Presentation on theme: "What is it? Why do it? How do you do it?"— Presentation transcript:
1What is it? Why do it? How do you do it? Tiered Assignment'sWhat is it?Why do it?How do you do it?
2Curriculum Differentiation What do you know about tiered assignments?What concerns or fears do you have regarding differentiation and tiered assignments?What would you like to learn more about?
3A Working Definition of Differentiation: Differentiation has come to mean “consistently using a variety of instructional approaches to modify content, process, and/or products in response to learning readiness and interest of academically diverse students.” Tomlinson, Carol Ann. The Differentiated Classroom
4Differentiation is not a curriculum Differentiation is not a curriculum. It is a way of thinking about teaching and learning of various styles.Differentiation is synonymous with good teaching.Important for teachers to find ways of instruction that allows each student to succeed.Students must feel safe, be held to high expectations and realize the diverse population of learners.
5When Differentiating Instruction, The Three Most Important Questions to Continually Ask Yourself... What will I do instructionally to get my students to learn this?What do I want may students to know, understand, and be able to do?How will my students show what they know?
6Summer’s over kids! Now it is time for all of you round pegs to fit into these square pegs.
8The differentiation strategy for today is Tiered assignments.The purpose of tiered assignments is to provide students with options and allowing them to learn at their individual level.
9Tiered Assignments-An instructional strategy that allows the teacher to provide mixed-ability groups access to the same content and objectives during a lesson.-All students gain an understanding of the key concept but at their own ability and level.-Students come together to share and learn from one another.
10The facts on Tiered Assignments Teach the same objective but at various levels and modalities/multiple intelligencesRange from simple to complex using blooms taxonomyEach tier builds upon the previous one and allowsstudents to experience success at their ownacademic level. (i.e…a ladder)Use pre-assessments, abilities, interests & talents to group studentsEqually amount of work; engagement; expectations
11Tier 1: Below grade-level Recall and understand from Bloom’s TaxonomyAsks students to recall general informationAsk students to list and briefly describe characters of a storyIdentify parts of something; write a summary or outlineExplain a topic, make inferences about what their readingDemonstrate basic knowledge of the content or objective.Understand the information and put into their own words
12Tier 2: On grade-level Analyzing the Information Applying the Information in a new formWrite a poem retelling a storyDemonstrate a drawing based on informationSketch a scene from a play by using stage directionsDemonstrate understanding and knowledge of the informationCompare and Contrast charactersDistinguish between fact and opinionCategorizing data; types of genre
13Tier 3: Above Grade-level Evaluating the InformationCreating New Information or productMaking judgment on ideas or concepts/literatureCritique a book or assess author’s viewpointStudents use their own knowledge to develop an original idea or thought.Rewrite the ending to a story, write an extra chapter, create a song, poem or play from the informationDesign a book cover with an illustration and back cover summaryUsing a global event to create a new productCompletion of these types of activities (creating) shows mastery of expected skill
14Now It’s Your Turn…Think of a lesson or standard that you would like to teach from the third nine weeks. Using differentiation, create a tiered assignment for two different subjects. **We will share what you think is your best “tier” when you are finished.**
15I’ve already mapped out all the skills that I know so that I can save you time!