logging in or signing up Tiered Assignments carolinablondie Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 7393 Category: Education License: Some Rights Reserved Like it (4) Dislike it (0) Added: September 21, 2009 This Presentation is Public Favorites: 3 Presentation Description No description available. Comments Posting comment... By: digomez (7 month(s) ago) Great Power Point. I would like a copy of it if I may. Saving..... Post Reply Close Saving..... Edit Comment Close By: djyoumans (8 month(s) ago) I like your presentation and would like to download it. Thank you. Saving..... Post Reply Close Saving..... Edit Comment Close By: alicebrewington (8 month(s) ago) Excellent presentation. I would like to download it! Saving..... Post Reply Close Saving..... Edit Comment Close By: carolanne (9 month(s) ago) I would like to download this to share as I am a DI coach in my school. Saving..... Post Reply Close Saving..... Edit Comment Close By: carolanne (9 month(s) ago) This is a great presentation I would share with my collegues! Saving..... Post Reply Close Saving..... Edit Comment Close loading.... See all Premium member Presentation Transcript The Tiered Approach : The Tiered Approach The First Level of Differentiation Tiered Assignments: A Starting Point : Tiered Assignments: A Starting Point Certain motivational states interfere with learning. Two adverse conditions are especially dangerous: anxiety and boredom. When might anxiety or boredom occur? Anxiety occurs primarily when teachers expect too much from students. Boredom occurs when teachers expect too little. Talented Teenagers by Csikszentmihalyi,Rathunde,Whalen The Tiered Approach : The Tiered Approach Assumes that a wide range of students all work toward the same goal Most of our classrooms are heterogeneous Acknowledges the varied readiness levels of students Knowledge Understanding Skills Why Tiered? : Why Tiered? Tiered activities are important when a teacher wants to ensure that students with different learning needs work with the same essential ideas and use the same key skills. Why Tiered? : Why Tiered? Bobby struggles with reading and has a difficult time with abstract thinking but nonetheless needs to make sense of pivotal concepts or principles of a lesson/unit. Brian is advanced well beyond grade expectations in the same subject and needs to find genuine challenge in working with the same concepts and principles. A “one-size-fits-all” activity is unlikely to help either of these students. Tiered Helps Teachers : Tiered Helps Teachers Maximize the likelihood that… Each student comes away with pivotal skills and understandings Each student is appropriately challenged Designing a Tiered Lesson : Designing a Tiered Lesson Select the activity organizer (essential to building a framework of understanding) concept skill generalization NCSCOS Objective Think about your students or use assessments Readiness Range Interests Learning Profile Talents Skills Reading Thinking Information Developing a Tiered Lesson : Developing a Tiered Lesson 3. Create ONE activity that is Interesting High level Causes students to use key skills to understand a key idea Mainstreamed to the middle* Developing a Tiered Lesson : Developing a Tiered Lesson Chart the complexity of the activity as high skill/complexity or low skill/complexity. Assignment 2 Assignment 1 Assignment 3 Developing a Tiered Lesson : Developing a Tiered Lesson 5. Clone the activity along the ladder, as needed to ensure challenge and success for your students, assessing it in terms of… Materials: basic to advanced Form of expression: from familiar to unfamiliar From experience: from personal experience to removed from personal experience The equalizer Developing a Tiered Lesson : Developing a Tiered Lesson 6. Match a version of the task to a student based on student profile and task requirements. Tiered What? : Tiered What? Writing tasks Homework Learning centers Computer tasks Product assignments Learning contracts Labs Questioning NEVER eliminate the essential understanding of the concept/generalization/ principle NEVER forget the need for ALL students to use a variety of print, non-print, Internet resources, and types of information How Do I Tier? : How Do I Tier? Focus on readiness Create assignment first, then modify to meet the needs of all of your students Use alternate forms, vary group size, provide recordings or alternate texts/materials Encourage students to express what they learned in different forms Lessons should be designed to help students understand the generalization/concept/principle appropriately challenging and engaging for students at all levels Examples of Tiered Instruction : Examples of Tiered Instruction Ready for a