TieringInfo,SLE applicationEDIGroup by grade/content alike so groups can share

PLC: Professional Learning Communities 4 Crucial Questions

What do we want each studentto learn, know, or be able to do?What evidence do we have of the learning?

How will we respond when some students don’t learn?How will we respond to those who have already learned?

PreparingSorting

& Analyzing

Identifying Learning NeedsDifferentiating

Instruction

SLE, Iowa CoreScaffold & Deconstructing

Rubrics, SMART goals

Formative and Summative AssessmentsStudent Self –Assessment

Differentiated Strategies

Considering: Interest, Profile, and Readinessand

Content, Process, Product, Learning Environment

Role of Assessment

Cassandra Erkens, 2008Anam Cara Consulting, Inchttp://www.anamcaraconsulting.com

Individual Profile

InterestsReadiness Content

ProcessProductLearning

Environment

Reflection If…then…

Be thinking about how you

might tier activities.

Differentiated Instruction Continuum

Not Differentiated

HighlyDifferentiated

AssessmentLearning ProfileTiered ActivitiesCurriculum CompactingLearning ContractsIndependent StudyFlexible GroupingAnchor ActivitiesLearning Centers/StationsProblem-Based LearningProject-Based Learning

“One-Size-Fits-All”

Instruction can be differentiated for individual profiles, interests, and readiness by adjusting:Content – what students will learn and the

materials that represent that learning

Process – methods students use to make sense of the content

Product – how students will demonstrate what they know, understand or are able to do

Learning Environment – the culture and surroundings in which students learn best

SDE’s Tiering Definition

Tiering is a strategy that enables educators to address one

concept at multiple levels of complexity based on students’

readiness levels in order to ensure student success.

Remember…“More Complex”

does not mean more work

and“Fair”

is not always equal.

Tiering IS…

Driven by assessment

Providing opportunities for all students to learn the same concepts at varying levels of complexity

Ensuring the content standards are met for all students

Tiering is NOT:

An IEP for each student

Choice for students

Tracking

Used every day

XXXX

Unpack the Standards

CONCEPT:Story Setting

ALL STUDENTS WILL: Be given a story to read

Be required to take notes on the characters and setting

Be required to make a poster

Tiering Example: Story Setting

Just Right: Think about the setting in the story you have read. Using words and pictures, create a poster that shows how the setting affects the characters and their actions in the story.

Less Complex Task (Loosened): Think about the setting in the story you have read. Using words and pictures, create a poster that shows the setting of your story.

CONCEPT: Story Setting

Reference Material

Task Structure

Demonstration of Understanding

Tiering Example: Story Setting

What was varied in the tiered assignments?

Tiering Example: Story Setting

What was constant in the tiered assignments?

The concept of Story Setting

Reading a text

Taking notes and applying knowledge

The product: creating a poster to show what they learned

Let’s try it!

With your table team, try adding a tier assignment on the next 2 slides.

EXAMPLE: READINGElementary

More Complex Task (Tightened): With your group, examine two newspaper advertisements, paying special attention to the word choice. Design your own advertisement to promote your new product, a homework-completing robot, and be prepared to explain why you chose the words you did.

Just Right: With your group, examine two newspaper advertisements. Circle words that are used to persuade the consumer. Which advertisement did a better job persuading you? Why?

Less Complex Task (Loosened):

CONCEPT: Reading comprehension of persuasive text

LOOSEN IT

EXAMPLE: LANGUAGE ARTSElementary

More Complex Task (Tightened):

Just Right: Think about the setting in the story you have read. Using words and pictures, create a poster that shows how the setting affects the characters and their actions in the story.

Less Complex Task (Loosened): Think about the setting in the story you have read. Using words and pictures, create a poster that shows the setting of your story.

CONCEPT: Story elements (Setting)TIGHTEN IT

Key Concepts of Tiering

Each task is centered on the same concept.

Level of complexity varies to address different readiness levels.

In all of the examples, the students should feel okay about working on them because the tasks were similar.

When some have it and some don’t

As needed

When should I tier?

Important Points

Lessons tiered according to the readiness of the student will consist of ____ or more levels, but the work required for each level should be equally engaging and challenging.

