2015 lagniappe tiered assignments
TRANSCRIPT
Why aren’t you differentiating?
Why Differentiate?
Pre-Assessment
What do we already know about tiered assignments?
5
INTEREST
!!
ACHIEVEMENT
MOTIVATION
TIERED INSTRUCTION
Today’s Objective
O Participants will be able to tier lessons to increase the level of rigor offered to gifted learners to promote greater student learning and decrease boredom.
Tiered AssignmentsTiered Instruction features:!✓Whole group introduction and initial
instruction!✓ Identification of developmental
differences!✓ Increase or Decrease the:!✓Abstraction ✓Extent of Support ✓Sophistication ✓Complexity of goals, resources, activities & products
What is Tiering?• One form of differentiation. • Ensures that students with different learning needs work with the same essential ideas and use the same key skills but at different levels of ▪ Complexity ▪ Abstractness ▪ Open-‐endedness
Tomlinson, C. (1995). The Differentiated Classroom. Alexandria, VA: ASCD.
IDENTIFY OUTCOMES
WHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, OR BE ABLE TO DO?
THINK ABOUT YOUR STUDENTS PRE-ASSESS READINESS, INTEREST, OR LEARNING PROFILE
INITIATING ACTIVITIES USE AS COMMON EXPERIENCE FOR WHOLE CLASS
GROUP 1
TASKGROUP 2
TASK
GROUP 3
TASK
Creating Multiple Paths for Learning
Key Concept or
Understanding
Struggling With The Concept
!Some
Understanding !
Understand The Concept
Understand The
Concept
Reaching Back READINESS LEVELS Reaching Ahead
The “Equalizer”
Based on the work of Carol Ann Tomlinson
1. Foundational Transformational
2. Concrete Abstract
3. Simple Complex
4. Fewer Facets Multi-facets
5. Smaller Leap Greater Leap
6. More Structured More Open
7. Clearly Defined Problems Fuzzy Problems
8. Less Independence Greater Independence
9. Slower Quicker
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S !
A !
T
Standard
Area
Type
Content Process Product
Readiness Interest Learning Style
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Standard Tier 1 Tier 2 Tier 3
Content
Process
Product
4 x 4 Matrix
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5th Grade Math Example - Differentiating Content
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Standard: Evaluating equivalent fractions
Tier 1 Tier 2 Tier 3
Content Equivalent fractions
Equivalent fractions
Adding fractions
Process Draw pictures to show equivalent fractions
Product Written work including pictures
4 x 4 Matrix
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Standard: Understanding rules and laws and why we need them
Tier 1 Tier 2 Tier 3
Content Rules and laws Rules and laws Bill of Rights
Process Students will analyze the events happening in the picture of a park setting as to
Students will list signs seen in public places that give rules to be followed and
Students will evaluate the Bill of Rights to decide which rights might interfere with the rights of others.
Product Design a sign for a rule that should be followed in the park.
Students will develop a sign for the new rule that should be made and identify where it should be posted.
Students will identify the Right that has the potential to cause the most problems, and write a speech to be presented to the class that
4 x 4 Matrix
8th Grade Science Example - Differentiating Content and Process
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Standard: Tier 1 Tier 2 Tier 3
Content
Process Students used a computer program to record water temperatures at various depths and analyzed results
Students measured water temperatures at various depths and analyzed results
Students viewed a news report and discussed the evidence presented in the report
Product Computer printout and written analysis
Data notebook with graphs and written analysis
Group discussion notes and written analysis
4 x 4 Matrix
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Grade 5 Math Number & Operations—Fractions CCSS.Math.Content.5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
Grade 2 Reading: Informational Text CCSS.ELA-‐Literacy.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Grade 8 Reading: Informational Text CCSS.ELA-‐Literacy.RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
Grade 1 Social Studies Students will investigate how animal communities are alike and different.
Example Standards
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Standard Tier 1 Tier 2 Tier 3
Content
Process
Product
Find a partner or small group . . . Let’s Give it a Try
Guiding Principles for Tiering
• All tiers include teacher modeling and support. • All tiers are equally desirable. • All tiers represent different work, not necessarily MORE work.
• All tiers are equally involved, equally active. • Pre-‐assessment was conducted to determine membership in tiers.
! How did you do?
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4th Grade Social Studies Example - Differentiating Content and Process
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Standard: Determine characteristics of historical American heroes
Tier 1 Tier 2 Tier 3
Content
Process Read a text and answer questions from the sides of the cube
Read a text and answer questions from the sides of the cube
Read a text and answer questions from the sides of the cube
Product
4 x 4 Matrix
I’ve mapped out the concepts I’ve already grasped to save you time.
The Value of Assessment or ... You can’t figure out what to teach ‘’em if you don’t know ‘’em!
