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Differentiating for AIG Learners: Tiered Assignments Session #3

Learn how to create tiered assignments to effectively challenge and engage advanced learners, ensuring all students find success. Explore examples and strategies for adapting questions and tasks for AIG students.

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Differentiating for AIG Learners: Tiered Assignments Session #3

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  1. AIG Booster Shots Differentiating for AIG Learners: Tiered AssignmentsSession #3

  2. 3-Minute Reflection • What have you noticed about the questions you pose? • Are they challenging enough for AIGs? In what ways? • How have you adapted the questions you ask?

  3. Why use tiered assignments? • No class is homogeneous. • There is always a student who is working at the top of the class…and one working at the bottom. • We MUST ensure that ALL learners find challenge and success.

  4. 2-Minute Reflection • Think about something you’re currently teaching: • Which students already know it? • Which students are struggling with it? • How will a “one size fits all” approach impact their learning?

  5. Let’s agree… A “one size fits all” approach does NOT allow us to appropriately challenge our highest-ability learners.

  6. An example: Compound words Objective: Students will be able to identify and spell compound words. Teacher observation: Some students are already familiar with compound words while others are not.

  7. An example: Compound words Day 1: Informal pre-assessment Whole-group discussion and sharing of compound words

  8. An example: Compound words Day 2: Tiered independent practice Tier 1: Create familiar compound words using simple words (for example, ball and foot) Tier 2: Create unknown compound words and use them to complete sentences

  9. An example: Compound words Day 3: Tiered products Tier 1: Picture dictionaries of compound words Tier 2: Stories, songs, or poems using compound words

  10. Tiered assignments… • Allow teachers to address readiness/ability differences. • Can occur in any class, even in ability-based classes. • Are assigned by teachers rather than chosen by students. • Focus on the same objective(s) for all learners. • Require proactive and purposeful planning.

  11. 3-Minute Task Where should you use tiered assignments? Where do your students approach the curriculum with varying levels of readiness?

  12. Why tier in math? • Some students develop abstract thinking more quickly • Skills are lock step (from A to B, from B to C…) • Need to grow from different starting points

  13. Creating tiered assignments Step 1 Identify/name the standards, objectives, goals: • What should students know, understand, and be able to do?

  14. Creating tiered assignments Step 2 Assess: • What do they already know? • What can they already do? • Who has a solid grasp of the objective(s)?

  15. Creating tiered assignments Step 3 Design/find a lesson/task that supports the stated objective(s): • Is the task engaging? • Is it aligned with the objective(s)?

  16. Creating tiered assignments Step 4 Create additional tiered tasks • How can the initial task be modified to better meet students’ needs?

  17. Creating tiered assignments Step 5 Assign students to tiers: • Which tasks are appropriate for which learners?

  18. Maker’s Modifications for Gifted Learners • Addresses content, process, and product Examples • Content: abstract and complex ideas, texts • Process: importance of discovery, drawing conclusions • Product: real problems and audiences

  19. Tomlinson’s Equalizer • Highlights a variety of ways to modify lessons /tasks Examples • Multiple steps • Varied resources • Streamlined pacing

  20. AIG learners need to… • Make connections between seemingly unrelated ideas, events, and people. • Evaluate ideas, theories, and approaches. • Apply abstract concepts to the world around them. • Work with open-ended questions and problems. • Grapple with complex instructions and resources. • Use and transform their learning.

  21. Create a PowerPoint presentation to teach other 5th graders about the amendments to the Constitution. Your presentation should be informative, engaging, and accurate. Each slide should include both words and visuals that will help your audience to better understand Constitutional amendments. Comparing tasks: Task #1

  22. Comparing tasks: Task #2 You are a US senator representing NC. Your task is to propose a 28th amendment to the US Constitution. To complete your task, you must identify a current problem or issue that has not been addressed previously in the Constitution OR that needs to be revisited. You will present your amendment to your fellow senators in a short speech and multimedia presentation that includes pictures, statistics, and individual stories designed to persuade your fellow senators of the necessity of your amendment.

  23. 4-Minute Task: Comparing tasks • How do the 2 tasks differ? • Is one more appropriate for AIGs? WHY? • What is challenging about it? • What knowledge and skills does it require?

  24. The second task requires AIGs to… • Know previous amendments • Analyze and evaluate current issues • Provide supporting evidence • Grapple with complexity • Solve a real-world problem • Create something new

  25. Upcoming AIG Booster Shots • Curriculum Compacting • Seminars • Concept-based teaching • Concept Development • Projects, independent studies, small-group investigations

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