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Differentiated Instruction Strategies

Differentiated Instruction Strategies. Tiering Using Bloom’s. Tiering Using Bloom's. What words , phrases , or images come to mind when you hear the phrase Tiering Using Bloom’s?. Bloom’s Taxonomy. Evaluation-judge, rank, rate, evaluate. Synthesis-compose, design, develop.

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Differentiated Instruction Strategies

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  1. Differentiated Instruction Strategies Tiering Using Bloom’s

  2. Tiering Using Bloom's What words, phrases, or images come to mind when you hear the phrase Tiering Using Bloom’s?

  3. Bloom’s Taxonomy • Evaluation-judge, rank, rate, evaluate. • Synthesis-compose, design, develop. • Analysis-classify, contrast, sequence. • Application-construct, model, use. • Comprehension-describe, outline, classify. • Knowledge-name, list, choose, label.

  4. WHAT CAN BE TIERED? • ACTIVITIES • CENTERS & STATIONS • ASSIGNMENTS • LEARNING CONTRACTS • ASSESSMENTS • MATERIALS • EXPERIMENTS • WRITING PROMPTS • HOMEWORK

  5. Teired Assignments Advanced Tasks Most Complex More Challenging More Complex Basic Tasks Least Complex

  6. Make tiered assignments less visible to students by using Basic task/Advanced task Different work, not simply more or less work

  7. Work Cards A handy way to provide directions for each tiered assignment is to create work cards

  8. Cubinga technique which will assist students in considering a concept from six points of view, by giving students suggestions on how to conceptualize a particular concept. While envisioning the six sides of a cube, the student is told that each side represents a different way of looking at the idea.

  9. Menus

  10. Science Menu Main Course (Do both) Student will list steps of the experiment. Student will prepare an investigation that can be used to teach one aspect of acids and bases. Side dishes/dessert (Choose one) Student will write and illustrate a book that can be used to teach one aspect of acids and bases. Student will write words and music (or use a familiar tune) to prepare a song that teaches one aspect of acids and bases. Student will develop a game that can be used to teach some aspect of acids and bases.

  11. The “Equalizer” 5.Smaller Leap 1.Foundational Transformational Greater Leap 6.More Structured More Open 2.Concrete Abstract 7.Clearly Defined Problems Fuzzy Problems 3.Simple Complex 8.Less Independence Greater Independence 4.Fewer Facets Multi-facets 9.Slower Quicker

  12. Reflections Tiered Assignments using Bloom’s offer a better match between students and their individual needs. As a result of the session, I will start… I will stop… I will do more of… I will do less of…

  13. Next steps Remember that becoming an expert at differentiation is a career-long goal. One step at a time, you can get there. Carol Ann Tomlinson

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