differentiation strategies: tiered assignments. tiered assignments

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DIFFERENTIATION STRATEGIES: Tiered Assignments

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Page 1: DIFFERENTIATION STRATEGIES: Tiered Assignments. Tiered Assignments

DIFFERENTIATION STRATEGIES:

Tiered Assignments

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Tiered Assignments

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Tiering Instruction

• Change the nature of the task, Change the nature of the task, not the workloadnot the workload

• Change the sophistication of the Change the sophistication of the prompt and/or the student’s prompt and/or the student’s response to itresponse to it

• Remember to keep all students Remember to keep all students “above water” by adjusting “above water” by adjusting challenge levels so all students challenge levels so all students can make sense of their learningcan make sense of their learning

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When creating alternative activit ies f or students, how do youincrease the breadth and depth of a lesson?

• To increase the breadth of a lesson,the teacher fi rst provides a wholegroup introduction and whole groupinstruction. S/ he might then launchsmall groups on alternative activit ies.The key here is to provide studentswith variety.

– choice of resources– product options– alternative activit ies

– varying goals– open-ended questions and

activities

– choices based on learning stylepreferences and interests

• To alter the depth of a lesson, theteacher provides a whole groupintroduction, whole group init ialinstruction, and identifi es studentdiff erences based on priorknowledge, readiness to learn,learning rate, and ability. S/ he willthen increase or decrease

abstraction extent of support

sophist ication complexity

of the goals, resources, activit ies,products. Tiered assignments lendthemselves to this type modification.

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are designed tomaximize eachstudent's growth bychallenging students with learning experiences that are slightly above their current level of knowledge and performance.

Tomlinson

Tiered Assignments

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Tiered Assignments

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Designing a Tiered AssignmentA six step process

• Identify the content• Consider your students’ needs• Create an activity• Chart the complexity of the activity • Create other versions of the activity• Match one version of the task to each

studentTomlinson

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Tiered Assignments

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Tips

•All students need coherent All students need coherent lessons that are relevant, lessons that are relevant, powerful, and meaningful.powerful, and meaningful.

•Good curriculum pushes Good curriculum pushes students a bit beyond what is students a bit beyond what is easy or comfortable.easy or comfortable.

•Encourage students to “work Encourage students to “work up” and complete tasks that up” and complete tasks that stretch them.stretch them.

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Analyzing aTiered Assignment

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The Equalizer: A Tool for Planning Differentiated Lessons

1.1. Foundational…………….Foundational…………….TransformationalTransformational

2.2. Concrete………………….Concrete………………….AbstractAbstract

3.3. Simple…………………… Simple…………………… ComplexComplex

4.4. Single Facet………………Single Facet………………Multiple FacetsMultiple Facets

5.5. Small Leap………………..Small Leap………………..Great LeapGreat Leap

6.6. More Structured…………..More Structured…………..More OpenMore Open

7.7. Less Independence………Less Independence………More More IndependenceIndependence

8.8. Slow………………………..Slow………………………..QuickQuick

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Beginning Intermediate Advanced

Outcome/Objective

Students will determine a topic and will write a five-sentence paragraph with a main idea, three supporting sentences, and a concluding sentence.

Students will determine a topic, state a point of view, and write two paragraphs defending that point of view.

Students will determine a topic, state a point of view, and write an essay of at least five paragraphs that uses multiple sources to defend that point of view.

Instruction/Activity

Students will receive a model of a five-sentence paragraph and explicit instruction in constructing the paragraph.As a prewriting activity, students will list their topic and develop a list of at least three things that support their topic.

Students will receive a model of a persuasive essay and a graphic organizer that explains the construction of a persuasive essay. Students will also receive explicit instruction in writing a persuasive essay.As a prewriting activity, students will use the graphic organizer to plan their writing.

Students will review the graphic organizer for a persuasive essay. Students will be given explicit instruction in locating sources and quotes for their essays. As a prewriting activity, students will use the graphic organizer to organize their essay. Students will also compile a list of five sources that defend their main point.

Assessment Students will be able to write a five-sentence paragraph that successfully states and supports a main idea. The paragraph will meet the criteria on the state writing rubric.

Students will be able to state a point of view and successfully defend the idea using two paragraphs that defend the point of view using main ideas and supporting details. The paragraphs will meet the criteria on the state writing rubric.

Students will be able to write a five-paragraph essay that states a point of view, defends the point of view, and uses resources to support the point of view. The essay will meet the criteria on the state writing rubric.

Tiered Activity – Writing a Persuasive Essay4th–6th Grade Classroom

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I will read: I will look at and listen to:

I will write:

I will draw: I will need:

Here’s how I will share what I know:

My question or topic is:

I will finish by this date:

To find out about my question or topic…

Learning Contract #1Name _______________________

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Learning Contract #2

To demonstrate what I have learned about ____________________, I want to_ Write a report

_ Put on a demonstration_ Set up an experiment_ Develop a computer presentation_ Build a model

_ Design a mural_ Write a song_ Make a movie_ Create a graphic organizer or diagram_ Other

This will be a good way to demonstrate understanding of this concept because______________________________________________________________

To do this project, I will need help with______________________________________________________________

My Action Plan is________________________________________________

The criteria/rubric which will be used to assess my final product is _______________________________________________________________________My project will be completed by this date _____________________________

Student signature: ________________________________ Date ___/___/___Teacher signature: ________________________________ Date ___/___/___

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DIFFERENTIATION STRATEGIES:

Flexible Grouping

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Flexible grouping is at the heart of

differentiated instruction

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The real art of discovery consists not in finding new

lands, but in

seeing with new eyes. Marcel Proust