Menus
A menu offers students a way to make decisions about what they will do in order to meet class requirements. A menu could be for a single lesson, a week-long lesson, or even a month-long period of study. Once the teacher has decided on what the essential understandings and/or skills are, she/he can begin to create a menu.
Steps:
1. Identify the most important elements of a lesson or unit.
2. Create an imperative or required assignment or project that reflects the minimum understanding you expect all students to achieve.
3. Create negotiables which expand upon the main dish or imperative assignment or project. These negotiables often require students to go beyond the basic levels of Bloom’s Taxonomy. For example, they often include activities that require synthesis, analysis, or evaluation.
4. Create a final optional section that offers students the opportunity for enrichment.The optional section often reflects activities that students can use for extra credit.
Author Rick Wormeli suggests placing the menu options in a restaurant menu style (see below) that could include appetizers, a main dish, side dishes, and even desserts. He suggests the following format.
Appetizers (Negotiables)
The Main Dish (Imperatives)
Side Dishes (Negotiables)
Steps:
1. Identify the most important elements of a lesson or unit.
2. Create an imperative or required assignment or project that reflects the minimum understanding you expect all students to achieve.
3. Create negotiables which expand upon the main dish or imperative assignment or project. These negotiables often require students to go beyond the basic levels of Bloom’s Taxonomy. For example, they often include activities that require synthesis, analysis, or evaluation.
4. Create a final optional section that offers students the opportunity for enrichment.The optional section often reflects activities that students can use for extra credit.
Author Rick Wormeli suggests placing the menu options in a restaurant menu style (see below) that could include appetizers, a main dish, side dishes, and even desserts. He suggests the following format.
Appetizers (Negotiables)
- A list of assignments or projects
- Students select one item to complete
The Main Dish (Imperatives)
- An assignment or project that everyone must complete
Side Dishes (Negotiables)
- A list of assignments or projects
- Students select two items to complete
- Optional but irresistible assignments or projects
- Options should be high interest and challenging
- Students choose one of these enrichment options
Example
This teacher incorporated a "menu" option along with a layered curriculum.
By completing just the Main Dish items students could earn a C. The Main Dish includes the basic information the teacher wanted all students to know, understand, and do. Then the teacher adapted the dessert portion and made it a requirement for an A grade.
The Journalism Cafe
Main Dish
Complete all items to earn a C grade.
Choose at least two side dishes to earn a B grade. If you wish to earn an A grade, you must complete five different side dishes.
Complete one for an A grade.
This teacher incorporated a "menu" option along with a layered curriculum.
By completing just the Main Dish items students could earn a C. The Main Dish includes the basic information the teacher wanted all students to know, understand, and do. Then the teacher adapted the dessert portion and made it a requirement for an A grade.
The Journalism Cafe
Main Dish
Complete all items to earn a C grade.
- 1 newspaper story that includes a photograph, graphic, or video clip
- Your newspaper story converted into a broadcast story
- 2 PhotoShops, either a continuance of tutorials or original projects
- 4 journals (equal to ó typed page)
- Participation in the production of all news videos
Choose at least two side dishes to earn a B grade. If you wish to earn an A grade, you must complete five different side dishes.
- Additional PhotoShop
- Additional newspaper story
- Additional broadcast story
- Editorial
- Editorial cartoon
- Advertisement design
Complete one for an A grade.
- Video tape an event
- PowerPoint (either stand alone or to be used in a video)
- Redesign of a newspaper masthead
- Sell advertisements
- Lay out two newspaper pages
- Write a script
- Create a personal video production
Resource
Wormeli, R. (2006). Fair Isn’t Always Equal: Assessing & Grading in the Differentiated Classroom. Portland, ME: Stenhouse.
Wormeli, R. (2006). Fair Isn’t Always Equal: Assessing & Grading in the Differentiated Classroom. Portland, ME: Stenhouse.