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Understanding Tiered Lessons: Strategies for Effective Differentiation in Education

Join us at the Franklin Summer Academy from June 16-19, 2009, for an engaging workshop focused on tiered lessons. This session will explore the concept of tiering as a strategy to meet the diverse needs of students. Participants will learn the what, why, who, when, and how of effective tiering to enhance understanding and engage learners at different levels. Through practical strategies and real-world examples, educators will be equipped to create their own tiered lessons that cater to various learning styles. Engage with peers and discover innovative approaches to differentiation!

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Understanding Tiered Lessons: Strategies for Effective Differentiation in Education

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  1. Tiered Lessons Tracy Donich Franklin Summer Academy June 16 - June 19, 2009 Wednesday & Thursday 1:00

  2. Pre-assessment • Concept Map www.cals.vt.edu/.../ jan2007/concepts.html classroomtech.wordpress.com/.../

  3. Targets • Understand Tiering • What • Why • Who • When • How • Be able to successfully tier a lesson of your own

  4. 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).

  5. 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. http://www.wilmette39.org/DI39/iagc05tier/TieredStrategy2.htm “For tiered assignments to be relevant, significant learning, they must add depth and breadth to each student’s understanding of essential questions.” Diane Heacox

  6. Why should you use tiering? • To create the optimal match http://www.wilmette39.org/DI39/iagc05tier/TieredStrategy2.htm

  7. 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

  8. 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.

  9. How do you tier a lesson? • Determine Standard(s) you’re addressing • Decide on your target: KUD • Know • Understand • Do* • Determine how students will demonstrate learning achievement (summative assessment) • Products most applicable to demonstrating EKS • Determine intro-level for whole class

  10. 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 • Match students 8. Develop closure experiences through whole class instruction

  11. More or Less Activity Show What Ya Know

  12. How do you create variations? (Step 6 ) • Readiness * • Resources used • Challenge level • Bloom’s Revised** • Cognitive Process • Knowledge Dimension • Complexity • Continuum of Complexity ~

  13. 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 **

  14. The right children in the right tier • Analysis of Student Work • sample

  15. Video Examples • Differentiated Instruction In Action • ASCD, 2008 www.flickr.com/photos/ pinprick/61807669/

  16. Evaluating Examples • Work with a partner to evaluate a sample of tiered lessons. • http://www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.html www.bcps.k12.md.us/ Staff/index.asp

  17. Let’s try it! Work in a group or pair that “makes sense” to your topic or grade level. Planning a Tiered Activity www.ourfixerupper.com/ designer-ladder.htm

  18. Management 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

  19. Management Plan • Accountability** • Plan check points • Formative assessment • Physical Space • Anchor Activity • Standards based • More practice is always beneficial • Writing!!!!!!! • Creativity • Centers, bulletin boards, etc.

  20. Communication • 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

  21. Targets • Understand Tiering • What • Why • Who • When • How • Be able to successfully tier a lesson of your own

  22. Tiered Lessons Franklin Summer Academy June 16 - June 19, 2009 Wednesday & Thursday 1:00

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