break? Tiered ProjectsAbility and Interest : Tiered ProjectsAbility and Interest Grade 8 Social Studies Concept: Citizenship Background: During a study of Canadian citizenship students enter into an extensive project period. Projects are focused on creating an interest in Canada and citizenship. Projects are handed to students according to the tiers the teacher has organized. The tiers are as follows: below grade level, grade level, and above grade level. Tier 1 : Tier 1 Below Grade Level 1. Create a three part collage that deals with three of following criteria below. Be able to discuss the collage in class Natural Resources Government Entertainment History Literature Learn how to correctly sing or speak the Canadian National Anthem in both English and French. Create a top ten list of reasons why people should move to Canada based on your research. Present a collection of at least 10 Canadian items. Create a list of questions you would want to ask a Canadian citizen. After I check the list, E-mail Mrs. Donnahan at St. Iverly’s School and e-question one of her students. Tier 2 : Tier 2 Research Canada’s relationship with the United States, and present a PowerPoint to the class in which you explain how we co-exist with our neighbor to the north. Write a letter to a Canadian you admire. Be sure to explain why you admire them and how their actions have affected you. Using Microsoft Publisher, create a travel brochure promoting a Canadian destination of your choice. Tier 3 : Tier 3 Above Grade Level List 5 criteria that make a good citizen and design a promotional campaign for yourself as you run for Prime Minister Research how Nunavut became a territory, and create a flag for Nunavut. Be able to explain your choices. Write a well-developed speech about what you would do if you were Prime Minister. Based on your research of Canada’s needs, create an exhibit on the theme of human rights, or organize an event or lecture on the topic. Create an interactive timeline of what you believe to be the 10 major events in Canada’s history. Assessment : Assessment Learning Contracts Citizenship Projects Contract Name:_________________ Final Due Date_____________________ Creative Project: _______________________ Due Date: _________________________ Written Project: _______________________ Due Date: _________________________ Presentation Project: _________________________ Due Date: ________________________ Student Signature: ____________________ Teacher Signature: _____________________ Self-Evaluation : Self-Evaluation The Rubric : The Rubric Rubrics are a nice, quick way to evaluate student work, but another positive thing about rubrics is that you may create them along with the students. Evaluation Rubrics : Evaluation Rubrics http://rubistar.4teachers.org/index.php http://school.discovery.com/schrockguide/assess.html http://www.teach-nology.com/web_tools/rubrics/ http://rubrics4teachers.com/ http://www.tcet.unt.edu/START/instruct/general/rubrics.htm http://www.uwstout.edu/soe/profdev/rubrics.shtml Make Your Own Rubric : Make Your Own Rubric Comments: Final total: ____________/15 Out of 100: ______________ Grade: ________________ Tiered InstructionAbility and Interest : Tiered InstructionAbility and Interest Grade 9 Science Concept: Inference Generalization: Data collection is the impetus for making inferences in science. Background: After studying the organization of data and making inferences, students are assigned a project where they must create their own study/experiment with an emphasis on data collection. Tier 1 : Tier 1 Students will use a variety of pre-made experiments, where the students choose and organize the data collected. These students often: procrastinate use judgment rather than scientific inferences achieve low because of a lack of comfort in the subject or academic. When the teacher takes away the 'wonder' time, he/she allows these students to move right into achievement. Tier 2 : Tier 2 Students will attempt a suggested topic to work within. For example, suggest the group do a behavioral study. One student may study the effects on one's success with vocabulary when being rushed compared to the success of someone not being rushed. Students will see how moods and frustrations play a part in success. Students in this tier are appropriately challenged because they are creating. The teacher has taken away the weeks of wonder by making a general suggestion for the group. Tier 3 : Tier 3 Students will create their own study or experiment. Most of these students have mastered the experimental process and data collection. The real learning and appropriate challenge is the process of planning their own experiment. Tiering in Math: Linear Equations : Tiering in