Top Banner
TIERED INSTRUCTION A PLANNING STRATEGY FOR MIXED-ABILITY CLASSROOMS “A Different Spin on an Old Idea.” Source: Montgomery County Public Schools, www.montgomeryschoolsmd.org
24

TIERED INSTRUCTION

Jan 03, 2016

Download

Documents

yoshi-fuller

TIERED INSTRUCTION. A PLANNING STRATEGY FOR MIXED-ABILITY CLASSROOMS. “A Different Spin on an Old Idea.”. Source: Montgomery County Public Schools, www.montgomeryschoolsmd.org. Tiered Instruction. What words , phrases , or images come to mind when you hear the term tiered instruction ?. - PowerPoint PPT Presentation
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Page 1: TIERED INSTRUCTION

TIERED INSTRUCTION

A PLANNING STRATEGY FOR MIXED-ABILITY

CLASSROOMS

“A Different Spin on an Old Idea.”

Source: Montgomery County Public Schools, www.montgomeryschoolsmd.org

Page 2: TIERED INSTRUCTION

What words, phrases, or images come to mind when you hear the termtiered instruction?

Source: Montgomery County Public Schools, www.montgomeryschoolsmd.org

Page 3: TIERED INSTRUCTION

• Teachers can’t possibly individualize for 30 kids, so they need to plan using “user friendly” strategies to address different readiness levels, interests, and student profiles. Tiered instruction allows the teacher to make slight adjustments within the same lesson or unit for different learners.

• A teacher will only tier when it makes sense for the kids and the concepts or skills being taught.

Page 4: TIERED INSTRUCTION

What can be tiered?

A. Activities

B. Assessments

C. Writing Prompts

D. Homework

E. All of the above

Source: Montgomery County Public Schools, www.montgomeryschoolsmd.org

Page 5: TIERED INSTRUCTION

Sorry, Wrong Answer

• Click here to go to the question

• Click here to go to the answer

Page 6: TIERED INSTRUCTION

Answer: What can be tiered?

• You are CORRECT. The answer is E. Other items you can tier are the following:– Assignments– Learning Centers and Stations– Learning Contracts– Materials– Experiments

Go to next slide.

Page 7: TIERED INSTRUCTION

• With a little thought, almost any classroom activity can be tiered.

• Two or three tiers is usually best for implementation. However, a teacher who is experienced and comfortable with the strategy may have more tiers if it facilitates the instruction or better meets the needs of the students.

Page 8: TIERED INSTRUCTION

What is Tiered Instruction?Teachers use tiered activities so that all students focus onessential understandings and skills but at different levels of complexity, abstractness, and open-endedness.

By keeping the focus of the activity the same, but providing routes of access at varying degrees of difficulty, the teacher maximizes the likelihood:

1) Each student comes away with pivotal skills & understandings.

2) Each student is appropriately challenged.Source: Montgomery County Public Schools, www.montgomeryschoolsmd.org

Page 9: TIERED INSTRUCTION

The First Step

• What is your goal for student learning?

• After determining that goal, where are your students in relationship to reaching that goal?– Are they struggling?– Are they ready to learn?– Are they advanced beyond the concept

and ready for something else?

Page 10: TIERED INSTRUCTION

Creating Multiple Paths For Learning

Key Conceptor

Understanding

StrugglingWith TheConcept

SomeUnderstandin

g

UnderstandThe

Concept

Source: Montgomery County Public Schools, www.montgomeryschoolsmd.org

Page 11: TIERED INSTRUCTION

Reaching Back Readiness

Levels

Reaching Ahead

Second Step: Where are your students when it comes to readiness?

Page 12: TIERED INSTRUCTION

• The next slide shows a graphic that represents a sequence for planning a tiered activity or assignment. There is nothing sacred about three groups---the teacher may want to use two groups or as many as four or five. Assessment, diagnosis, and prescription are integral to the use of this strategy. The strategy itself is very visible and viable and usually makes sense to students and parents.

