Practising the use of Tiered Assignments in Teaching and Learning of Primary English Language

1. Practising the use of Tiered Assignments in Teaching and Learning of Primary English Language Diocesan Preparatory School 11-5-2007

2. Objectives: • Students will be able to explore ideas and concepts at a level that builds on their prior knowledge in a mixed-ability classroom by doing tiered assignments.

3. Importance of this Programme: • Whole school approach to gifted education is our school major concern in curriculum development.

4. Preparation for the Programme • We are supported by the Gifted Education Section of EMB. • Staff Professional Development: 1. A talk on Introduction of Gifted Education 2. Tiered Assignment Workshop

5. Preparation of the Programme • Co-planning meetings • Two teachers of the gifted education team attended a foundation course on gifted education and did some try-outs.

6. Rationale of the Programme: Operational Mode of Gifted Education in Hong Kong

7. Rationale of the Programme: • The operation approach: Level one: Whole class (School-based) B: Differentiated teaching through appropriate grouping of students to meet the different needs of the groups with enrichment and extension of curriculum across all subjects in regular classrooms.

8. What are tiered assignments? • According to Tomlinson (1995), tiered assignments are used by teachers within a heterogeneous classroom in order to meet the diverse needs of the students within the class. Teachers implement varied levels of activities to ensure that students explore ideas at a level that builds on their prior knowledge and prompts continued growth.

9. Types of Tiered Assignments Classroom Mode • Tiered by challenge level • Tiered by complexity

10. Features of Tiered Assignments • Being used in a regular classroom of mixed ability students • No pre-identification is required • It is learning-outcome-oriented

11. Features of Tiered Assignments • Common in core content • Variations in assignment • Varied instructions in depth and breadth • Flexible groupings

12. Background of the School • Diocesan Preparatory School • EMI school • 12 Classes • Activity and project-based learning approach • Parallel classes • Mixed-ability grouping

13. Background of the School • This year, we have started to implement ‘Tiered Assignments’ to the three main subjects: Chinese (P4) Mathematics (P1-P3) English (P1-P3)

14. Background of the Target Group • P1B (23 boys and 9 girls) • P6B (35 boys)

15. Number of Lessons: Two 80-minute English lessons Try-out Period: • February 2007 to April 2007

16. Evaluation • Observation • Interview with targeted students • Student work

17. P1- Try-out Lessons • 80-minute English Language lesson • Task-based learning • Learning activities: Shared reading, acting out the play ‘The Three Wishes’, peer assessment, discussion • Main task: Write dialogues for Jack and Jill • Bonus 1: Write a playscript for Jack and Jill • Bonus 2: Write a playscript for Humpty Dumpty

18. The Three Wishes by Maire Buonocore, Collins

19. Characters The narrator The farmer The farmer’s wife The gnome

20. Scene 1 Narrator: A farmer was walking in the forest. He met a gnome whose foot was stuck in a hole.

21. Gnome: Hey! You! My foot is stuck in this hole. Get me out! Farmer: All right. I’ll pull you out. Gnome: Ow! Be careful! Ouch! Continue……

22. The Three Wishes Scene 1: In the Forest Narrator: A farmer was walking in the forest. He met a gnome whose foot was stuck in a hole. Gnome: Hey! You! My foot is stuck in this hole. Get me out! Farmer: All right. I’ll pull you out. Gnome: Ow! Be careful! Ouch! Narrator: The farmer pulled and pulled, until at last… pop! The gnome’s foot shot out of the hole and the farmer and the gnome fell over. Gnome: Look what you’ve done! My boot is still in the hole. Humans are so silly! Farmer: That’s not fair. We’re not silly. Gnome: You are. I can prove it. I’ll give you and your wife three wishes. You will be sure to waste them. That’s how silly humans are. Farmer: We’re not silly, and we won’t waste them.

23. Peer Assessment Form Scene 1 Scene 2 Scene 3 Group Number:____ Group Number:_____ Group Number:____ 1. My classmates speak clearly and loud enough. 2. My classmates speak with facial expression. 3. My classmates are cooperative. 4. I like their performance. The Three Wishes A. Circle the right number of stars. More stars mean better work. B. The best group is _______________________________________ .

24. Bonus 1: Write the script of Jack and Jill. Narrator: One day, _________________________________________________ ___________________________________________________________ Jack: ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Jill: ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Jack: ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Jill: ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Jack: ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Jill: ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

25. Bonus 2: Write a script for Humpty Dumpty. Humpty Dumpty Characters: Narrator, Humpty Dumpty, Soldiers Narrator : One day, Humpty Dumpty was sitting on the wall. Humpty Dumpty: I’m falling.______________________________________ _______________________________________________ ________________: _______________________________________________ _______________________________________________ ________________: _______________________________________________ _______________________________________________ ________________: _______________________________________________ _______________________________________________ ________________: _______________________________________________ _______________________________________________ ________________: _______________________________________________ _______________________________________________ ________________: _______________________________________________ _______________________________________________

26. P6 Try-out Lessons • 80-minute English Composition lesson • Main task (for all students): write 2 different endings • Bonus 1: write the third different ending • Bonus 2: write the fourth different ending

27. Student Work

28. Student Work

29. Advantages of Tiered Assignments • No pre-identification is required • A series of tiered assignments is a self-explained tool of identification • Allow equal learning opportunities for gifted and average learners in the classrooms.

30. Reflection • ‘Tiered Assignments’ is a strategy of catering the learning needs of the gifted in regular classrooms. Other curriculum designs must be introduced when more advanced provision of catering is required by the gifted students. • It is challenging for the teachers to decide and design the level of difficulty of tiered assignments.

31. Reflection • Teachershave to assess students’ progress before they go to the next tiered assignment. • Students’ motivation (intrinsic and extrinsic) • Need more time for collaboration and evaluation among teachers

32. Reflection • Teachers need to cater for learning diversity for the less able ones apart from the gifted. • Smaller class size is an advantage.

33. Interview Questions • Do you like bonus questions? Why? • Do they help you? In what ways? • Do you welcome bonus questions in future lessons?

34. Guidelines for Implementing Tiered Assignments Tomlinson (1995) suggested the following: • Be sure the task is focused on a key concept • Use a variety of resource materials (Different levels of complexity and learning modes) • Adjust the task to ensure appropriate challenge

35. Reference: • Tomlinson, C.A. (1995) How to differentiate Instruction in Mixed Ability Classrooms, Alexandria, VA: ASCD.

36. Thank you !