
should suggest a number of possible visitation times from which to choose.
4. Each student calls or visits the elder with a questionnaire after the invitation
has been accepted.
5. Using the information from the questionnaire, the student plans a good intro-
duction for the elder, and contacts the elder again to confirm the date and time
of the visit.
6. When the elder comes to school, the student makes proper introductions not
only to the class, but also to the principal and secretary. Even primary students
can handle this as long as they have had time to practise making the specific
introduction beforehand. This provides an excellent learning experience for
them.
7. After an elder’s visit, the student writes a thank-you card and mails it.

19
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