Strategies for Differentiating

Instruction

Tiered Assignments & Activities

Nancy Mohn, 2009Curriculum for the Gifted, Week 2

Tiered Assignments & Activities

Tiered Assignments/Activities a strategy for differentiating instruction

that provides for the use of varied levels of activities to ensure that students explore ideas at a level that builds on their prior knowledge and prompts continued growth.

Tiered assignments are intended to provide a better instructional match between students and their individual needs. (Heacox, p. 91)

Why use Tiered Assignments? Blends assessment and instruction Allows students to begin learning where they are Allows students to work with appropriately

challenging tasks Allows for reinforcement or extension of concepts

and principles based on student readiness Allows modification of working conditions based

on learning style Avoids work that is anxiety-producing or

boredom-producing Promotes success and is therefore motivating

Tiered Instruction Features

Whole group introduction and initial instruction

Identification of developmental differences Increase or decrease the:

Abstraction Extent of Support Sophistication Complexity of goals, resources, activities &

products

6 Ways to Structure Tiered Assignments From Diane Heacox

1. Tier by challenge level Use Bloom’s taxonomy as a guide for

creating levels Example: elementary science

Application level: After reviewing the information about frogs and toads from the Department of Natural Resources, record the characteristics of each on a chart.

Analysis level: After reviewing the information about frogs and toads from the Department of Natural Resources, create a Venn diagram comparing and contrasting these two amphibians

Challenge Level Example Middle School – advertising & propaganda Application level: Review the ads in a teen

magazine. Identify each by the propaganda technique (bandwagon, testimonial, or slogan) and make a collage or poster illustrating the techniques you find.

Analysis/Evaluation level: Review the ads in a teen magazine. Examine the characteristics of the “ideal” teen girl and guy portrayed in the ads. Create a collage or poster to share your conclusions about advertising’s portrayal of “ideal” teens.

2. Tier by Complexity Address needs of students who are at

introductory levels as well as those who are ready for more abstract, analytical work

Task can be similar, but focus differs.

Complexity Example Example: Rainforests

Least complex: Create an informational brochure that will inform your classmates about an environmental issue related to rainforests.

More complex: Create an informational brochure that will inform your classmates of different points of view about an environmental issue related to rainforests.

Most complex: Create an informational brochure that presents various positions on the environmental issue related to rainforests. Determine your position on the issue and present a convincing argument for it in your brochure.

3. Tier by Resources Choose materials at various reading levels

and complexity of content Use various types of print resources or a

combination of print & technological resources

The task presented to the students may be the same or may be tiered additionally

4. Tier by Outcome Offer some students the opportunity to

work at a more in-depth, sophisticated level

Example: “I Have a Dream Speech” Basis task: Think about Dr. King’s dream for

social justice, as presented in his speech. Create a visual representation of his ideas.

Advanced task: Think about the USA today. What other dreams of social justice to you believe have surfaced in response to new issues and concerns? Create a visual representation of your ideas.

5. Tier by Process Students work on similar outcomes, but

arrive by different pathways Concern here: make sure various

pathways take the same amount of time

Process Example Making Buying Decisions

Basic task: Choose a product (for example, a DVD player) and review consumer information about it in publications such as consumer magazines. Identify relevant criteria for deciding what you should look for when purchasing the product.

Advanced Task: Choose a product (for example, a DVD player) and interview at least 3 people who have bought it. Identify the criteria these people used in making their decision to buy.

6. Tier by Product Groups are formed based on learning

preference (i.e. Gardner’s Multiple Intelligences or learning styles)

Differentiate assignments based on product to be created.

Product Example Bodily/Kinesthetic: Share the

characteristics of effective leaders through a videotaped “Meeting of the Minds” skit, featuring characters from historical fiction the represent various leadership traits.

Visual/Spatial: Share the characteristics of effective leaders by constructing bulletin board displays that illustrate the leadership traits from characters from historical fiction

Developing a Tiered Assignment

Select the activity objective/standard

•Concept•Generalization•Factual content

Select the activity objective/standard

•Concept•Generalization•Factual content

Essential to buildinga framework ofunderstanding

Step 1

Developing a Tiered Assignment

Step 2 Think about your students -- use assessments

readiness range skills reading level thinking style/level information/background

interests learning profile talents

Developing a Tiered Assignment

Step 3

Create an activity that: is interesting is high level causes students to use key skill(s) to understand a key idea

Developing a Tiered Assignment

Step 4

Chart the complexity of the activity

High skill/Complexity

Low skill/complexity

Developing a Tiered Assignment

Step 5 Clone the activity along the ladder as

needed to ensure challenge and success for your students, in….

materials – basic to advanced form of expression – from familiar to unfamiliar from personal experience to removed from personal experience

Hints….. If you wish to make the tiering more

invisible, make the activities at varying levels look as similar as possible

Start by creating the mid-level activity, then create a more challenging and a less challenging variation

Use “workcards” or Task Cards as a handy way to provide directions for each group (laminate so they last!)

