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Tiered Lessons

Tiered Lessons. Tracy Donich. Franklin Summer Academy June 16 - June 19, 2009. Wednesday & Thursday 1:00. Pre-assessment. Concept Map. www.cals.vt.edu/.../ jan2007/concepts.html classroomtech.wordpress.com/.../. Targets. Understand Tiering What Why Who When How

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Tiered Lessons

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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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