Math: Linear Equations Often, teachers can give students a choice in tiered assignments Allow the students to choose a color: Ex. Blue: Tier 1 Green: Tier 2 Red: Tier 3 Explain what the expectation for the assignment is BEFORE allowing students to choose their tier. Groups – Partners – Individuals What will the assignment entail? Tier 1 : Tier 1 Students receive the information and an equation. Information: Joe already has 100 cookies in a cookie jar. He then bakes 20 cookies per hour. Write an equation that represents the total number of cookies Joe has in the cookie jar. Equation: t=20h+100 Tier 1 : Tier 1 The assignment will be to interpret and apply their knowledge. Interpret: What does the “t” stand for? What does the “h” stand for? What kind of equation is this? Graph this equation. Apply: If Joe has 200 cookies, how long did he bake? Solve for “h.” Tier 2 : Tier 2 Students are given the exact same information as the students in Tier 1. Information Equation Then, students are given a different scenario. They use the first scenario as an example to complete the same assignment, questions, and activities for the new scenario. Tier 2 : Tier 2 Students look at the new scenario and write an equation. Then, students graph the equation and answer the same questions as Tier 1 based on the information in the new scenario. Tier 3 : Tier 3 Students are given ONLY the scenario. They must develop an equation, apply, graph, and interpret the data in a series of questions. They have no example to use as a guide. Tiered Assignments to Add Depth : Tiered Assignments to Add Depth See Handout 5 Tiering an Entire Unit : Tiering an Entire Unit Concepts: Connections/Relationships Generalization: Literature is connected to music, other pieces of literature, and real life. Text: The Secret Life of Bees by Sue Monk Kidd Tiers Below Grade Level At Grade Level Above Grade Level The Ultimate Tier : The Ultimate Tier The Webquest http://webquest.org/index.php How Do I Supervise it All? : How Do I Supervise it All? Contracts Planning Guides Board Meetings Check ins Staggered Due Dates Student-Conceived Rubrics Questions? : Questions? Choice Use this time to develop a tiered lesson. Continue with Differentiation with Learning Styles and the Maker/Schiever Method. More Options : More Options Compacting. This strategy encourages teachers to assess students before beginning a unit of study or development of a skill. Students who do well on the preassessment do not continue work on what they already know. Agendas. These are personalized lists of tasks that a student must complete in a specified time, usually two to three weeks. Student agendas throughout a class will have similar and dissimilar elements. Complex Instruction. This strategy uses challenging materials, open-ended tasks, and small instructional groups. Teachers move among the groups as they work, asking students questions and probing their thinking. Orbital Studies. These independent investigations, generally lasting three to six weeks, revolve around some facet of the curriculum. Students select their own topics, and they work with guidance and coaching from the teacher. Entry Points. This strategy from Howard Gardner proposes student exploration of a given topic through as many as five avenues: narrational (presenting a story), logical-quantitative (using numbers or deduction), foundational (examining philosophy and vocabulary), aesthetic (focusing on sensory features), and experiential (hands-on). Problem-Based Learning. This strategy places students in the active role of solving problems in much the same way adult professionals perform their jobs. Choice Boards. With this strategy, work assignments are written on cards that are placed in hanging pockets. By asking a student to select a card from a particular row of pockets, the teacher targets work toward student needs yet allows student choice. 4MAT. Teachers who use 4MAT plan instruction for each of four learning preferences over the course of several days on a given topic. Thus, some lessons focus on mastery, some on understanding, some on personal involvement, and some on synthesis. As a result, each learner has a chance to approach the topic through preferred modes and also to strengthen weaker areas. Works Cited : Works Cited http://wblrd.sk.ca/~bestpractice/tiered/ Fulfilling the Promise of the Differentiated Classroom – Carol Ann Tomlinson How to Differentiate Instruction in Mixed-Ability Classrooms – Carol Ann Tomlinson Integrating Differentiated Instruction and Understanding by Design – Carol Ann Tomlinson and Jay McTighe The Differentiated Classroom – Carol Ann Tomlinson Differentiation in Practice – Carol Ann Tomlinson and Cindy A. Strickland You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.
