Tiered LessonsTiered Lessons

Franklin Summer AcademyJune 16 - June 19, 2009

Franklin Summer AcademyJune 16 - June 19, 2009

Wednesday & Thursday 1:00

Tracy Donich

Pre-assessmentPre-assessment

• Concept Map

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www.cals.vt.edu/.../ jan2007/concepts.htmlclassroomtech.wordpress.com/.../

TargetsTargets

• Understand Tiering– What– Why– Who– When– How

• Be able to successfully tier a lesson of your own

What is tiering?What is tiering?

• Strategy addressing essential knowledge & skills via different paths for students to travel to arrive at understanding

• Vygotsky (1962) “Zone of proximal development”

• Blends assessment and instruction (Kingore, 2007).

• The more ways information is introduced to the brain, more dendritic pathways of access are created to enhance memory (Willis, 2006).

Why should you use tiering?Why should you use tiering?

• Ask yourself:– When am I really learning?

When the difficulty of the task or skill is just slightly above where you are now.

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“For tiered assignments to be relevant, significant learning, they must add depth and breadth to each student’s understanding of essential questions.” Diane Heacox

http://www.wilmette39.org/DI39/iagc05tier/TieredStrategy2.htm

Why should you use tiering?Why should you use tiering?

• To create the optimal match

http://www.wilmette39.org/DI39/iagc05tier/TieredStrategy2.htm

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Who needs tiered lessons?Who needs tiered lessons?

• Students who– Have already mastered the basic

information– Need to revisit the basic

information– Are ready to apply the basic

information– Learn and respond best

• Verbally• Kinesthetially• Auditorily

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When should you use tiered lessons?

When should you use tiered lessons?

• You want to add complexity & depth for some students.

• You’ve introduced a new concept and students are at different places in their understanding

• You want all students to read a particular piece of literature and you know they will respond at different levels of interpretation

• You want to give students an opportunity to show what they’ve learned using their preferred intelligence or learning style

• Etc.

How do you tier a lesson?How do you tier a lesson?

1. Determine Standard(s) you’re addressing– Decide on your target: KUD

• Know• Understand• Do*

2. Determine how students will demonstrate learning achievement (summative assessment) – Products most applicable to demonstrating EKS

3. Determine intro-level for whole class

How do you tier a lesson?How do you tier a lesson?

4. Reflect upon data with the final assessment in mind– Pre-assessment &/or Formative assessment(s)– Subjective/Objective– Standardized &/or Common assessment(s)

5. Infuse your teaching style into a curriculum activity– Appropriate for most students’ understanding & skills

6. Create variations – More complex– Less complex

7. Match students

8. Develop closure experiences through whole class instruction

More or LessMore or Less

Activity

Show What Ya Know

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How do you create variations?How do you create variations?

(Step 6 )• Readiness *

– Resources used

– Challenge level

• Bloom’s Revised* – Cognitive Process– Knowledge Dimension

– Complexity

• Continuum of Complexity ~

Other differentiation that can help create good activities

Other differentiation that can help create good activities

– Interests• Experiences into general EKS

– Multiple Intelligences*• Resources

– Process• Learning Style

– Content• SCAMPER

• http://www.brainstorming.co.uk/tutorial/scampertutorial.html ***

– Product **

The right children in the right tierThe right children in the right tier

• Analysis of Student Work – sample

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Video ExamplesVideo Examples

• Differentiated Instruction In Action– ASCD, 2008

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www.flickr.com/photos/ pinprick/61807669/

Evaluating ExamplesEvaluating Examples

• Work with a partner to evaluate a sample of tiered lessons.

– http://www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.html

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www.bcps.k12.md.us/ Staff/index.asp

Let’s try it!Let’s try it!

Work in a group or pair that “makes sense” to your topic or grade level.

Planning a Tiered Activity

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www.ourfixerupper.com/ designer-ladder.htm

Management PlanManagement Plan

• Clear expectations for– Cognitive Domain

• Content• Process• Product• Quality

– Psychomotor Domain• Motor skill & physical movement

– Construct, run, small motor skills, etc.

– Affective Domain• Attitude & Behaviors *• Appreciations• Dealing with emotions & expressing values

Management PlanManagement Plan

• Accountability**– Plan check points– Formative assessment

• Physical Space• Anchor Activity

– Standards based– More practice is always beneficial

• Writing!!!!!!!– Creativity– Centers, bulletin boards, etc.

CommunicationCommunication

• Make students aware of– What differentiation looks like in your room– Expectations

• Work• Assessment• Grading

• Make parents aware of all of these above!!– Beginning of the year booklet/newsletter– Back to school night– Regular communication from your room– Phone calls or e-mails– Marking on the papers

TargetsTargets

• Understand Tiering– What– Why– Who– When– How

• Be able to successfully tier a lesson of your own

Tiered LessonsTiered Lessons

Franklin Summer AcademyJune 16 - June 19, 2009

Franklin Summer AcademyJune 16 - June 19, 2009

Wednesday & Thursday 1:00