DIFFERENTIATION STRATEGIES: Tiered Assignments

1
DIFFERENTIATION STRATEGIESTiered Assignments
2
Tiered Assignments

• What are they?
• Tiered assignments are parallel tasks at varied
  levels of complexity, depth and abstractness with
  various degrees of scaffolding, support, or
  direction. Students work on different levels of
  activities, all with the same essential
  understanding or goal in mind.

3
Tiering Instruction

• Change the nature of the task, not the workload
• Change the sophistication of the prompt and/or
  the students response to it
• Remember to keep all students above water by
  adjusting challenge levels so all students can
  make sense of their learning

4
(No Transcript)
5
are designed tomaximize eachstudent's growth
bychallenging students with learning experiences
that are slightly above their current level of
knowledge and performance.
Tiered Assignments
Tomlinson
6
Tiered Assignments

• What are they?
• Tiered assignments accommodate mainly for
  differences in student readiness and performance
  levels and allow students to work toward a goal
  or objective at a level that builds on their
  prior knowledge and encourages continued growth.

7
Tiered Assignments How to use them?
1.Make sure all tiered activities are introduced
with the same level of enthusiasm and
interest. 2.Take care to give different work, not
simply more or less work, for different
tiers. 3.Ensure that all students are equally
involved and active. 4.Ensure that all
activities are equally appealing and desirable.
8
Designing a Tiered AssignmentA six step process

• Identify the content
• Consider your students needs
• Create an activity
• Chart the complexity of the activity
• Create other versions of the activity
• Match one version of the task to each student

Tomlinson
9
Tiered Assignments

• Why use them?
• One of the main benefits of tiered assignments is
  that they allow students to work on tasks that
  are neither too easy nor too difficult.
• They are highly motivating because they allow
  students to be successful at their level of
  readiness.
• Tiered assignments also allow students to work in
  their specific learning styles or preferences.

10
Tips

• All students need coherent lessons that are
  relevant, powerful, and meaningful.
• Good curriculum pushes students a bit beyond what
  is easy or comfortable.
• Encourage students to work up and complete
  tasks that stretch them.

11
Analyzing aTiered Assignment

• Parallel tasks
• Varying levels of complexity
• Various degrees of scaffolding, support, or
  direction
• Different levels of activity with same essential
  goals
• Builds on prior knowledge and encourages
  continued growth

12
Tomlinsons Equalizer
13
The Equalizer A Tool for Planning
Differentiated Lessons

1. Foundational.Transformational
2. Concrete.Abstract
3. Simple Complex
4. Single FacetMultiple Facets
5. Small Leap..Great Leap
6. More Structured..More Open
7. Less IndependenceMore Independence
8. Slow..Quick

14
Tiered Activity Writing a Persuasive
Essay 4th6th Grade Classroom
Beginning Intermediate Advanced
Outcome/Objective Students will determine a topic and will write a five-sentence paragraph with a main idea, three supporting sentences, and a concluding sentence. Students will determine a topic, state a point of view, and write two paragraphs defending that point of view. Students will determine a topic, state a point of view, and write an essay of at least five paragraphs that uses multiple sources to defend that point of view.
Instruction/Activity Students will receive a model of a five-sentence paragraph and explicit instruction in constructing the paragraph. As a prewriting activity, students will list their topic and develop a list of at least three things that support their topic. Students will receive a model of a persuasive essay and a graphic organizer that explains the construction of a persuasive essay. Students will also receive explicit instruction in writing a persuasive essay. As a prewriting activity, students will use the graphic organizer to plan their writing. Students will review the graphic organizer for a persuasive essay. Students will be given explicit instruction in locating sources and quotes for their essays. As a prewriting activity, students will use the graphic organizer to organize their essay. Students will also compile a list of five sources that defend their main point.
Assessment Students will be able to write a five-sentence paragraph that successfully states and supports a main idea. The paragraph will meet the criteria on the state writing rubric. Students will be able to state a point of view and successfully defend the idea using two paragraphs that defend the point of view using main ideas and supporting details. The paragraphs will meet the criteria on the state writing rubric. Students will be able to write a five-paragraph essay that states a point of view, defends the point of view, and uses resources to support the point of view. The essay will meet the criteria on the state writing rubric.
15
Learning Contract 1
Name _______________________
My question or topic is
To find out about my question or topic
I will read
I will look at and listen to
I will write
I will draw
I will need
Heres how I will share what I know
I will finish by this date
16
Learning Contract 2
To demonstrate what I have learned about
____________________, I want to
_ Write a report _ Put on a demonstration _ Set
up an experiment _ Develop a computer
presentation _ Build a model
_ Design a mural _ Write a song _ Make a movie _
Create a graphic organizer or diagram _ Other
This will be a good way to demonstrate
understanding of this concept because ____________
__________________________________________________
To do this project, I will need help
with _____________________________________________
_________________ My Action Plan
is________________________________________________
The criteria/rubric which will be used to
assess my final product is _________ _____________
_________________________________________________
My project will be completed by this date
_____________________________ Student signature
________________________________ Date
___/___/___ Teacher signature ___________________
_____________ Date ___/___/___
17
DIFFERENTIATION STRATEGIES Flexible Grouping
18
(No Transcript)
19
Flexible grouping is at the heart of
differentiated instruction
20
(No Transcript)
21
The real art of discovery consists not in
finding new lands, but in seeing with new
eyes. Marcel
Proust