Transcript Tiering

Strategies for
Differentiating Instruction
Tiered Assignments &
Activities
Nancy Mohn, 2009
Curriculum for the Gifted, Week 2
Tiered Assignments & Activities
Tiered Assignments/Activities
a strategy for differentiating instruction
that provides for the use of varied levels
of activities to ensure that students
explore ideas at a level that builds on their
prior knowledge and prompts continued
growth.
 Tiered assignments are intended to
provide a better instructional match
between students and their individual
needs. (Heacox, p. 91)
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Why use Tiered Assignments?
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Blends assessment and instruction
Allows students to begin learning where they are
Allows students to work with appropriately
challenging tasks
Allows for reinforcement or extension of concepts
and principles based on student readiness
Allows modification of working conditions based
on learning style
Avoids work that is anxiety-producing or
boredom-producing
Promotes success and is therefore motivating
Tiered Instruction Features
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Whole group introduction and initial
instruction
Identification of developmental differences
Increase or decrease the:
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Abstraction
Extent of Support
Sophistication
Complexity of goals, resources, activities &
products
6 Ways to Structure Tiered Assignments
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From Diane Heacox
1. Tier by challenge level
Use Bloom’s taxonomy as a guide for
creating levels
 Example: elementary science
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Application level: After reviewing the
information about frogs and toads from the
Department of Natural Resources, record the
characteristics of each on a chart.
Analysis level: After reviewing the information
about frogs and toads from the Department of
Natural Resources, create a Venn diagram
comparing and contrasting these two
amphibians
Challenge Level Example
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Middle School – advertising & propaganda
Application level: Review the ads in a teen
magazine. Identify each by the propaganda
technique (bandwagon, testimonial, or slogan)
and make a collage or poster illustrating the
techniques you find.
Analysis/Evaluation level: Review the ads in a
teen magazine. Examine the characteristics of
the “ideal” teen girl and guy portrayed in the ads.
Create a collage or poster to share your
conclusions about advertising’s portrayal of
“ideal” teens.
2. Tier by Complexity
Address needs of students who are at
introductory levels as well as those who
are ready for more abstract, analytical
work
 Task can be similar, but focus differs.
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Complexity Example
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Example: Rainforests
 Least complex: Create an informational
brochure that will inform your classmates
about an environmental issue related to
rainforests.
 More complex: Create an informational
brochure that will inform your classmates of
different points of view about an
environmental issue related to rainforests.
 Most complex: Create an informational
brochure that presents various positions on the
environmental issue related to rainforests.
Determine your position on the issue and
present a convincing argument for it in your
brochure.
3. Tier by Resources
Choose materials at various reading levels
and complexity of content
 Use various types of print resources or a
combination of print & technological
resources
 The task presented to the students may
be the same or may be tiered additionally
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4. Tier by Outcome
Offer some students the opportunity to
work at a more in-depth, sophisticated
level
 Example: “I Have a Dream Speech”
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Basis task: Think about Dr. King’s dream for
social justice, as presented in his speech.
Create a visual representation of his ideas.
Advanced task: Think about the USA today.
What other dreams of social justice to you
believe have surfaced in response to new
issues and concerns? Create a visual
representation of your ideas.
5. Tier by Process
Students work on similar outcomes, but
arrive by different pathways
 Concern here: make sure various
pathways take the same amount of time
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Process Example
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Making Buying Decisions
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Basic task: Choose a product (for example, a
DVD player) and review consumer information
about it in publications such as consumer
magazines. Identify relevant criteria for
deciding what you should look for when
purchasing the product.
Advanced Task: Choose a product (for
example, a DVD player) and interview at least
3 people who have bought it. Identify the
criteria these people used in making their
decision to buy.
6. Tier by Product
Groups are formed based on learning
preference (i.e. Gardner’s Multiple
Intelligences or learning styles)
 Differentiate assignments based on
product to be created.
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Product Example
Bodily/Kinesthetic: Share the
characteristics of effective leaders through
a videotaped “Meeting of the Minds” skit,
featuring characters from historical fiction
the represent various leadership traits.
 Visual/Spatial: Share the characteristics of
effective leaders by constructing bulletin
board displays that illustrate the
leadership traits from characters from
historical fiction
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Developing a Tiered Assignment
Step 1
Select the activity
objective/standard
•Concept
•Generalization
•Factual content
Essential to building
a framework of
understanding
Developing a Tiered Assignment
Step 2
Think about your students -- use assessments
 readiness range
 skills
 reading level
 thinking style/level
 information/background
 interests
 learning profile
 talents
Developing a Tiered Assignment
Step 3
Create an activity that:
 is interesting
 is high level
 causes students to use key skill(s) to
understand a key idea
Developing a Tiered Assignment
Step 4
High skill/
Complexity
Chart the
complexity of the
activity
Low skill/
complexity
Developing a Tiered Assignment
Step 5
Clone the activity along the ladder as
needed to ensure challenge and success for
your students, in….
 materials – basic to advanced
 form of expression – from familiar to
unfamiliar
 from personal experience to removed
from personal experience
Hints…..