Tiered Assignments carolinablondie Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 7393 Category: Education License: Some Rights Reserved Like it (4) Dislike it (0) Added: September 21, 2009 This Presentation is Public Favorites: 3 Presentation Description No description available. Comments Posting comment... By: digomez (7 month(s) ago) Great Power Point. I would like a copy of it if I may. Saving..... Post Reply Close Saving..... Edit Comment Close By: djyoumans (8 month(s) ago) I like your presentation and would like to download it. Thank you. Saving..... Post Reply Close Saving..... Edit Comment Close By: alicebrewington (8 month(s) ago) Excellent presentation. I would like to download it! Saving..... Post Reply Close Saving..... Edit Comment Close By: carolanne (9 month(s) ago) I would like to download this to share as I am a DI coach in my school. Saving..... Post Reply Close Saving..... Edit Comment Close By: carolanne (9 month(s) ago) This is a great presentation I would share with my collegues! Saving..... Post Reply Close Saving..... Edit Comment Close loading.... See all Premium member Presentation Transcript The Tiered Approach : The Tiered Approach The First Level of Differentiation Tiered Assignments: A Starting Point : Tiered Assignments: A Starting Point Certain motivational states interfere with learning. Two adverse conditions are especially dangerous: anxiety and boredom. When might anxiety or boredom occur? Anxiety occurs primarily when teachers expect too much from students. Boredom occurs when teachers expect too little. Talented Teenagers by Csikszentmihalyi,Rathunde,Whalen The Tiered Approach : The Tiered Approach Assumes that a wide range of students all work toward the same goal Most of our classrooms are heterogeneous Acknowledges the varied readiness levels of students Knowledge Understanding Skills Why Tiered? : Why Tiered? Tiered activities are important when a teacher wants to ensure that students with different learning needs work with the same essential ideas and use the same key skills. Why Tiered? : Why Tiered? Bobby struggles with reading and has a difficult time with abstract thinking but nonetheless needs to make sense of pivotal concepts or principles of a lesson/unit. Brian is advanced well beyond grade expectations in the same subject and needs to find genuine challenge in working with the same concepts and principles. A “one-size-fits-all” activity is unlikely to help either of these students. Tiered Helps Teachers : Tiered Helps Teachers Maximize the likelihood that… Each student comes away with pivotal skills and understandings Each student is appropriately challenged Designing a Tiered Lesson : Designing a Tiered Lesson Select the activity organizer (essential to building a framework of understanding) concept skill generalization NCSCOS Objective Think about your students or use assessments Readiness Range Interests Learning Profile Talents Skills Reading Thinking Information Developing a Tiered Lesson : Developing a Tiered Lesson 3. Create ONE activity that is Interesting High level Causes students to use key skills to understand a key idea Mainstreamed to the middle* Developing a Tiered Lesson : Developing a Tiered Lesson Chart the complexity of the activity as high skill/complexity or low skill/complexity. Assignment 2 Assignment 1 Assignment 3 Developing a Tiered Lesson : Developing a Tiered Lesson 5. Clone the activity along the ladder, as needed to ensure challenge and success for your students, assessing it in terms of… Materials: basic to advanced Form of expression: from familiar to unfamiliar From experience: from personal experience to removed from personal experience The equalizer Developing a Tiered Lesson : Developing a Tiered Lesson 6. Match a version of the task to a student based on student profile and task requirements. Tiered What? : Tiered What? Writing tasks Homework Learning centers Computer tasks Product assignments Learning contracts Labs Questioning NEVER eliminate the essential understanding of the concept/generalization/ principle NEVER forget the need for ALL students to use a variety of print, non-print, Internet resources, and types of information How Do I Tier? : How Do I Tier? Focus on readiness Create assignment first, then modify to meet the needs of all of your students Use alternate forms, vary group size, provide recordings or alternate texts/materials Encourage students to express what they learned in different forms Lessons should be designed to help students understand the generalization/concept/principle appropriately challenging and engaging for students at all levels Examples of Tiered Instruction : Examples of Tiered Instruction