Tiered Instruction: It

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Tiered Instruction Its easy. Its fun

• Susan Baum, Ph.D.
• International Center for Talent Develpment
• Internationalcenterfortalentdevelopment.com
• sbaum_at_cnr.edu

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Tiered Instruction
What words, phrases, or images come to mind when
you hear the term tiered instruction?
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What is tiering?

• Whole group teaching activity with one learning
  outcome
• Multiple levels of the learning activity levels

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What is Tiered Instruction?
By keeping the focus of the activity the same,
but providing routes of access at varying degrees
of difficulty, the teacher maximizes
the likelihood that 1) each student comes away
with pivotal skills understandings 2) each
student is appropriately challenged.
Teachers use tiered activities so that all
students focus on essential understandings and
skills but at different levels of complexity,
abstractness, and open-endedness.
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WHAT CAN BE TIERED?

• ASSIGNMENTS
• ACTIVITIES
• CENTERS STATIONS
• LEARNING CONTRACTS
• ASSESSMENTS
• MATERIALS
• EXPERIMENTS
• WRITING PROMPTS
• HOMEWORK

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Postcard from the Florist

• We know you have seen all kinds of plants here at
  this tropical florist. Create a picture post card
  of you favorite plant or flower with a message on
  the back of the picture. Your writing directions
  are in the your envelope.

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Descriptive writing

• Create description of the plant that could appear
  in Wikopaedia. They dont allow you to insert a
  picture so you must describe it.
• In your message, write two sentences describing
  the flower or plant. Think descriptively using
  size, color, and texture words. Write another
  sentences telling the reader what this plant
  reminds you of.
• Create a poem describing the flower or plante in
  your picture. Use similes and personifications to
  paint a vivid picture for the reader.

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Why should we tier?

• Blends assessment and instruction
• Allows students to begin learning where they are
• Allows students to work at appropriate challenge
  level
• Provides success for all students
• (Adapted from Tomlinson, 2001)

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Tiered Instruction
More Abstract Multiple Steps
Higher Level Thinking
Concept Lesson or Skill
Start Here
Simpler
More Concrete Lower Level
Thinking
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Tiering considerationscontent, process,
product, environment

• Simple to Complex
• Levels of thinking
• Concrete to abstract
• Dependence to independence
• Facts, concepts, principles
• Readiness levels for accessing information

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Steps to tiering

• Clearly identify learning outcomes
• Design teaching activity for whole group
• Select learning activity appropriate for most of
  the students (What do you expect most students to
  be able to do?)
• Select another activity that is more difficult
• Select another activity that is simpler

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Analyze this

• The teacher wanted to involve students in a
  culminating activity to assess the ability of the
  class to use fractions and percents.
• She also wanted to include a writing component
  that accompanied the activity

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Would you rather climb Mount Rainier?We will
take you there!
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There is gear to get.
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There are scale models to make.

• Mt. Everest 29,028
• Mt. Mc Kinley 20,320
• Mt. Rainier 14,410
• Backbone Mountain 3,360

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There is process to describe.
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There is food

• To taste test
• To tally
• To calculate the percentage brand for each
  person.
• To order for the trip.

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There is weight to calculate

• If you weigh gt120 lbs you can carry 33 of your
  body weight.
• If you weigh or lt 120 lbs you can carry 25 of
  your body weight.
• How much gear can each individual carry? How
  much gear can the entire group carry?

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There is a budget to prepare.

• Plane tickets
• Motel rooms
• Gear
• Food
• Permits
• Negotiation, and division, addition, subtraction,
  multiplication and percents.

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and routes to plan.

1. Sea level to Paradise is 105 miles.
2. If we do it in 5 days it is ___ and ___ miles /
   day.
3. If we do it in 4 days it is ___ and ___ miles /
   day and we get 1 day to goof off.
4. If we do it in 3 days it is ___ and ___ miles /
   day and we get 2 days to play.