The reason to tier is to meet the learners where they are with an appropriately leveled activity that is __________ on the learning objective.

You cannot effectively tier unless you have ______________ to back your decisions on how you grouped your students and how you created the tiers.

two

assessments

centered

You might consider having students _ their work among the tiers so that they can learn from each other.

All students need to be involved in respectful, , and challenging work.

There should be support for every tier.

Important Points

share

engaging

teacher

Important Points

Tiering is not “watering down” the standards. The goal is for all students to master the ____________________.

Treat tiered assignments as just part of what goes on in the classroom from time to time. Do not make an _____ out of tiered assignments. When a student questions why assignments are different for different groups of students, respond by stressing that this is what is best for everyone today.

grade-level standards

issue

Important Points

It is important to explain to the whole class before tiering begins that “____ is not ______.” Fair is providing what a student needs. Students need to understand that all of them have strengths and all have growth opportunities. Let students know they are all working on the same content, they are just approaching it differently.

fair equal

Important Points

Use _______ grouping. Students should move in and out of groups based on assessments for each lesson or unit.

Try to make the tasks _________ across the tiers.

It is important when tiering tasks to change the _______ of the assignment and not the workload. Activities across the tiers should vary in complexity.

flexible

similar

nature

Factors that can influence complexity of a tiered lesson:

Required degree of thinking

Level of abstraction or depth

Degree of structure

Learning resources

Degree of teacher assistance and support

What do I need to know in order to plan a tiered lesson?

The standards and learning targets along the way

Ways to assess students to determine their readiness

Ways to design various activities at different levels of complexity

Ways to manage the flexible groups

Other

Activity – (Partners by content or grade)Choose an SLE (scaffold as needed)Write a tiered activity for the SLEUse Depth of Knowledge framework to

examine the activity. What is the level of thinking required for

each tier? How can you create each tier with a high

level of complexity? Re-write if needed.Share with other teams

Team PlanningChoose a SLE based on student

data showing a need for differentiation within core.

As a team, define proficiency and scaffold as needed.

Create a tiered activity using the scaffold.

Share with other grade level teams.

Extra Tiering Slides – Add One Element

Use if you want to practice.Use as examplesUse Normal View to see responses in notes section of PowerPoint

EXAMPLE: MATHElementary

More Complex Task (Tightened):

Just Right: Students are given a pile of “jewels” from a craft store. The students are to identify all the patterns they can make with the jewels.

Less Complex Task (Loosened): Students are given a pile of colorful “jewels” from a craft store. The students are to make patterns similar to the ones the teacher has made. For example, if the teacher makes a pattern of red, blue, yellow, and green, then the student should make that pattern.

CONCEPT: Patterns TIGHTEN IT

EXAMPLE: MATHElementary

More Complex Task (Tightened): With your partner, create two word problems that require 2-digit multiplication to solve. Solve your new problems and use “teacher talk” to explain the process. If your partner agrees with your explanation and answer, have him/her autograph your problem. Switch roles.

Just Right: With your partner, read the word problems and solve using two-digit multiplication. Use “teacher talk” to explain the process. If your partner agrees with your answer, have him/her autograph your problem. Switch roles.

Less Complex Task (Loosened):

CONCEPT: Two-digit multiplication

LOOSEN IT

EXAMPLE: MATHElementary

More Complex Task (Tightened):

Just Right: With your group, deal the one- and two-digit cards in the deck. Keep your cards face down in front of you. Each person turns over one card. As a group, put the number cards in order from least to greatest. Repeat until all cards have been played.

Less Complex Task (Loosened): With your group, deal the one-digit cards in the deck. Keep your cards face down in front of you. Each person turns over one card. As a group, put the number cards in order from least to greatest. Repeat until all cards have been played.

CONCEPT: Number sequenceTIGHTEN IT

EXAMPLE: READINGElementary

More Complex Task (Tightened): With your group, examine two newspaper advertisements, paying special attention to the word choice. Design your own advertisement to promote your new product, a homework-completing robot, and be prepared to explain why you chose the words you did.

