TIERED LESSON ON

PRIMARY AND

SECONDARY COLORS

INSTRUCTIONAL SETTING• Multi-age 2nd and 3rd grade—BCS• Pre-assessment: art room 10-13-09• Instructional/post: General multi-age

classroom 10-21-09• Students: 18 total 9 males 9 females• Disability: 8 students• Free Lunch: 4 (3boys &1 girl)

Reduced: 3 (2boys&1 girl)• 11 students NO reduced or free

lunch

DESIRED RESULTS

If students can effectively learn and apply primary colors and secondary colors through a tiered lesson learning process

Objectives Art NYS Standards Why this lesson?

• 21ST CENTURY SKILLS

PRE-ASSESSMENT Written assessment: Total of 14 points

and questions for each studentPrimary and Secondary

Colors

Test Presented: *Students awareness to no pressure of grade or weight in classroom evaluation.*Meant for the students to learn something in a different and fun way

PRE-ASSESSMENT—Process and Readiness

PRE-ASSESSMENT Based on following data students

were organized according to abilities (questions answered) from the pre-assessment into 3 tiers

Tier 1: Scores 1-6 (lowest) Tier 2: Scores 7-8 (mid) Tier 3: Scores 9-11 (highest) Based on analysis the arranged tier

groups are based on process and readiness

LESSON DESCRIPTION WHOLE GROUP TIER 1 TIER 2 TIER 3 MATERIAL/SETUP CLASSROOM MANAGEMENT

STUDENTS GENERAL SCORES

RESULTS: PRE AND POST-ASSESSMENT

RESULTS: Gender: Male vs. Female

RESULTS: Free/Reduced/Non

RESULTS: Disabled/Non-Disabled

GENERAL 3 TIER DATA SCORES

RESULTS: TIER GROUPS

REFLECTION: What went well/What I liked?

• Variety of ways to assess (modalities)• Although post assessment was given three days after

instruction shows high retention of information due to high scores!

• Discovery of new ideas/inventions—i.e. with paint distribution

What did not go well/What would I change?• MORE TIME!!• Realistic Expectations per Tier group• Pre/post assessment Questions (Real World examples and

correct choice of wording)• Lesson implementation quick and rushed• More reflection/post discussion time