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Differentiating Through Tiered Assignments

Differentiating Through Tiered Assignments. January 15 th Best Practices Green Hope ES. Purpose. Why? Revisit, useful, easy to make, students like and benefit from choices tailored to their strengths Planning/designing a tiered assignment

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Differentiating Through Tiered Assignments

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  1. Differentiating Through Tiered Assignments January 15th Best Practices Green Hope ES

  2. Purpose • Why? Revisit, useful, easy to make, students like and benefit from choices tailored to their strengths • Planning/designing a tiered assignment • Examples of tiered assignments-complexity, resources, processes, products

  3. What is differentiation? • “A teacher reacting responsively to a learner’s needs.”-Carol Ann Tomlinson • The goal is maximum student growth and individual success.

  4. Alignment with Teacher Evaluation Tool… • 4a. Teachers know the ways in which learning takes place…. and adapt resources to address the strengths and weaknesses of their students. • Accomplished Identifies appropriate developmental levels of students and consistently and appropriately differentiates instruction

  5. 4b. Teachers plan instruction appropriate for their students • These plans reflect an understanding of how students learn. Teachers engage students in the learning process. • Accomplished Monitors student performance and responds to individual learning needs in order to engage students in learning.

  6. 4c. Teachers use a variety of instructional methods. • Teachers choose the methods and techniques that are most effective in meeting the needs of their students as they strive to eliminate achievement gaps. Teachers employ a wide range of techniques including…… learning styles, and differentiated instruction. • Accomplished  Ensures the success of all students through the selection and utilization of appropriate methods and materials.

  7. After introductory whole class lesson Multiple versions of the same assignment or long term project that allow students to build on prior knowledge Common follow-up activity is needed when students finish their assignments at different times. Tier 1-remedial Tier 2-grade level Tier 3-challenge What is a tiered assignment?

  8. Designed by Amy Van Lerberghe, WCPSS

  9. Tiered Lesson Planning Guide Objective:

  10. When designing a tiered activity, use these ideas as a resource:

  11. Another Resource:Bloom’s Chart or Wheel • Level • Verbs • Products

  12. Tiered Assignment Strategies • Complexity • Resources • Process • Products

  13. ComplexityAre there points when some students need more time to work on content or a skill and other students are ready for more advanced work? Tier 1 After reviewing information about frogs and toads from the Dept. of Natural Resources, record characteristics on a chart. Write a sentence explaining how they are alike. Then write a sentence explaining how they are different. Tier 2 After reviewing information about frogs and toads from the Dept. of Natural Resources, complete an open compare/contrast graphic organizer with conclusions paragraph Tier 3 After reviewing information about frogs and toads from the Dept. of Natural Resources, imagine and create a conversation between a frog and a toad in which they are talking about their likenesses and differences. Include their feelings about their unique characteristics.

  14. Tier 1-Books-Desert Mammals,A Desert Scrapbook Complete the missing parts of the bubble maps for desert animals and desert plants. Tier 2- Website Zoom Learning Collect information about the desert ecosystem. Prepare a diagram with plants and animals of this ecosystem. Tier 3-Internet Search Research the desert ecosystem animal and plant adaptations. Create a new plant and animal that would be able to survive in this ecosystem. Prepare a diagram of these new species within their ecosystem. Is there any activity in which varied resources could be matched with student needs and readiness? Resources World Ecosystems

  15. Process Sequence Is there an activity in which the students could benefit from working on the same outcome but doing different kinds of work? • Tier 1 After using print and /or non-print text make a list of events. Place the events in sequential order. Create a flow chart and illustrate the events. Label the events-beginning, middle, and end. • Tier 2 After using print and/ or non-print text, dissect the events. Change the order and analyze how the change affects the events in the text. Demonstrate the importance of logical sequence in a real world sense. • Tier 3 After using print and / or non-print test, formulate a logical sequence to accomplish a task and test it. Identify strength and weaknesses of the sequence. Establish criteria for judging logical sequence.

  16. Kinesthetic Design a flag for the Lewis and Clark expedition and write an explanation of the symbols. Would the symbols on the flag be appropriate at the beginning and the end of the journey? Support your point of view with three reasons. Logical/Mathematical Develop a series of three maps which show the importance of the Lewis and Clark expedition to mapmaking. Use scale and a key. Read from the journals of the explorers and include landforms they named Learning Styles Is there an activity that could result in more than one way for students to show what they have learned? Product

  17. Introduction to Animal Life Cycles Materials: Leveled Books Tadpole Diary by David Drew Diary of a Honeybee by Bill Kier A Butterfly’s Life by Melissa Blackwell Burke Whole Group: Individually or in pairs, student fill out K-W-L (What I Know, What I Want to Know, What I Learned) charts. Then the teacher leads class discussion and fills out a K-W-H-L(What we Know, What We Want to Know, How We’ll Find Out, What we Learned) chart for the class. Butterfly Group Students read Butterfly’s Life individually or in pairs. Next, student use the book to illustrate and explain the butterfly’s life cycle on their blank life cycle chart. Honeybee Group Students read Diary of a Honeybee individually or in pairs. Next, students use the book to illustrate and explain the honeybee’s life cycle on their blank life cycle chart. Tadpole Group Students read Tadpole Diary individually or in pairs. Next, students use the book to illustrate and explain the frog’s life cycle on their blank life cycle chart. The illustration in the back of the book provides a chart with 7 stages. Students will have to choose the 4 most important. Small groups: Students from each tier meet, share, and plan a method to share their findings with the class. All groups will need teacher support, but the butterfly group will probably need the most. Groups may be given chart paper and asked to provide a large illustration with explanatory labels.

  18. Whole Group Activity: Students listen to the teacher read, Journey to Ellis Island: How My Father Came to America by C. Biermann. As a class, make a list of the character traits the Cavendish family members exhibited on the trip. Tier 1: Create a double bubble map comparing the Cavendish family and a family from modern times. Consider how they relate to each other and what their community was like. Tier 2: Write a letter from one of the Cavendish children to a relative in England. In your letter, describe some of the differences in everyday life in the New World compared to life in England. Your letter should be at least 2 paragraphs long with rich description. Please follow the friendly letter format. Tier 3: The Cavendish family could only take one trunk for each person. As a group, create a graphic product that answers the following two questions: If you lived in their time, what would you have included in the trunk? Consider what they would need in their new home. If your family today moved, what things would you put in the trunk? Whole Group Culminating Activity: Choose your favorite Cavendish family member. Make a list of all of the jobs or roles that member played in both the family, the old community and in the New World. Put a star next to the role you think is most important. Write 3-5 sentences under your list explaining why you thought that was the most important. Share with the class.

  19. Number Theory Select from these activities: • Create a mind map that will help someone remember number theory. • Develop a die or spinner game using prime/composite or even/odd numbers. • Design a string of math operations whose answer is 128. • Create a “Guess My Number” booklet, using any of the following as clues: squaring, factoring, multiples, prime/composite, even/odd, and divisibility.

  20. Are you… • Creating Level 4 Opportunities?

  21. Go forth and create! • Choose a third quarter topic with objective(s) on which to concentrate. • Complete a tier 2 grade level assignment. • Move on to tier 1 less complex activity. • Use Bloom’s thinking levels wheel to generate an above grade level activity for tier 3. • Remember to concentrate on one day of tiered activities or long term projects.

  22. Create a simple tiered assignment • There are 2 templates to choose from • Each person build, use, and bring one to the Feb 15th early release • We’ll remind you 

  23. Resources • This power point on website • April and Lee • Samples scanned • Depth of Knowledge Levels from Annemarie • Website connectionswww.caroltomlinson.com/ASCD • http://www.specialconnections.ku.edu/?q=instruction/universal_design_for_learning/teacher_tools/tiered_assignments • http://www.learnnc.org/lp/editions/every-learner/6680 • http://www.lessonplanet.com/article/language-arts/creating-tiered-lesson-plans-for-language-arts

  24. Review our purpose: Questions? Comments? Planning a tiered assignment Choices in tiered assignments Constructing a tiered assignment

  25. Thank you! • Green Hope Teachers ROCK!!!!

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