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Domenica Vilhotti 2009 CCCC San Francisco [|http://www.vilhottiportfolio.com] MA Graduate in American and British Literature North Carolina State University (201) 218-2734 ** Instructor’s Guide to UDW-Compatible Best Practices ** **Pre-assignment or Ongoing Writing Sub-skill Instruction ** || Controlled Composition || Particularly useful for “for students whose biggest writing problem is lack of attention to written forms,” this strategy involves the exact transcription of short selections of expository writing of about 150-200 words (308). Step two requests that students alter grammatical aspects like tense or number. Step three involves increasingly complex grammatical manipulations.  This strategy can be modified to strengthen various sub-skill deficits tailored to individual students or student groups. Alterations could transcend grammatical considerations and include strengthening topic sentences, evidence, or diction.  Gorrell, Donna. “Controlled Composition for Basic Writers.” __College Composition and Communication__ 32.3 (1981): 308-316.  || **Understanding an Assignment and Processing Expectations ** || Student-Generated Rubrics || Particularly useful to draw students’ attention to the traits of good writing on the global, local, and surface levels, this strategy asks students to generate and thus create ownership of an assignment’s expectations. One iteration of the strategy has student groups comment on the features of excerpts of good writing and generate a list criteria by subtopic (i.e. evidence, analysis, and structure or alternately, introduction, body, conclusion) based on analysis of actual student exemplars, particularly samples that are “interestingly problematic.” The instructor amasses groups’ criteria into a master rubric on which the class discusses and modifies the following session.  Anson, Chris M., Matthew Davis, and Domenica Vilhotti. "'What Do We Want in This Paper?': Generating Criteria Collectively." __Teaching With Student Texts__. Ed. Joseph Harris, John Miles, and Charles Paine. Logan, Utah: Utah State UP. Forthcoming.  Vilhotti, Domenica. “Student-Created Rubric Activity.” __Domenica Vilhotti’s Teaching Portfolio__//.// []  <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Ainsworth, Larry. __Student-Generated Rubrics : An assessment model to help all students succeed__. Orangeburg, N.Y.:D. Seymour Publications. 1998. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Analyzing Exemplars || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Discussing, diagramming, analyzing, and grading what works and doesn’t work in student writing is good practice for all students. It is essential to provide a variety of exemplars, particularly a selection of high-quality as well as “interestingly problematic” student samples in order to avoid students’ feelings of confinement to a certain format or voice. The student-generated rubric (above) is one strategy to analyze student exemplars. Another method of analyzing exemplars is to ask student groups to discuss and grade student samples along a given rubric. || **<span style="font-size: 14pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Pre-Writing: Invention, Incubation, and Processing Text ** || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Multi-modal Reading Response Logs || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Used primarily as means to spark discussions or review concepts, this strategy invites students to respond to assigned reading in the modality they prefer. Alternatively, the instructor may require all students to respond via each modality once over a series of reading responses. Tasks include: <span style="font-size: 11.5pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt;"> ·  <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Voicemail reading log consisting of a 2-minute call to the instructor’s voice mail. This strategy ensures the professor quickly hears responses from all students, even those who might shy away from larger discussion <span style="font-size: 11.5pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt;"> ·  <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">250-word email response to the class, blog, or wiki entry, the format of which encourages students intimidated by formal writing to participate in processing assigned readings <span style="font-size: 11.5pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt;"> ·  <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Conventional written log defending a stance on the reading <span style="font-size: 11.5pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt;"> ·  <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Graphic reading responses: see Sketching-to-learn, below <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Dunn, Patricia A. and Kathleen Dunn De Mers. “Multi-Modal Reading Response Logs.” __Reversing Notions of Disability and Accommodation: Embracing Universal Design in Writing Pedagogy and Web Space__. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">[] <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Sketching-to-Learn || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">This strategy is applicable to both pre-writing as well as revision and invites visual learners as well as students who experience difficulties processing and organizing text to diagram their writing task. Other modifications ask students to draw symbolic representations of the assignment itself or their cognitive processes in completing the assignment. This strategy is similarly applicable to reading particularly challenging texts and asks students to diagram or draw representations of content. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Dunn, Patricia A. and Kathleen Dunn De Mers. “Sketching-to-Learn (as an Invention and Revision Strategy).” __Reversing Notions of Disability and Accommodation: Embracing Universal Design in Writing Pedagogy and Web Space__. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">[] <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Panel Discussion || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">This strategy allows verbal and interpersonal learners to compare, contrast, and evaluate various scholars’ stances on a given topic. Place cards representing each author of an assigned reading are given to students either before the reading is assigned or at random on the day of discussion. Students interview the panel members using questions generated as responses to each article. Panelists may intermittently turn their place cards around to ask questions or participate in the discussion as students. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Dunn, Patricia A. and Kathleen Dunn De Mers. “Panel Discussion.” __Reversing Notions of Disability and Accommodation: Embracing Universal Design in Writing Pedagogy and We__ __ b Space __. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">[] <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Cubing || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Originally used as a scaffolding tool in the k-12 classroom, this strategy can be helpful for idea generation specifically as a journaling tool for students at a variety of ability levels to quickly explore a topic. An instructor creates three cubes from different colored paper, each representing a difficulty level. Each face of the cube asks the student to engage with a topic on a different level of Bloom’s taxonomy (e.g. describe, compare, analyze, create an analogy, argue for/against). Cubes created for advanced students concentrate on the higher levels of Bloom’s taxonomy, providing more nuanced an open-ended prompts, while cubes for basic writers provide more guidance. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Duckart, Tracy. “Prewriting: Cubing.” __The Cache: Tracy Duckart's Instructional Website at Humboldt State University__. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">[] <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Meyer, Emily, and Louise Z. Smith. __The Practical Tutor__. NY: Oxford UP, 1987. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Concept-Mapping Software || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">A variety of free, subscription-based, or software resources allows for visual representations of ideas and concepts and serve as ideal brainstorming tools for visual and kinesthetic learners. Some programs, such as Inspiration, translate thinking maps to outlines and drafts. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> “100 Helpful Web Tools for Every Kind of Learner.” __College@Home__. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">[] <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Highlighting and Outlining Features || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Utilizing the highlighting and outlining features on word processing programs benefit visual and kinesthetic learners as well as students who struggle to process text. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">DO-IT (Disabilities, Opportunities, Internetworking, and Technology). (n.d.). “Writing Assignments.” __The Center for Universal Design in Education__. Seattle: University of Washington. Retrieved March 1, 2009, from <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">[] <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Submitting Assignments in Parts || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Providing brief but continuous feedback is good practice for all students. Students submit and resubmit as necessary pre-writing, thesis statements, draft parts, etc., for instructor and peer review. || **<span style="font-size: 14pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Drafting ** || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Computer-mediated Resources || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Computer-mediated tools that ease access to the drafting process for a variety of student needs include word prediction software; phonetic spelling software that renders phonetic spelling into correctly spelled words; and speech recognition software and products. A low-tech alternative to speech recognition software is to have students compose in pairs with one student taking dictation. Pairs would switch roles at regular intervals. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">DO-IT (Disabilities, Opportunities, Internetworking, and Technology). (n.d.). “Writing Assignments.” __The Center for Universal Design in Education__. Seattle: University of Washington. Retrieved March 1, 2009, from [] <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Dunn, Patricia A. and Kathleen Dunn De Mers. “Talking A Draft.” //Reversing Notions of Disability and Accommodation: Embracing Universal Design in Writing Pedagogy and Web Space//. [] <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Lowe, Charles. “Speech Recognition: Sci-Fi or Composition?” C//urrents in Electronic Literacy// Spring 2001 (4). [] <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: Cambria; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> **<span style="font-size: 14pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Revision ** || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Verbal Peer Conferencing || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Verbal peer conferencing is a revision strategy in which students first prepare by reading and revising their group members' drafts. The strategy benefits not only interpersonal and auditory learners as well as those with writing disabilities; it is helpful to all students because of the immediacy in feedback and natural critical exchange it offers. Further, students are able to offer much more feedback verbally than in written form. The three-person verbal conferencing session occurs the next class meeting. Students discuss their respective drafts with each other for about 15 minutes each and cap the class by creating an action plan for the assignment's overall completion. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Anson, Chris M. "Talking About Writing: A Classroom-Based Study of Students' Reflections on Their Drafts.” __Student Self-Assessment and Development in Writing__. Ed. Jane Bowman Smith and Kathleen Yancey. Cresskill, NJ: Hampton, 1999. 59-74. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Expert Groups Peer Revision || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">This strategy allows students to participate in the revision process in areas of individual strength (or weakness, to modify). Student groups revise a draft, but focus on a particular aspect, such as structure, analysis, format, evidence, grammar, or mechanics. A single draft should be revised by several expert groups. To foster greater student ownership, students could request specific expert groups to review their drafts. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Charette Protocol for Writing || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Originally employed in corporate professional development settings, the Charette Protocol is a method of problem solving involving three phases of sending and receiving information. The purpose of the protocol is to give all parties involved ample time to speak in an uninterrupted setting and to actively listen to the concerns of others. The protocol requires three participants: a timekeeper, a speaker, and a listener. In three trials, each student has the opportunity to verbalize and receive feedback on a writing concern of his or her choice. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Vilhotti, Domenica. “Charette Protocol for the Writing Process.” __Domenica Vilhotti’s Teaching Portfolio__//.