1. By Montize Aaron & Elizabeth Brisch Pattonville School District
Plan Backward, Teach Forward: Incorporating Tiered Assignments into UBD
By Montize Aaron
&
Elizabeth Brisch
Pattonville School District

2. In effective classrooms, teachers consider the following:
Whom they teach (students)
Where they teach (learning environment)
What they teach (content)
How they teach (instruction)

3. UbD focuses on the “What” and “How”.
“Its primary goal is delineating and guiding application of sound principles of curriculum design.”

4. Differentiated Instruction focuses on the “Whom”, “Where” and “How”.
“Its primary goal is ensuring that teachers focus on processes and procedures that ensure effective learning for varied individuals.”

5. UbD and DI together reflect the best of content and learner-centered planning, teaching and assessing

6. “Think like an assessor, not an activity designer!”

7. Tiered assignments are designed to facilitate learning for all students in a classroom regardless of experience, skill, or ability in the specific lesson content, process, and product.
They are intended to provide a better instructional match between students and their individual needs.

8. Six Ways to Structure Tiered Assignments
Tiered by challenge level
Bloom’s Revised Taxonomy
Depth of Knowledge (DOK)
6 Facets of Learning
Tiered by complexity
Address needs of students who are at introductory levels, as well as those who are ready for more abstract, analytical, or advanced work
More advanced, not just more work
Tiered by resources
Choosing materials at various reading levels and complexity of content according to instructional need and/or readiness
Tiered by outcome
Use the same materials, but outcomes are determined by student readiness
Tiered by process
Students work on similar outcomes, but go through different processes
Tiered by product
Gardner’s multiple intelligences

9. When are Tiered Assignments Helpful?
Are there points when some students need more time and others are ready for more advanced work (the exit points on your curriculum map)?
Tier by challenge
Tier by complexity
Is there an activity in which varied resources could be matched with student readiness?
Tier by resources
Is there an activity in which the same resources could be used to work on basic and advanced outcomes?
Tier by outcomes
Is there an activity in which students could benefit from working toward the same outcome, but by doing different kinds of work?
Tier by process
Is there an activity that students could show that they’ve learned in more than one way?
Tier by product

10. Deciding When & How to Tier an Assignment
Five questions to ask yourself during planning
Are there points when some students need more time to work on content or a skill and other students are ready for more advanced work?
Is there an activity in which varied resources could be matched with student needs and readiness?
Is there an activity in which the same materials could be used to work on both basic & more advanced outcomes?
Is there an activity in which students could benefit from working on the same outcome but doing different kinds of work?
Is there an activity that could result in more than one way for students to show what they’ve learned?

11. Types of choice activities
Tic-tac-toe menu
Total of 8 predetermined choices and one free choice
Choices can be written to meet the different learning styles needs, or to meet the different thinking levels
Benefits
Flexibility – can cover one topic in depth, or three different objectives
Easy for students to understand
Weighting – all projects are equally weighted, so grading and paperwork are easily accomplished
Limitations
Few topics – covers one or three topics
Short time period – intended for 1-3 week study

12. Free choice Visual Or Remember Kinesthetic Apply Auditory Create
Evaluate/create
Understands
Analyze
Evaluate
Free choice

13. Types of choice activities
List Menu
More complex than a tic-tac-toe menu
Total of at least 10 predetermined choices
Each has its own point value
At least one free choice for students
Points are assigned based on Bloom’s (or DOK, or 6 Facets)
Choices carry different weights and have different expectations for completion time and effort
Point criterion is set for 100%, and students choose how to attain that point goal
Benefits
Students have complete control over their grades
Concept reinforcement
Allows for in-depth study of material for those who are ready, and gives time for those still learning to choose projects to reinforce the basics
Limitations
Best when used for just one topic in depth
Teachers must have all materials for all possible projects ready at the start of the unit

14. Remember/understand Apply Analyze Evaluate Create TOTAL Plan to do
Activity
Point value
Date completed
Points earned
Remember/understand
Apply
Analyze
Evaluate
Create
TOTAL

15. Types of choice activities
2-5-8 Menu
Variation of the list menu, with a total of at least 8 predetermined choices
At least 2 choices from the two lowest levels of Bloom’s
At least 4 choices from the next two levels of Bloom’s
At least 2 choices from the highest levels of Bloom’s
All levels of choices carry different weights and have different expectations for completion time and effort
Students are expected to earn 10 points for a 100%
Benefits
Students have complete control over their grades
Students must complete at least one activity at a higher level of Bloom’s in order to reach their goal
Limitations
Works best with one topic
No free choice (unless student is familiar with creating projects according to Bloom’s
Most students will only complete one activity from the highest levels of Bloom’s

16. Directions: Choose two activities from the menu below
Directions: Choose two activities from the menu below. The activities must total 10 points. Place a checkmark next to each box to show which activities you will complete. All activities must be completed by _____________.
2 points
*Remember
*Understand
5 points
*Apply
*Analyze
8 points
*Evaluate
*Create

17. Types of choice activities
Game Show Menu
Most complex
Covers multiple topics or objectives
At least 3 predetermined choices and a free choice for each objective
Choices are assigned points based on Bloom’s levels (DOK or 6 Facets)
Choices have different weights and different expectations for completion time and effort
Point criterion set forth that equals 100%
Students must complete one activity from each objective to reach their goal
Benefits
Free choice for students
Students have control over final grade
Allows for different learning levels, as students can contract for a certain number of points for a grade
Students complete an activity for each objective
Limitations
Students and teachers must meet to assure expectations are understood
Intended for a 4-6 week study