Just Right: With your group, examine two newspaper advertisements. Circle words that are used to persuade the consumer. Which advertisement did a better job persuading you? Why?

Less Complex Task (Loosened):

CONCEPT: Reading comprehension of persuasive text

LOOSEN IT

EXAMPLE: LANGUAGE ARTSElementary

More Complex Task (Tightened):

Just Right: Think about the setting in the story you have read. Using words and pictures, create a poster that shows how the setting affects the characters and their actions in the story.

Less Complex Task (Loosened): Think about the setting in the story you have read. Using words and pictures, create a poster that shows the setting of your story.

CONCEPT: Story elements (Setting)TIGHTEN IT

EXAMPLE: SOCIAL STUDIESElementary

More Complex Task (Tightened): Using your textbook for reference, create a colored poster displaying each of the following: the American flag, the state flag, the state bird, and the state flower. Be prepared to share the significance of each of the items. Practice the Pledge of Allegiance and / or The National Anthem and be prepared to perform it for the class. Why do you think that having a National Anthem and Pledge is important?

Just Right: Using your textbook for reference, create a colored poster labeling and displaying each of the following: the American flag, the state flag, the state bird, and the state flower. Practice the Pledge of Allegiance and / or The National Anthem and be prepared to perform it for the class.

Less Complex Task (Loosened):

CONCEPT: American symbolism

LOOSEN IT

EXAMPLE: MATHMiddle School

More Complex Task (Tightened): Examine how triangles can be used in your everyday life or in our society, and how their characteristics make them uniquely appropriate for these functions. Illustrate these characteristics and purposes by creating a 3-D model or a poster. Include written descriptions or labels.

Just Right: Compare and contrast the characteristics of triangles and the characteristics of another geometric shape. The teacher will provide you with the characteristics of the other shape. Illustrate these characteristics by creating a 3-D model or a poster. Include written descriptions or labels.

Less Complex Task (Loosened):

CONCEPT: Characteristics of triangles

LOOSEN IT

EXAMPLE: LANGUAGE ARTSMiddle School

More Complex Task (Tightened): Create an idiom of your own. Use pictures and words to illustrate several different situations in which that idiom could be used. Include the idiom’s true meaning in the illustration.

Just Right: The teacher will provide you with a list of common idioms. Choose two idioms with similar true meanings. How are they same? How are they different? Illustrate these similarities and differences through pictures and words. Include the true meanings of the idioms.

Less Complex Task (Loosened):

CONCEPT: Idioms

LOOSEN IT

EXAMPLE: SCIENCEMiddle School

More Complex Task (Tightened): As a group, research and discuss the rock cycle. Determine how excessive changes in the environment could affect each segment of the rock cycle. These changes may include excessive heat, rain, drought, flooding, cold, etc. Create a short skit depicting these changes. Include key vocabulary words.

Just Right: As a group, research and discuss the rock cycle. Determine how the rock cycle is similar to another cycle. The teacher will provide you with the information on the other cycles from which you can choose. Create a short skit depicting these similarities. Include key vocabulary words.

Less Complex Task (Loosened):

CONCEPT: Rock cycle

LOOSEN IT

EXAMPLE: U.S. HISTORYMiddle/High School

More Complex Task (Tightened):

Just Right: With a partner, study this photo from the Great Depression. Create a poster comparing and contrasting your home and the home you see in the photograph. Explain how this room may have been used by the family and why.

Less Complex Task (Loosened): With a partner, study this photo from the Great Depression. Create a poster that shows the people you see in the photo. Add call-outs of what they might be saying to each other that accurately reflect the time period.

CONCEPT: Social, economic, and technological changes of the early 20th century

TIGHTEN IT

EXAMPLE: READINGElementary

More Complex Task (Tightened): With your group, examine 2 newspaper advertisements, paying special attention to the word choice. Design your own advertisement to promote your new product, a homework-completing robot, and be prepared to explain why you chose the words you did.

Just Right: With your group, examine 2 newspaper advertisements. Circle words that are used to persuade the consumer. Which advertisement did a better job persuading you? Why?

CONCEPT: Reading comprehension of persuasive text