Page 13: TIERED INSTRUCTION

IDENTIFY OUTCOMESWHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, OR BE ABLE TO

DO?

THINK ABOUT YOUR STUDENTSPRE-ASSESS READINESS, INTEREST, OR LEARNING PROFILE

INITIATING ACTIVITIESUSE AS COMMON EXPERIENCE FOR WHOLE CLASS

GROUP 1TASK

GROUP 2TASK

GROUP 3TASK

Source: Montgomery County Public Schools, www.montgomeryschoolsmd.org

Page 14: TIERED INSTRUCTION

How can you use tiered assignments in

your classroom?

Page 15: TIERED INSTRUCTION

THE TEACHER’S CHALLENGE

Developing

“Respectful Activities”

• Interesting

• Engaging

• ChallengingSource: Montgomery County Public Schools, www.montgomeryschoolsmd.org

Page 16: TIERED INSTRUCTION

• No student should look at the task and say to themselves, : I guess I’m in the dumb group.”

• The key to developing good tiered activities is to design them so that they are just above the level of the learner. This helps students stretch and build from where they are. Challenging and supporting students at their levels of understanding will help them become successful learners.

Page 17: TIERED INSTRUCTION

• Another method for developing tiered assignments or activities is to first develop an on-level task and then make slight adjustments up or down. Some tasks in each tier may be the same while others might be changed to match student readiness levels.

• Factors from the six-step framework should still be considered in this planning process.

Page 18: TIERED INSTRUCTION

Planning Tiered AssignmentsConcept to be Understood

ORSkill to be Mastered

Below-LevelTask

On-LevelTask

Above-LevelTask

Create on-level task first then adjust up and down.

“Adjusting theTask”

Source: Montgomery County Public Schools, www.montgomeryschoolsmd.org

Page 19: TIERED INSTRUCTION

When Tiering. . .Adjust--- • Level of Complexity• Amount of Structure• Materials• Time/Pace• Number of Steps• Form of Expression• Level of Dependence

Source: Montgomery County Public Schools, www.montgomeryschoolsmd.org

Page 20: TIERED INSTRUCTION

What is the D.I. Equalizer?

A. A Television Show on CBS

B. A Graphic Organizer to help in planning D.I. Activities

C. An administrator who will review all D.I. projects

D. A Musical Program for Students

Page 21: TIERED INSTRUCTION

Answer: The Equalizer

• The answer is “B.”

• Dr. Carol Tomlinson from the University of Virginia has developed an instrument called “The Equalizer” that can be used by teachers to consider different factors that can be adjusted to provide challenge and success.

Page 22: TIERED INSTRUCTION

The “Equalizer”1. Foundational Transformational

2. Concrete Abstract

3. Simple Complex

4. Fewer Facets Multi-facets

5. Smaller Leap Greater Leap

6. More Structured More Open

7. Clearly Defined ProblemsFuzzy Problems

8. Less IndependenceGreater Independence

9. Slower Quicker

Source: Montgomery County Public Schools, www.montgomeryschoolsmd.org

Page 23: TIERED INSTRUCTION

• The equalizer works in the same way that you might adjust the volume on your stereo. The teacher uses the equalizer as a planning tool to think about the kinds of adjustments that might be made for struggling, on-level, and advanced learners. This is an attempt to match the task with readiness levels of the students. It is not necessary to adjust all nine equalizer buttons for each activity.

Page 24: TIERED INSTRUCTION

Resources for Tiered Assignments

• In your binder is a section on Tiered Assignments. Briefly review examples of Tiered Assignments.

• Here are some internet resources:– http://www.mciu.org/mciu23/lib/mciu23/cpe/di

_/tiered_assignments_template.doc– http://www.dougherty.k12.ga.us/departments/

curriculum/gifted/TieredAssignments.doc– Tiered Instruction