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Everyone goes on our rope team !
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Some strategies to sample

• Readiness groupings
• Think tac toe options

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Masai Math Masai Mara, Kenya
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Tiered lesson in mathDistance, rate and time

1. Teaching activity whole class lesson Brainstorm
   questions relating to distance, rate, time.
   Develop a math problem from one of the questions.
2. Learning activities, divide class into three
   levels expert, emergent, novice. Tier by
   complexity. Expert group another problem with at
   least three steps and one piece of extraneous
   information. Emergent group create problem
   similar to model but solve for different unknown.
   Novice, work with teacher on problem but each
   step is sketched.

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Choice Boards

• Creating Think Tac Toe Assignments
• Use Blooms Taxonomy
• Consider color coding
• Think about placement of choices.

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Think Tac Toe
Character Write a bio-poem about yourself and another about a main character in the book so your readers see how you and the character are alike and different. Be sure to include the most important traits in each poem. A character in the book is being written about in the paper 20 years after the novel ends. Write the piece. Where has life taken him? Why? Now, do the same for yourself 20 years for yourself 20 years from now. Make sure both pieces are interesting, feature-type articles. Youre a profiler. Write and illustrate a full and useful profile of an interesting character from the book with emphasis on personality traits and mode of operating. While youre at it, profile yourself too.
Setting
Theme
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Think Tac Toe
Setting Research a town or place you feel is equivalent to the one in which the novel is set. Use maps, sketches, and population and other demographic data to help you draw comparisons and contrasts. Make a model or a map of a key place in your life and of an important place in the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the characters life. The time and place in which people find themselves and in which events happen shape those people and evens in important ways. Find a way to convincingly prove that idea using the book or your own life.
Setting
Theme
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Think Tac Toe
Theme Find out about famous people in history or current events whose experiences and lives reflect the essential themes of your novel. Show us what youve learned. Create a multimedia presentation fully exploring a key theme from the novel. Use at least three media (ie. music, painting, poems, photography, and calligraphy) . Draw at least two comparisons or contrasts between themes in your life in the novel. Find several songs you think reflect an important message from the book and /or your life. Prepare an audio collage. Write an accompanying card that helps listeners understand why and how you think the songs express the books meaning.
Setting
Theme
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Blooms Taxonomya basic framework to integrate
thinking into your classroom.
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
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Differentiation of big ideas

• The show is not the show
• But they who go
• Menagerie to me my neighbor be
• Fair play
• Both went to see
• Emily Dickinson

• Who is on display? How does this play out in
• How do our behaviors put us on display?
• What is more fun at an event, watching the event
  or the people at the event?

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Differentiation of Big IdeasLittle Miss Muffet

• Fear of the unknown
• Fight or flight response
• Fears vary from person to person
• Phobias

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Little Miss Muffet was not happy. Please draw a story board explaining what happened to her. Make a poster of spiders that are dangerous and those that are not. Give a speech convincing Miss Muffet to make friends with the spider, Provide at least three reasons. Tell her what other choices she has. .
Write a letter to Miss Muffet about something that frightened you. Write a newspaper story form the spiders point of view. Remember the 5 Ws. Take a survey of what the students in our class are afraid of. Create a graph showing your results. Decorate your graph.
Make a puppet show of Little Miss Muffet. Use the materials in the art center to design your puppets Research what a spider needs to survive. Build a home for the spider that provides for his needs. Incorporate three facts from your research. Make a word mobile with definitions of Curds and whey tuffet and spider
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Little Miss Muffet was not happy. Please draw a story board explaining what happened to her. Make a poster of spiders that are dangerous and those that are not. Give a speech convincing Miss Muffet to make friends with the spider, Provide at least three reasons. Tell her what other choices she has. .
Write a letter to Miss Muffet about something that frightened you. Write a newspaper story form the spiders point of view. Remember the 5 Ws. Take a survey of what the students in our class are afraid of. Create a graph showing your results. Decorate your graph.
Make a puppet show of Little Miss Muffet. Use the materials in the art center to design your puppets Research what a spider needs to survive. Build a home for the spider that provides for his needs. Incorporate three facts from your research. Make a word mobile with definitions of Curds and whey tuffet and spider
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Final word

• Take care never to underestimate a learners
  readiness. Every student has a right to be
  challenged.
• Make sure all choices are interesting and self
  explanatory.
• Offer a variety of products as choices.