Outcomes:

• Teachers will identify appropriate times to use Anchoring Activities.
  
  
• Teachers will identify appropriate Anchoring Activities.
  
  
• Teachers will explore possible ways to differentiate using Anchoring Activities.
  
  
• Teachers will participate in an Anchoring Activity.

Time Needed:

Instructional Materials Required:

• Anchoring Activities PowerPoint or overhead presentation
  
  
• "Word Map" instruction sheet, p.62, and worksheet, p. 121  from:
  
  Forsten, Char, Jim Grant, and Betty Hollas. Differentiated Instruction: Different Strategies for Different Learners, K-8. Peterborough, NH: Crystal Springs Books, 2002. This material may be obtained from the ISS Dept. at the DCMO BOCES.
  
  
• Videotape section on Anchoring Activities from Tomlinson's Differentiating Instruction
  
  
  • Tomlinson, Carol Ann. Differentiating Instruction. 2 Videocassettes. Association for Supervision and Curriculum Development, 1997. This item can be ordered from the DCMO BOCES Media Library - Order # MK 0170

Prerequisite:

Procedures:

1. Introduce Anchoring Activities as long term or short term, routine activities that demand little or no direction from you. They must be curriculum-based and have instructional clarity.
   
   
2. Show the Anchoring Activities PowerPoint or convert it to an overhead presentation. Allow time for questions and concerns during the presentation.
   
   
   1. Other names for "Anchoring" activities: Sponge Activities, Bell Ringers, Warm Ups and Cool Downs.
      
      
   2. Additional questions to ask yourself as you plan:
      
      
      1. What do I want students to know or be able to do as a result of this learning activity?
         
         
      2. How will I judge success?
         
         
      3. What do students already know and are able to do?
         
         
      4. How can attention be captured and sustained?
         
         
      5. How will students receive ongoing feedback during and after the learning?
         
         
      6. Is the allocated time for this activity appropriate?
         
         
      7. What kind of thinking will the activity require?
         
         
      8. Is the activity a direct match with the intended learning?
         
         
   3. It is important that students not view anchoring activities as busywork or time fillers.
      
      
3. Show the video clip and discuss.
   
   
4. Introduce the "Mapping Word" Anchoring Activity. using a sheet of acetate, write suggested "word' choices.
   
   
   • Differentiated Instruction
     
     
   • Anchor Activity
     
     
   • Fairness
     
     
   • Learning Profile
     
     
   • Assessment
     
     
5. Hand out worksheet. Give participants time to work in pairs to complete the activity.
   
   
6. Invite participants to process out the activity. Ask questions such as how was this task differentiated? How can this activity be adapted to the various subject areas?

Assessment Plan:

• Facilitator's observation of discussions
• The level of engagement of the participants while performing the Anchoring Activity
• District evaluation form

Additional Resources:

Evaluation: