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TIERED LESSON ON PRIMARY AND SECONDARY COLORS

TIERED LESSON ON PRIMARY AND SECONDARY COLORS. INSTRUCTIONAL SETTING. Multi-age 2 nd and 3 rd grade—BCS Pre-assessment: art room 10-13-09 Instructional/post: General multi-age classroom 10-21-09 Students: 18 total 9 males 9 females Disability: 8 students

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TIERED LESSON ON PRIMARY AND SECONDARY COLORS

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  1. TIERED LESSON ON PRIMARY AND SECONDARY COLORS

  2. INSTRUCTIONAL SETTING • Multi-age 2nd and 3rdgrade—BCS • Pre-assessment: art room 10-13-09 • Instructional/post: General multi-age classroom 10-21-09 • Students: 18 total 9 males 9 females • Disability: 8 students • Free Lunch: 4 (3boys &1 girl) Reduced: 3 (2boys&1 girl) • 11 students NO reduced or free lunch

  3. DESIRED RESULTS • If students can effectively learn and apply primary colors and secondary colors through a tiered lesson learning process • Objectives • Art NYS Standards • Why this lesson? • 21ST CENTURY SKILLS

  4. PRE-ASSESSMENT • Written assessment: Total of 14 points and questions for each student Primary and Secondary Colors Test Presented: *Students awareness to no pressure of grade or weight in classroom evaluation. *Meant for the students to learn something in a different and fun way

  5. PRE-ASSESSMENT—Process and Readiness

  6. PRE-ASSESSMENT Based on following data students were organized according to abilities (questions answered) from the pre-assessment into 3 tiers Tier 1: Scores 1-6 (lowest) Tier 2: Scores 7-8 (mid) Tier 3: Scores 9-11 (highest) Based on analysis the arranged tier groups are based on process and readiness

  7. LESSON DESCRIPTION WHOLE GROUP TIER 1 TIER 2 TIER 3 MATERIAL/SETUP CLASSROOM MANAGEMENT

  8. STUDENTS GENERAL SCORES

  9. RESULTS: PRE AND POST-ASSESSMENT

  10. RESULTS: Gender: Male vs. Female

  11. RESULTS: Free/Reduced/Non

  12. RESULTS: Disabled/Non-Disabled

  13. GENERAL 3 TIER DATA SCORES

  14. RESULTS: TIER GROUPS

  15. REFLECTION: • What went well/What I liked? • Variety of ways to assess (modalities) • Although post assessment was given three days after instruction shows high retention of information due to high scores! • Discovery of new ideas/inventions—i.e. with paint distribution • What did not go well/What would I change? • MORE TIME!! • Realistic Expectations per Tier group • Pre/post assessment Questions (Real World examples and correct choice of wording) • Lesson implementation quick and rushed • More reflection/post discussion time

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