If you wish to make the tiering more
invisible, make the activities at varying
levels look as similar as possible
 Start by creating the mid-level activity,
then create a more challenging and a less
challenging variation
 Use “workcards” or Task Cards as a handy
way to provide directions for each group
(laminate so they last!)
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Hints…..
Think scaffolding: How much additional
support and assistance does the lower
group need?
 How independently can the upper group
work?
 Find a teacher-partner & work together!
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Developing a Tiered Assignment
Step 6
Match task to student based on student
profile and task requirements
Keep some record of which students
receive which activity (color code grade
book, etc.)
Organizing the Grouping
1. Just list names & groups on the board
 2. Assign students to centers or activity by
color codes
 3. Use stickers on Task Cards
 4. Use a pocket chart
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Use index cards with each student's name
Place in the appropriate row
Making Tiering Invisible
Introduce each activity with equal
enthusiasm
 Describe activities in random order
 Work should be DIFFERENT not more or
less; be fair in expectations
 Groups should be equally active
 Activities should be equally interesting &
engaging
 Require the use of key concepts, skills, or
ideas
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Sample Tiered Math Problems
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Probability
Task 1 It’s early Monday morning and your mother has laid out
the following clothing items for you to choose from: a red shirt, a
blue shirt, a white shirt, blue jeans, and khaki pants. How many
different outfits can you make with the clothes your mother has
provided?
Task 2 You are making cupcakes for a class celebration. Your
classmates have indicated that they would like a choice of
different cupcakes. You have: chocolate and yellow cake batter;
strawberry, white, and caramel icing; and green and blue
sprinkles. How many different types of cupcakes can you offer
your classmates?
Task 3 You are trying to determine your schedule for next year at
Leonard Middle School. First period, you can take art, chorus, or
band. Second period, you can take technology or creative writing
or be an office assistant. Third period, you can take a foreign
language: German, Spanish, French, or Latin. Figure out how
many different schedules are possible based on these options.
Middle School Unit: Dinosaurs
Objective: Content + Process + Process
In their study of dinosaurs, the students will be able to research and identify various theories of dinosaur
extinction.
Task 1 - After researching and identifying various theories of dinosaur extinction,
students will be able to create their own theory and draw a picture or diagram
illustrating that theory.
Task 2 - After researching and identifying various theories of dinosaur extinction,
students will be able to create a visual representation of their theory (i.e.
diorama, timeline, or three dimensional model).
Task 3 - After researching and identifying various theories of dinosaur extinction,
students will be able to create a visual representation of their theory and defend
their theory during a class debate.
Examples of Tiered Assignments:
Hurricanes & Tornados (Word)
 Civil War (Word)
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Citizenship (Word)
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http://wblrd.sk.ca/~bestpractice/tiered/examples3.html
Earthquakes & Volcanoes (pdf)
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http://connections-nc.com/Tiered%20Assignment%20-%20CIVIL%20WAR.doc
http://www.umsl.edu/~ambrosea/MakeItTakeIt/Ch2Differentiation04.pdf
Persuasive Essay (Word)
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http://www.dcmoboces.com/dcmoiss/staffdev/oinit/dile/tact2.doc
References
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Rindone, Nancy. A Mini-Guide to Differentiation. Carroll Independent School District.
2003-2004. www.southlakecarroll.edu/CISD%20Mini%20guide.ppt
Smith, Nanci. Differentiating Instruction: Beginning the Journey. www.wi-rsn.org/pd/files/
Differentiated%20Instruction%20intro.ppt
Mann, Rebecca. Reaching all Children in the Classroom: An Overview of
Differentiation Strategies. web.ics.purdue.edu/~rlmann/
Differentiation.Bloomfield.ppt
Williams, Eulouise. Differentiation of Instruction. Powerpoint, 2003.
Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed Ability Classroom.
Cubing/Think Dots
boe.ming.k12.wv.us/teachers/di/di_docs/strategies_cubing_think_dots/CubingThin
kdotpp.ppt
Differentiation Tools For Your Classroom. bonfire.learnnc.org/ncmtec2/DPI_NCsite/
Lessons%20files/Differentiation.ppt
Heacox, Diane. Differentiating Instruction in the Regular Classroom. Free Spirit
Publishing, 2002.
Guidelines for Success…..
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Task must focus on key concept or generalization
essential to the study
Use a variety of resource materials at differing
levels of complexity as well as different learning
modes
Adjust the task by complexity, abstractness,
number of steps, concreteness, and
independence to ensure appropriate challenge
Make sure there are clear criteria for quality and
success