2015 lagniappe tiered assignments

Tiered Assignments

Liz Fogarty fogartye@ecu.edu

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

36

… a multi-sided die

… or two

We  could  really  shake  things  up…

12

… 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!