Hints….. Think scaffolding: How much additional

support and assistance does the lower group need?

How independently can the upper group work?

Find a teacher-partner & work together!

Developing a Tiered Assignment

Step 6

Match task to student based on student profile and task requirements

Keep some record of which students receive which activity (color code grade book, etc.)

Organizing the Grouping 1. Just list names & groups on the board 2. Assign students to centers or activity by

color codes 3. Use stickers on Task Cards 4. Use a pocket chart

Use index cards with each student's name Place in the appropriate row

Making Tiering Invisible Introduce each activity with equal

enthusiasm Describe activities in random order Work should be DIFFERENT not more or

less; be fair in expectations Groups should be equally active Activities should be equally interesting &

engaging Require the use of key concepts, skills, or

ideas

Sample Tiered Math Problems Probability Task 1 It’s early Monday morning and your mother has laid out

the following clothing items for you to choose from: a red shirt, a blue shirt, a white shirt, blue jeans, and khaki pants. How many different outfits can you make with the clothes your mother has provided?

Task 2 You are making cupcakes for a class celebration. Your classmates have indicated that they would like a choice of different cupcakes. You have: chocolate and yellow cake batter; strawberry, white, and caramel icing; and green and blue sprinkles. How many different types of cupcakes can you offer your classmates?

Task 3 You are trying to determine your schedule for next year at Leonard Middle School. First period, you can take art, chorus, or band. Second period, you can take technology or creative writing or be an office assistant. Third period, you can take a foreign language: German, Spanish, French, or Latin. Figure out how many different schedules are possible based on these options.

Middle School Unit: DinosaursObjective: Content + Process + Process In their study of dinosaurs, the students will be able to research and

identify various theories of dinosaur extinction.

Task 1 - After researching and identifying various theories of dinosaur extinction, students will be able to create their own theory and draw a picture or diagram illustrating that theory.

Task 2 - After researching and identifying various theories of dinosaur extinction, students will be able to create a visual representation of their theory (i.e. diorama, timeline, or three dimensional model).

Task 3 - After researching and identifying various theories of dinosaur extinction, students will be able to create a visual representation of their theory and defend their theory during a class debate.

Examples of Tiered Assignments: Hurricanes & Tornados (Word) Civil War (Word)

http://connections-nc.com/Tiered%20Assignment%20-%20CIVIL%20WAR.doc

Citizenship (Word) http://wblrd.sk.ca/~bestpractice/tiered/examples3.html

Earthquakes & Volcanoes (pdf) http://www.umsl.edu/~ambrosea/MakeItTakeIt/Ch2Differentiation04.pdf

Persuasive Essay (Word) http://www.dcmoboces.com/dcmoiss/staffdev/oinit/dile/tact2.doc

References Rindone, Nancy. A Mini-Guide to Differentiation. Carroll Independent School District.

2003-2004. www.southlakecarroll.edu/CISD%20Mini%20guide.ppt Smith, Nanci. Differentiating Instruction: Beginning the Journey.

www.wi-rsn.org/pd/files/ Differentiated%20Instruction%20intro.ppt Mann, Rebecca. Reaching all Children in the Classroom: An Overview ofReaching all Children in the Classroom: An Overview of

Differentiation Strategies. Differentiation Strategies. web.ics.purdue.edu/~rlmann/ web.ics.purdue.edu/~rlmann/ Differentiation.Bloomfield.ppt Differentiation.Bloomfield.ppt

Williams, Eulouise. Differentiation of Instruction. Powerpoint, 2003.Williams, Eulouise. Differentiation of Instruction. Powerpoint, 2003. Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed Ability Classroom.Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed Ability Classroom. Cubing/Think Dots Cubing/Think Dots

boe.ming.k12.wv.us/teachers/di/di_docs/strategies_cubing_think_dots/CubingThinkdotpp.ppt

Differentiation Tools For Your Classroom. bonfire.learnnc.org/ncmtec2/DPI_NCsite/ Lessons%20files/Differentiation.ppt

Heacox, Diane. Differentiating Instruction in the Regular Classroom. Free Spirit Publishing, 2002.

Guidelines for Success….. Task must focus on key concept or generalization

essential to the study Use a variety of resource materials at differing

levels of complexity as well as different learning modes

Adjust the task by complexity, abstractness, number of steps, concreteness, and independence to ensure appropriate challenge

Make sure there are clear criteria for quality and success