1. 1 Differentiated Instruction Strategies Tiering Using Bloom’s

2. 2 What words, phrases, or images come to mind when you hear the phrase Tiering Using Bloom’s?

3. 3 Bloom’s Taxonomy Evaluation-judge, rank, rate, evaluate. Synthesis-compose, design, develop. Analysis-classify, contrast, sequence. Application-construct, model, use. Comprehension-describe, outline, classify. Knowledge-name, list, choose, label.

4. 4 WHAT CAN BE TIERED? ACTIVITIES CENTERS & STATIONS ASSIGNMENTS LEARNING CONTRACTS ASSESSMENTS MATERIALS EXPERIMENTS WRITING PROMPTS HOMEWORK

5. 5 Basic Tasks Least Complex More Challenging More Complex Advanced TasksMost Complex

6. 6 Make tiered assignments less visible to students by using Basic task/Advanced task Different work, not simply more or less work

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8. 8 Work Cards A handy way to provide directions for each tiered assignment is to create work cards

9. 9 Cubing a technique which will assist students in considering a concept from six points of view, by giving students suggestions on how to conceptualize a particular concept. While envisioning the six sides of a cube, the student is told that each side represents a different way of looking at the idea.

10. 10 Menus

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12. 12 Main Course (Do both) Student will list steps of the experiment. Student will prepare an investigation that can be used to teach one aspect of acids and bases. Side dishes/dessert (Choose one) Student will write and illustrate a book that can be used to teach one aspect of acids and bases. Student will write words and music (or use a familiar tune) to prepare a song that teaches one aspect of acids and bases. Student will develop a game that can be used to teach some aspect of acids and bases.

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14. 14 The “Equalizer” 1. FoundationalTransformational 2. ConcreteAbstract 3. SimpleComplex 4. Fewer FacetsMulti-facets 5. Smaller Leap Greater Leap 6. More StructuredMore Open 7. Clearly Defined ProblemsFuzzy Problems 8. Less IndependenceGreater Independence 9. SlowerQuicker

15. 15 Reflections Tiered Assignments using Bloom’s offer a better match between students and their individual needs. As a result of the session, I will start… I will stop… I will do more of… I will do less of…

16. 16 Next steps Remember that becoming an expert at differentiation is a career- long goal. One step at a time, you can get there. Carol Ann Tomlinson