T-Chart
Developed by: Eunice Ho
Concept
Representation
 To present content and information
through different formats
 To provide varied supports
 Ex. use graphics and animation,
highlight key features, activate
background knowledge, support content
vocabulary
Action and Expression
 Give students different ways to
demonstrate their learning
 Ex. provide models, feedback and
support
Engagement
 Offer multiple options that engages
students and keeps them interested
 Ex. provide students with choice, help
them learn from their mistakes
Application to Teaching
When teaching about the water cycle, I would
activate background knowledge by asking what
they observed when the sun shines on the wet
ground, when they get inside a parked car
outside their house on a cold winter day, and/or
when the clouds get too heavy and thick. To
incorporate graphics and animation, I would
then have my class watch a video showing the
concepts of evaporation, precipitation etc.
Afterwards, we would make our own rain jars
so they get first-hand experience creating and
observing the water cycle. If I wanted, I might
also throw in a worksheet and support content
vocabulary through visuals and by re-directing
them back to our prior learning activities.
For students’ unit-end project on nocturnal
animals, I would allow them to choose any
nocturnal animal they wanted to present on. I
would give them options to express their
understanding by writing a 5 paragraph paper,
creating an iMovie video clip, presenting on
PowerPoint, designing an informational
pamphlet, making a poster and/or any other
creative means they can come up with. I would
give them examples and models of past student
projects to get them thinking. I would check-in
with students to see how their project was
coming along multiple times during the week
and provide feedback and support if needed.
To teach the big idea of force and motion, I
would offer multiple interesting projects for
students to build and construct -ex. designing a
rocketship that could launch the highest,
creating a car that could travel the furthest,
building a marble run that could accomplish
different tasks. I would give students the
option to choose which project they would like
to pursue and support them through the trial
and error processes.