Ready for a break? Tiered ProjectsAbility and Interest : Tiered ProjectsAbility and Interest Grade 8 Social Studies Concept: Citizenship Background: During a study of Canadian citizenship students enter into an extensive project period. Projects are focused on creating an interest in Canada and citizenship. Projects are handed to students according to the tiers the teacher has organized. The tiers are as follows: below grade level, grade level, and above grade level. Tier 1 : Tier 1 Below Grade Level 1. Create a three part collage that deals with three of following criteria below. Be able to discuss the collage in class Natural Resources Government Entertainment History Literature Learn how to correctly sing or speak the Canadian National Anthem in both English and French. Create a top ten list of reasons why people should move to Canada based on your research. Present a collection of at least 10 Canadian items. Create a list of questions you would want to ask a Canadian citizen. After I check the list, E-mail Mrs. Donnahan at St. Iverly’s School and e-question one of her students. Tier 2 : Tier 2 Research Canada’s relationship with the United States, and present a PowerPoint to the class in which you explain how we co-exist with our neighbor to the north. Write a letter to a Canadian you admire. Be sure to explain why you admire them and how their actions have affected you. Using Microsoft Publisher, create a travel brochure promoting a Canadian destination of your choice. Tier 3 : Tier 3 Above Grade Level List 5 criteria that make a good citizen and design a promotional campaign for yourself as you run for Prime Minister Research how Nunavut became a territory, and create a flag for Nunavut. Be able to explain your choices. Write a well-developed speech about what you would do if you were Prime Minister. Based on your research of Canada’s needs, create an exhibit on the theme of human rights, or organize an event or lecture on the topic. Create an interactive timeline of what you believe to be the 10 major events in Canada’s history. Assessment : Assessment Learning Contracts Citizenship Projects Contract Name:_________________ Final Due Date_____________________ Creative Project: _______________________ Due Date: _________________________ Written Project: _______________________ Due Date: _________________________ Presentation Project: _________________________ Due Date: ________________________ Student Signature: ____________________ Teacher Signature: _____________________ Self-Evaluation : Self-Evaluation The Rubric : The Rubric Rubrics are a nice, quick way to evaluate student work, but another positive thing about rubrics is that you may create them along with the students. Evaluation Rubrics : Evaluation Rubrics http://rubistar.4teachers.org/index.php http://school.discovery.com/schrockguide/assess.html http://www.teach-nology.com/web_tools/rubrics/ http://rubrics4teachers.com/ http://www.tcet.unt.edu/START/instruct/general/rubrics.htm http://www.uwstout.edu/soe/profdev/rubrics.shtml Make Your Own Rubric : Make Your Own Rubric Comments: Final total: ____________/15 Out of 100: ______________ Grade: ________________ Tiered InstructionAbility and Interest : Tiered InstructionAbility and Interest Grade 9 Science Concept: Inference Generalization: Data collection is the impetus for making inferences in science. Background: After studying the organization of data and making inferences, students are assigned a project where they must create their own study/experiment with an emphasis on data collection. Tier 1 : Tier 1 Students will use a variety of pre-made experiments, where the students choose and organize the data collected. These students often: procrastinate use judgment rather than scientific inferences achieve low because of a lack of comfort in the subject or academic. When the teacher takes away the 'wonder' time, he/she allows these students to move right into achievement. Tier 2 : Tier 2 Students will attempt a suggested topic to work within. For example, suggest the group do a behavioral study. One student may study the effects on one's success with vocabulary when being rushed compared to the success of someone not being rushed. Students will see how moods and frustrations play a part in success. Students in this tier are appropriately challenged because they are creating. The teacher has taken away the weeks of wonder by making a general suggestion for the group. Tier 3 : Tier 3 Students will create their own study or experiment. Most of these students have mastered the experimental process and data collection. The real learning and appropriate challenge is the process of planning their own experiment. Tiering in Math: Linear Equations : Tiering in Math: Linear Equations Often, teachers can give students a choice in tiered assignments Allow the students to choose a color: Ex. Blue: Tier 1 Green: Tier 2 Red: Tier 3 Explain what the expectation for the assignment is BEFORE allowing students to choose their tier. Groups – Partners – Individuals What will the assignment entail? Tier 1 : Tier 1 Students receive the information and an equation. Information: Joe already has 100 cookies in a cookie jar. He then bakes 20 cookies per hour. Write an equation that represents the total number of cookies Joe has in the cookie jar. Equation: t=20h+100 Tier 1 : Tier 1 The assignment will be to interpret and apply their knowledge. Interpret: What does the “t” stand for? What does the “h” stand for? What kind of equation is this? Graph this equation. Apply: If Joe has 200 cookies, how long did he bake? Solve for “h.” Tier 2 : Tier 2 Students are given the exact same information as the students in Tier 1. Information Equation Then, students are given a different scenario. They use the first scenario as an example to complete the same assignment, questions, and activities for the new scenario. Tier 2 : Tier 2 Students look at the new scenario and write an equation. Then, students graph the equation and answer the same questions as Tier 1 based on the information in the new scenario. Tier 3 : Tier 3 Students are given ONLY the scenario. They must develop an equation, apply, graph, and interpret the data in a series of questions. They have no example to use as a guide. Tiered Assignments to Add Depth : Tiered Assignments to Add Depth See Handout 5 Tiering an Entire Unit : Tiering an Entire Unit Concepts: Connections/Relationships Generalization: Literature is connected to music, other pieces of literature, and real life. Text: The Secret Life of Bees by Sue Monk Kidd Tiers Below Grade Level At Grade Level Above Grade Level The Ultimate Tier : The Ultimate Tier The Webquest http://webquest.org/index.php How Do I Supervise it All? : How Do I Supervise it All? Contracts Planning Guides Board Meetings Check ins Staggered Due Dates Student-Conceived Rubrics Questions? : Questions? Choice Use this time to develop a tiered lesson. Continue with Differentiation with Learning Styles and the Maker/Schiever Method. More Options : More Options Compacting. This strategy encourages teachers to assess students before beginning a unit of study or development of a skill. Students who do well on the preassessment do not continue work on what they already know. Agendas. These are personalized lists of tasks that a student must complete in a specified time, usually two to three weeks. Student agendas throughout a class will have similar and dissimilar elements. Complex Instruction. This strategy uses challenging materials, open-ended tasks, and small instructional groups. Teachers move among the groups as they work, asking students questions and probing their thinking. Orbital Studies. These independent investigations, generally lasting three to six weeks, revolve around some facet of the curriculum. Students select their own topics, and they work with guidance and coaching from the teacher. Entry Points. This strategy from Howard Gardner proposes student exploration of a given topic through as many as five avenues: narrational (presenting a story), logical-quantitative (using numbers or deduction), foundational (examining philosophy and vocabulary), aesthetic (focusing on sensory features), and experiential (hands-on). Problem-Based Learning. This strategy places students in the active role of solving problems in much the same way adult professionals perform their jobs. Choice Boards. With this strategy, work assignments are written on cards that are placed in hanging pockets. By asking a student to select a card from a particular row of pockets, the teacher targets work toward student needs yet allows student choice. 4MAT. Teachers who use 4MAT plan instruction for each of four learning preferences over the course of several days on a given topic. Thus, some lessons focus on mastery, some on understanding, some on personal involvement, and some on synthesis. As a result, each learner has a chance to approach the topic through preferred modes and also to strengthen weaker areas. Works Cited : Works Cited http://wblrd.sk.ca/~bestpractice/tiered/ Fulfilling the Promise of the Differentiated Classroom – Carol Ann Tomlinson How to Differentiate Instruction in Mixed-Ability Classrooms – Carol Ann Tomlinson Integrating Differentiated Instruction and Understanding by Design – Carol Ann Tomlinson and Jay McTighe The Differentiated Classroom – Carol Ann Tomlinson Differentiation in Practice – Carol Ann Tomlinson and Cindy A. Strickland