Preassessment Options - Ensure the Mastery of Basic Skills!!! Textbook Pretest Student/Teacher Conference - as short as a 5 minute talk K-N-W Chart - What do I Know, Need to know & Want to know Journal - Write what you know about... List - If I say ... What does it make you think of?
Product - Draw a bar graph... Use the graphing calculator to plot...
Concept Map...
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31
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Standard Tier 1 Tier 2 Tier 3
Content
Process
Product
Find a partner or small group . . . Let’s Give it a Try
Work TimeStandard Tier 1 Tier 2 Tier 3
Content
Process
Product
8th Grade Language Arts Example
Level 1 • Create a chart or other
graphic organizer that identifies the elements of short stories in this story.
Level 2 • Rewrite the ending of this
study. What will happen now? How will choices impact the outcome?
Objectives ■ The students will identify the elements of short stories, such as
internal and external conflict, irony, plot, climax, characterization, & setting.
FOUNDATIONAL . . . . . . . . . . . . . . . . . . TRANSFORMATIONAL
First cast of the dice …
3
1 + 2 = 31 x 2 = 2
Second cast of the dice …
3 + 4 = 7
3 x 4 = 12
3
+ 12
15
Third cast of the dice …
5 + 1 = 6
5 x 1 = 5
15
+ 6
21
Fourth cast of the dice …
3 + 6 = 9
3 x 6 = 18
21
+ 18
39
21
+ 9
30
Modifications for Advanced Students• Play to 100 • Disallow paper for calculations or remembering numbers
• Use powers • Use subtraction • Allow negative numbers • What about fractions?
Tiered Lesson: Using Powers Option
81
34 = 3 x 3 x 3 x 3 = 8143 = 4 x 4 x 4 = 64
Tiered Lesson: Exploring Options
2+ 6 = 82 x 6 = 1226 = 64
62 = 362 - 6 = -46 - 2 = 4
What about using …
64
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… a multi-sided die
… or two
We could really shake things up…
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… try three dice and use the distributive law!
12 + (3 x 18) = 12 + 54 = 66(12 + 18) x 3 = 30 x 3 = 90Did you get closer to 100?
Best Books for Differentiation
Questions??
Minimum Requirements
Build a complex machine which is made up of at least two simple machines and can move a roll of pennies 3 feet.
Theme Subject Skills / Concepts Assessment
Journey to Adventure
!Adventure selections
provide entertainment
and information on how to
face challenges
Reading
-Sequence of events -Categorize & classify -Text organization •Write an essay
using complete sentences, avoid using run-ons !•Create a storyboard to show sequence of events in a story !•Keep a journal
Writing
-Writing a sentence -Suffixes -Base words
Grammar
-Kinds of sentences -Subjects/predicates -Run-on sentences
Students
1. Allison 2. Debbie
3. Jake
4. Jamie
5. Mary
6. Matthias
7. Paige
8. Sullivan
9. Thomas
Sequ
ence
of E
vent
s
Text
Org
aniz
atio
n
Cat
egor
ize&
Cla
ssify
Subj
ects
/Pre
dica
tes
P P P P
P
P
P P
P
Group Lesson Planning
Monday Tuesday Wednesday Thursday Friday
Sequence of Events
Sequence of Events
Text Organization
Categorize & Classify
Categorize & Classify
Subjects & Predicates
**Allison, Debbie, Paige
**Allison, Debbie, Paige
**Allison, Sullivan **Allison, Jake, Paige
**Allison, Jake, Paige
**Allison
Ms. Fogarty’s 5th Grade Class
Time Whole Class Compacted Student8:05!
Morning !Activities
Choose to read or write Same
8:20!!
Reading Workshop
Reading novels of choice, Writing about your reading,
Guided Reading, Small group projects
We just finished reading The Birchbark House by Louise Erdrich. We created a large
display with our reviews to send to Ms. Erdrich. We are also writing her letters telling her how we felt about the book,
suggesting she write more like it, and asking her to come to our school for a visit some
time.
9:05!Writing!
Workshop
During this time the class is expected to write on their topic of choice. Usually a mini-lesson is
presented on some topic of need or interest.
Young Writer’s Group
9:55!Scrabble
The entire 5tournament style.
Same
10:45 Math 5th graders go to math with different teachers
I got 100% on the Multiplication pretest. I am working on a project of
my choice.
11:30!Recess and
LunchOutside recess, then lunch Same
12:40!Social Studies
Participate in discussion on Native American bias
(Evaluation Level) Same
1:25!Read Aloud Listen to or give a book talk Same
1:50!Phy Ed Fitness Friday Stations Same
2:15 !Word Study
Participate in mini-lesson on words that have the ĕl sound
I passed the spelling section on the pretest with 100%. I will search for
my 10 words.2:50 !
Dismissal YEAH! YEAH!