Tiered Instruction

Whole Class Instruction Advantages A quick method of presenting information to all students Everyone receives the same information and engages in the same activity at the same time Teachers are required to plan one lesson at one instructional level Allows the teacher to spend a greater amount of time engaged in direct teaching

Scenarios where whole-class instruction is effective Presenting a mini-lesson Involving students in activating strategies Providing practice and review Formal testing and assessments

Challenges of Whole-Class Instruction Varied levels of student competency Student engagement Limited student communication Large group instruction tends to marginalize the students who need more interaction and closer contact with the teacher

Challenges of Whole-Class Instruction 5. Teacher feedback is limited (The most powerful single modification that enhances achievement is feedback.) Time Number of students Multiple student needs Student feedback is limited. There is a lack of: Observations of individual students Listening to students talk Engaging students in conversations Reviewing the quality of students’ work

Challenges of Whole-Class Instruction It is difficult for the teacher to gauge the level of learning of the whole class and adjust the instruction accordingly 8. The effectiveness of instruction is diminished without constantly monitoring student progress

What does your math lesson look like now? Currently What does your math lesson look like now? Is it working for every child in your classroom? What happens next? How can we address varied levels of student competency in the whole class?

If we address varied levels of student competency in the same lesson… Will this promote: Student engagement? Increased feedback: teacher and student? Better student communication? Closer monitoring of student progress? Independent learning? Better student outcomes?

What do you think a tiered lesson looks like?

When Tiering: Consider the goal and standard Relate to the Developmental Continuum Start with the middle level task Then, using the DC create the higher and lower level Tasks Consider: Concrete; Semi-Concrete; Abstract Manipulatives; Diagrams; Symbolic Representations Materials, Number of Steps and Levels of Independence

How do I plan for my Tiered Lesson? Is there a format to use? How do I create a quick assessment in order to cluster students of similar levels? How do I create three levels of tasks for a tiered math lesson? How do I create a quick reflection/question to assess student understanding of the lesson? What are the students’ roles? What is the role of the teacher with respect to each student cluster? What does the timing look like?

A Tiered Math Lesson What does it look like? T –Question: Prior Knowledge S- Turn and Talk T- Summarizes and tells students the goal for the lesson today (5-7 min.) T- Demonstrates mini-lesson (10-15 min.) T- Asks the assessment question to all the students (3-5 min.) S- Independently answer the question (white board, paper on clipboard) T is circulating to assess each student (giving each child one of three different colors of snap cubes) (3-5 min.)

A Tiered Math Lesson T- Based on the assessment question results, the students are grouped in three clusters for the tiered activity S- Work in pairs or small groups T- First moves to the advanced group, then the group needing the most support, then the average group (selecting specific students to share with the class) (25 min.) S- Selected students share with the class (5-7 min.) T- Poses the reflection question S- Independently answer the question in writing (5 min.)

Components of a Tiered Math Lesson Goal Standard Met Language Objective Materials Fluency Practice Prior Knowledge Mini-Lesson Quick Assessment Investigation/Partner Task Share Exit Ticket

Examples of Tiered Math Lessons Division Stories Line Symmetry Introducing the Bar Graph

Where Should I Start? Select a lesson that teaches a concept that is grade level appropriate Plan your first lesson with a colleague Save student work Reflect on the lesson Jot down anything that you would change

Pitfalls to Avoid Establish appropriate student behaviors for each component for the lesson (parallel math behaviors to literacy behaviors) You can’t be too organized Watch the clock Keep your focus on today’s objective (make a notation to address a concern later) Each group needs timely teacher feedback