// <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">[] <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: Cambria; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Interpretive Communities || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">The goal of this strategy is to help students of all levels exercise the skill of developing and defending an interpretation of a text. Student groups generate interpretations of a selection or are given interpretations to defend in a group presentation. Groups compete to be recognized by their peers for presenting the most well-defended arguments. The benefit of this activity is that it targets higher-order thought, but the requirement of multiple interpretations allows for differentiation within those high levels of thought so that students can work where they feel most comfortable, yet also are exposed to hearing and evaluating the defenses of interpretations from other students. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Busonik, Steve and Amy Marschall. Raleigh Charter High School. [] <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Vilhotti, Domenica. “Interpretive Communities.” __Learning Team ENC__. [] (A sample lesson plan and detailed strategy description). <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Literature Circles || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Originally developed as a flexible multi-modal grouping strategy for the k-12 classroom, this activity assigns or has students choose to assume various roles in processing a selection of text. This strategy is useful for prewriting and invention because Literature Circle groups meet regularly to discuss the selection in a variety of modalities. The traditional roles are Discussion Director, responsible for generating a set of discussion questions along Bloom’s Taxonomy; Literary Luminary, who selects passages for the group to conduct close readings; Connector, who makes and invites discussants to make inter and intra-textual connections; Vocabulary Enricher, responsible for either defining difficult words or inviting discussion on interesting uses of diction; and Illustrator, who would create an organizational diagram of or symbolic representations from the selection. Although the titles of each role may initially appear elementary, a discussion of expectations and of examples of higher-order applications of each role is essential to successful implementation in the college composition classroom. Instructors may also use this strategy as a tool for in-depth revision of student work; consider, for instance, the level of detailed discussion a Vocabulary Enricher, Discussion Director, or Illustrator would bring to a student draft. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Anderson, Peggy L. and Corbett, Leann. “Literature Circles for Students with Learning Disabilities.” __Intervention in School & Clinic__ 44.1  (  <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">2008): 25-33. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Jigsaw || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">This reciprocal teaching strategy is helpful in quickly exploring or reviewing a topic and is useful to the composition classroom for discussion of a reading selection or to have students teach each other elements of good writing, such as the components of an effective thesis statement or how to embed a quotation. Students are first broken into “expert” teams in which they study, discuss, or answer questions on a topic. Students next regroup so that each new group includes a representative from each “expert” team. Each student teaches the other group members her topic. Instructors may modify to create “expert” groups by homogeneous ability level, thus allowing advanced students to devote more attention to difficult tasks or reading selections while basic writers focus on improving fundamental skills. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Kagan, S. and Kagan, M. __Multiple intelligences: The Complete MI Book__. San Cemente, CA: Kagan. 1998. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Interest Groups || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">This heterogeneous grouping strategy arranges students in affinity groups to work on a given skill. For example, affinity groups based on disciplinary majors could analyze the local level writing features of a biology lab report, sociology literature review, or a poetry explication, respectively. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">U.S. Department of Education, Office of Special Education Programs. “Differentiated Instruction for Writing.” __The Access Center: Improving Outcomes for All Students K-8.__ [] <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Error Analysis Logs || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">The error analysis log is a strategy employed to ensure that students not only read, but grow from grading comments. After graded papers are returned, students are allowed the opportunity to reflect metacognitively upon their work in a structured chart. If completed successfully, students may recover credit on the revised paper. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> Vilhotti, Domenica. “Error Analysis Logs.” __Domenica Vilhotti’s Teaching Portfolio__//.// <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">[] <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Detailed, consistent, numbered rubric || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">An instructor may wish to create and a detailed rubric that clearly communicates to students the expectations for each learning goal and objective in the composition course. A “master list” of all expectations consistent across all assignments becomes useful for a host of differentiation strategies, such as curriculum compacting and layered curriculum. Numbering each expectation allows for easy reference and is useful to strategies such as Error Analysis Logs (above). <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 16pt; font-family: 'Times New Roman'; mso-fareast-font-family: Cambria; mso-bidi-font-size: 12.0pt; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Layered or Tiered Assignments and Lessons || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Although the essential skills, objectives, and curricular content remain the same for all students, strategies such as the Layered Curriculum or Tiered Assignments vary both the means of representation and expression for multiple modalities, interests, levels of complexity and open-endedness. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">For example, an instructor may create persuasive essay as a tiered assignment scaffolded with three levels of complexity. Students with basic skills would be asked to complete a partially written essay, providing a thesis statement, some topic sentences, missing evidence, and some supporting details. Students with moderate skills would write a persuasive essay given a topic and research options, while students with advanced skills would be asked to select their own topic or select from a list of more complex options and research independently. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Nunley, Kathie F. “Layered Curriculum Brings Teachers to Tiers.” __Education Digest__ 69.1 (2003): 31-36. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">U.S. Department of Education, Office of Special Education Programs. “Differentiated Instruction for Writing.” __The Access Center: Improving Outcomes for All Students K-8.__ <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">[] <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Curriculum Compacting || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Curriculum compacting is a three-step process intended to provide targeted instruction to advanced or gifted students in which 1) all students’ proficiency is assessed via a pre-test or writing diagnostic, 2) the instructor and student outline a plan for what skills remain to be mastered, and 3) students who already demonstrate proficiency are excused from relearning what they already know and work on higher-order skills independently or in groups. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">For example, if several students already demonstrate proficiency on the global level features of a well-supported thesis-research essay, they are excused from completing lessons on basic structure and are instead given instruction on the local level features of a specific type of disciplinary writing, such as a literature review in the sciences. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Willard-Holt, Colleen. “Raising Expectations for the Gifted.” __Educational Leadership__ 61.2 (  2003)  <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">: 72-75. <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">U.S. Department of Education, Office of Special Education Programs. “Differentiated Instruction for Writing.” __The Access Center: Improving Outcomes for All Students K-8.__ <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">[] <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Product Menus, Choice Boards, Think Tac Toe, and The Writing Process Wheel || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Originally popular in k-12 settings, these strategies are easily modified for the composition classroom and allow for multiple points of representation and expression of a given learning goal. All four strategies offer a range of activities or learning experiences at varying modalities and levels of complexity. These strategies allow for student choice, yet also provide the instructor with control to target skills that need to be strengthened. <span style="font-size: 8pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">For example, an instructor may wish to employ an iteration of the Choice Board to make a particular assignment accessible to all learning preferences. Providing students with a square broken into 16 smaller squares on a handout, he may ask students to choose a certain number of tasks from each row to complete the assignment. The first row may feature a variety of methods of pre-writing such as the option to create a bubble-map, freewrite, tree diagram, and/or outline. Another row may offer a variety of methods to learn APA documentation style, such as taking notes on a web tutorial, a handbook chapter, or completing skill building exercises. Another row may ask students to choose from various multi-modal source types for research, and so on. <span style="font-size: 9pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Scott , B.J.  <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> and Vitale, Michael R. “Teaching the Writing Process to Students with LD.” __Intervention in School & Clinic__ 38.4  (  <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">2003): 220-224. <span style="font-size: 8pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">U.S. Department of Education, Office of Special Education Programs. “Differentiated Instruction for Writing.” __The Access Center: Improving Outcomes for All Students K-8.__ <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">[] <span style="font-size: 8pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">4MAT || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">An ideal strategy for a content-based rather than skill-based composition course, the 4MAT curriculum development model plans for instruction on a topic for each of four learning preferences on a rotation over the course of a unit. The lesson cycle consists of activating, gaining, using, and applying knowledge; accordingly, some lessons focus on personal involvement, some on understanding, some on mastery, and some on synthesis and enrichment. The instructor correspondingly assumes the roles of motivator, information-giver, facilitator, evaluator, and remediator. Each student has the opportunity to approach the topic through various modes of representation and expression and to strengthen areas of weakness. <span style="font-size: 8pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">McCarthy, Bernice. “Using the 4MAT System to Bring Learning Styles to Schools.” __Educational Leadership__ 48.2 (  1990)  <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">: 31-37. <span style="font-size: 8pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Learning Contracts || <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">This strategy is similar to curriculum compacting and activates student choice through a negotiated contract specifying how a student will master a skill set. Learning contracts allow students to work at their appropriate pace, target preferred learning styles, eliminate relearning previously mastered skills, and reinforce time and project management skills essential to the writing process. <span style="font-size: 8pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">U.S. Department of Education, Office of Special Education Programs. “Differentiated Instruction for Writing.” __The Access Center: Improving Outcomes for All Students K-8.__ <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">[] <span style="font-size: 8pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;"> ||
 * Multimodal Scaffolding Strategies for the Writing Process **
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 * <span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">Modification for the UDW Composition Classroom **<span style="font-size: 11.5pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">
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 * Heterogeneous and Homogeneous Grouping Strategies for Composition **
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 * Strategies to Mediate Tolerance for Error while Communicating High Expectations **
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