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This is a Wikispace devoted to RAFT (Role, Audience, Format, Topic) assignment protocols. If you have never used a RAFT assignment to differentiate instruction, this is worth looking at and exploring. RAFTs are excellent ways to work in student choice and differentiate.

"So, learning math is somewhat like learning to read: we can do it, but it takes time and effort, and requires mastering increasingly complex skills and con- tent. Just about everyone will get to the point where they can read a serious newspaper, and just about everyone will get to the point where they can do high school-level algebra and geometry-even if not everyone wants to reach the point of comprehending James Joyce's Ulysses or solving partial differential equations."

Loving this question for all the math reasons, but I'm also pretty psyched about the idea of using scratch-off stickers!

I'm a big fan of Universal Design for Learning and CAST (http://cast.org) tools. This is a great resource for instructional materials.

I've honestly never considered this before. Whether you agree with the chart's conclusions is obviously open for discussion, but the chart left me thinking about specifically WHY we assign HW and what we should be doing about it.

Given technology, can homework be used as a means to (a) differentiate assessment, (b) have students demonstrate understanding via a different modality, (c) scaffold learning to further enhance the classroom experience. For a while, Howard Gardner experimented at Harvard with assigning his lectures as homework. Students watched videos and then came to class prepared to engage in discussion. Could a similar approach be taken at the high school level?

Chris: I think this flow chart is very interesting and worthy of considerable discussion. I like it. I would tweak it a bit. For example, I think you could (and should) give application homework that is formative as well as summative. I think all types of homework that fit with all six levels of Bloom's taxonomy could be given both formatively and summatively. The only homework that should be "graded" is homework that leads to end-of-learning assessment. If the homework is given in the process of learning, then it should not be graded but should receive feedback, both from the instructor as well as from the student(s).

SDE will be bringing David Sousa to Atlanta for a 1-day workshop on the Brain and Differentiation. Looks interesting, maybe for all those cohort members involved in Learning and the Brain.

Blog post from Technology Transformation.