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Tiered: Lessons and Assignments

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Title: Tiered: Lessons and Assignments


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Tiered Lessons and Assignments
  • February 2009
  • TAG Office 503-916-3358
  • www.tag.pps.k12.or.us

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In our last episodes
  • Characteristics of Gifted Students
  • Grouping Strategies

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The Big Picture
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And NowBack to our regularly scheduled program
  • We bring you Tiered Assignments

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Tiered Assignments (Lessons or Activities)
  • Tiered assignments are a differentiation strategy
    where learning tasks and projects are developed,
    based on assessed student need.
  • Tiered assignments are intended to provide a
    better instructional match between students and
    their needs.

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At the end of this TAG Episode
  • Participants will
  • Define Tiered Lessons (or Activities)
  • Experience a Tiered Activity
  • View multiple ways to Tier

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Why Tier?
  • Students arrive with varied
  • Cultural and linguistic backgrounds
  • Learning opportunities and experiences
  • Interests
  • Readiness levels
  • Teachers vary
  • TASK for different levels
  • PROCESS for different levels
  • PRODUCT appropriately to demonstrate learning

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Tiered Chocolate Activities
  • Make a list of descriptive, sensory and/or
    comparative words to describe your chocolate.
  • Create 3 SIMILES to help someone understand how
    you feel about your chocolate.
  • Create a warning label to attach to your
    chocolate.
  • Finish these analogies
  • Chocolate is to stress as ___________
  • Is to ___________________.
  • Chocolate is to happiness as ________
  • Is to ___________________.

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There are multiple methods for designing Tiered
Assignments
Tier by.
  • Challenge level (Depth)
  • Complexity
  • Resources
  • Outcome
  • Process
  • Product

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In designing a Standards-based tiered lesson
  • Start with grade-level standards, concepts or
    skills
  • Modify the content into two to three progressive
    levels of depth and complexity
  • Differentiate by process, product, resources or
    outcome

Research, Interview, Read book, Use Internet.
Perform, create, present, write.
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Example of an Elementary tiered assignment Grade
1- Insects
  • THE STANDARD L3. Explain why plants and animals
    reproduce their own kind
  • Strategic Observe and show structures of an
    insect larva and of an insect adult (mealworm,
    wax worm, milkweed bug, silkworm or butterfly)
  • On-level Show the life cycle of a wax worm
    (mealworm, milkweed bug, silkworm or butterfly)
  • Advanced Compare the stages of the life cycle of
    a wax worm to the life cycle of another insect

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Example of a Mid-level tiered assignmentGrade
4- Land and Water
  • Create an informational brochure meeting E2
    Standard Identify causes of Earths surface
    changesIdentify effects of wind and water on
    Earth materials using appropriate models
  • Strategic informs classmates about how land
    features (shape of the land, angle of slope)
    affects the flow of streams and amount of soil
    runoff.
  • On-level informs classmates about how land
    features and human activities (dams,
    removing/planting vegetation) interact to affect
    the flow of streams and erosion and deposition.
  • Advanced presents various positions about human
    activities affecting water quality and makes a
    recommendation

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Example of a High School tiered assignment within
a Standard
  • HS.1 Structure and Function
  • ?HS.1.PS.1 Describe the atomic model and explain
    how electron configuration is related to the
    Periodic Table and to chemical properties.
  • ?Compare and contrast the atomic model, electron
    configuration and chemical properties of an
    alkali metal, halogen, and noble gas and explain
    the placement of each in the periodic table.
  • ?Based on the atomic model, electron
    configuration and chemical properties of an
    alkali metal, halogen, and noble gas, explain the
    placement of each in the periodic table and
    create a method for describing the chemical
    properties of other elements based on their
    relative position to these elements in the
    periodic table.

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Tiered by Resources
  • When you choose materials at various reading
    levels and complexity of content, you are tiering
    by resources.
  • Use this when there is an activity in which
    varied resources could be matched with student
    needs and readiness.
  • This tiering option can be presented as a choice
    to students, based on their different learning
    styles and preferences.

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Examples of Elementary Tiering by Resources
  • Leveled reading books
  • Different print resources newspapers,
    newsletters, magazines, or primary sources such
    as diaries and journals
  • Different technological resources computer
    programs, web searches, etc.
  • Interviews work with community mentor
  • or expert in a particular field

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Tiered by Product
  • At times, you may form groups based on learning
    preferences.
  • Once again, giving students options to show their
    understanding helps them feel more in control of
    their own learning, thus providing incentive to
    produce quality products.

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Example of an assignment tiered by Product
  • Choose a way to represent the main character in
    the story
  • Musical- Develop a song/rap to represent the main
    character.
  • Verbal/Linguistic- Write an acrostic poem
    describing the main character.
  • Logical- Diagram the main characters
    relationship with others in the book.

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Product Brainstorm
  • Go-Around One Protocol
  • Person 1 reports one idea that he/she has
    recorded.
  • While person 1 reports, other group members
    listen attentively, but do not question or
    comment.
  • When person 1 finishes, person 2 reports one of
    his/her recorded ideas while rest of group
    listens attentively.
  • Repeat until all group members have reported.
  • The group discusses ideas that were reported.

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Using a Teachers Edition for Support
  • Does the activity help the student reach the
    standard?
  • Is the activity basic or advanced?
  • Do the suggested extensions offer more depth and
    more complexity, or just more work?
  • Are there multiple activities that provided
    opportunities for tiering the
  • content to support the standard?

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Caution
  • Be sure that the tasks you design are truly more
    advanced and not simply MORE work.

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How do tiered activities meet the needs of
Special Ed, ESL, Gifted, and General Ed students?
Rate
Level
Matches individual need to content
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Rubrics
  • General enough to apply to all tiers
  • Key concepts are clear and included
  • The Standard that students need to meet is clear
  • Students understand how the varied activities,
    resources, products, etc help them demonstrate
    key concepts or State Standards
  • Make sure the key concepts are
  • evaluated separately from the
  • quality criteria

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Rubrics
  • Quality, Effort, or Career Related Learning
    Standards (CRLS)
  • Criteria for Quality of Product, Measured Effort,
    or CRLS is separate from the evaluation of
    proficiency in meeting the standard.
  • Neat, Organized, On-Time work is recognized, but
    not directly tied to meeting the Standard.
  • The Standard that students need to meet is clear.
  • Key Concepts are included, but general enough to
    apply to all tiers.
  • Regardless of assignment, activity (or tier)
    students understand how their work demonstrates
    the standard.

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Additional Resources for Tiered Assignments
  • Differentiating Instruction in the Regular
    Classroom by Diane Heacox
  • How to Differentiate Instruction in the
    Mixed-Ability Classroom by Carol Ann Tomlinson
  • Tiering Assignments Compacting Curriculum
    Its for Everyone! By Lynda Rice

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Take-Away Packet
  • All of the handouts provided in your Take-Away
    Packet are available from our website
  • www.tag.pps.k12.or.us
  • Look in Educator Resources
  • Resources for Tiered Assignments
  • Tiered Assignments ppt
  • K-5 w/common message

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