18. Guidelines: Subtopic Points for each level Remember/ understand
You must choose at least one activity from each topic area.
You may not do more than two activities in any one topic area for credit.
Grading will be ongoing, so turn in products as you complete them.
All free-choice proposals must be turned in and approved prior to working on that free choice.
You must earn 120 points for a 100%. You may earn extra credit up to ___ points.
You must show your plan for completion by ______________.
Subtopic
Points for each level
Remember/
understand
10-15 points
Apply/analyze
20-25 points
Evaluate/create
30 points
Free choice
(prior approval)
25-30 points
Total:
Total grade:

19. How do I begin? Determine objective(s)
Decide whether to write tasks geared toward different learning styles or levels of thinking?
Design enough tasks to fill your menu choice
Gather materials needed for products
To start, create an all-purpose rubric for menu products
As this process becomes more comfortable, specialized rubrics can be created and shared

20. All-purpose Product Rubric
Advanced
Proficient
Nearing Proficiency
Content:
Content chosen represents the best choice for the product Graphics are well chosen and related to content.
Information or graphics are related to content, but are not the best choice for the product.
Information or graphics presented does not appear to be related to topic or task.
Completeness:
All information needed is included. Product meets the product criteria and the criteria of the task as stated.
Some important information is missing Product meets the product criteria and the criteria of the task as stated.
Most important information is missing. The product does not meet the task, or does not meet the product criteria.
Creativity:
Presentation of information is from a new perspective. Graphics are original. Product includes an element of fun and interest.
Presentation of information is from a new perspective. Graphics are not original. Product has elements of fun and interest.
There is no evidence of new thoughts or perspectives in the product.
Correctness:
All information presented in the product is correct and accurate.
N/A
Any portion of the information presented in the product is incorrect.
Communication:
All information is neat and easy to read. Product is in appropriate format and shows significant effort. Oral presentations are easy to understand and presented with fluency.
Most of the product is neat and easy to read. Product is in appropriate format and shows significant effort. Oral presentations are easy to understand, with some fluency.
The product is not neat and easy to read or the product is not in the appropriate format. It does not show significant effort. Oral presentation was not fluent or easy to understand.

21. Free choice Visual Or Remember Kinesthetic Apply Auditory Create
Evaluate/create
Understands
Analyze
Evaluate
Free choice

22. Remember/understand Apply Analyze Evaluate Create TOTAL Plan to do
Activity
Point value
Date completed
Points earned
Remember/understand
Apply
Analyze
Evaluate
Create
TOTAL

23. Stage 1—Desired Results Stage 2—Assessment Evidence
Unit Title:
James and The Giant Peach
Course:
Communication Arts
Grade Level:
3rd Grade
Time Frame:
One Week
Unit/Course Designer:
Jane Teacher
Stage 1—Desired Results
Established Goals: G
Reading Comprehension
Enduring Understandings: U
The students will listen while the story is being read to them, and ask questions for an understanding and gain comprehension with what is happening in the story.
Essential Questions: Q
How can asking questions, help me with understanding the story?
Why does one need to comprehend to understand the story?
Students will know K
The students will gain the importance of writing and asking questions while listening to the story. The students will understand that while listening one can become one with the book and gain a deeper understanding of the story and what is happening.
Students will be able to… S
The students will be able to create a list of questions from reading or listening to a story.
Stage 2—Assessment Evidence
Performance Tasks: T
Hands on work-tiered assignment
Other Evidence: OE
Student Self-Assessment-Product
Teacher assessments-Tiered assignments (lesson 1-3) 2 assignments
*kid watching

24. Stage 2 - Assessment Evidence (cont.)
Tiered Lessons-Level 1
(Critical Thinking)
List all the characters from the story and tell me their importance.
Draw a picture of all the characters, and tell me their importance.
Make a mobile of all the characters and on the back, write me their importance.
Tiered Lessons-Level 2
(Application)
Students will make a three-fold brochure, telling me all the important items to the story of JAMES AND THE GIANT PEACH.
Students will have the choice to make a menu using all the characters from the story-and having fun with it and using an imagination. Examples-Grasshopper Guts selling for 50 cents, or fried lady bug wings for $4.99 as a main dish. The students can bring their creativity out. He/she may split it up into different categories-Main dishes, drinks, or desserts.
Students will have the choice to make/design an advertisement to go into a newspaper. The student’s will be recommending the book and telling everyone why it should be read.
Tiered Lessons-Level 3
(Basic Learning and Skills)
The students will make a 10-slide power point explaining the story in complete details.
The students can form a group of three to four students and design a bulletin board together-to gain a better understanding of the story JAMES AND THE GIANT PEACH.
The students can make a collage of the story- JAMES AND THE GIANT PEACH, or conduct a survey and make a graph to see how many students/adults have read the story of JAMES AND THE GIANT PEACH. When the survey has been conducted, the students will make a graph to show how many have read or have not read the story of JAMES AND THE GIANT PEACH.

25. References
Differentiating Instruction in the Regular Classroom by Diane Heacox, Ed.D.
Differentiating Instruction with Menus by Laurie E. Westphal
Integrating Differentiated Instruction and Understanding by Design by Jay McTighe & Carol Ann Tomlinson
Understanding by Design by Grant Wiggins & Jay McTighe