Tiering is… NOT the only kind of differentiation, though it is foundational NOT locking students into “ability boxes” -- groups are flexible and vary according.

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Presentation transcript:

Tiering is… NOT the only kind of differentiation, though it is foundational NOT locking students into “ability boxes” -- groups are flexible and vary according to the task NOT more work or “better” work for some levels – tasks are equitable A form of differentiation Differentiation according to readiness Based upon students’ readiness for a particular task Driven by pre-assessment

Tiered assignments should be: -Different work, not simply more or less work -Equally active -Equally interesting and engaging -Fair in terms of work expectations and time needed -Require the use of key concepts, skills, or ideas -Are used as practice or daily work, NOT as an assessment task to be graded. -Learn from each other – share work!

S H A P E

Differentiating the Core: Modifying the Process Element – Thinking Skills Content Research Skills Product List The causes and effects of the Industrial Revolution After reading the text, pages 42-49. Write a paragraph to share the information. Judge with criteria The causes and effects of the Industrial Revolution After reading the text, pages 42-49. Write a paragraph to share the information.

Basic Elements Defining the Core Curriculum Process: Thinking Skills Content Research Skills Product Thinking Skill Subject Matter Research Skills and/or Resources Culmination or Exhibition List The causes and effects of the Industrial Revolution After reading the text, pages 42-49. Write a paragraph to share the information.

Differentiating the Core: Modifying the Process Element – Research Skills Thinking Skills Content Research Skills Product List The causes and effects of the Industrial Revolution After reading the text, pages 42-49. Write a paragraph to share the information. Judge with criteria The causes and effects of the Industrial Revolution Interview an American history professor at the university; use the Internet; and read the text, Chapter IV. Write a paragraph to share the information.

Differentiating the Core: Modifying the Product Element Process: Thinking Skills Content Research Skills Product List The causes and effects of the Industrial Revolution After reading the text, pages 42-49. Write a paragraph to share the information. Judge with criteria The causes and effects of the Industrial Revolution Interview an American history professor at the university; use the Internet; and read the text, Chapter IV. Write an editorial and debate the positive and negative consequences of the Industrial Revolution.

Differentiating the Core: Modifying the Content Element Process: Thinking Skills Content Research Skills Product List The causes and effects of the Industrial Revolution After reading the text, pages 42-49. Write a paragraph to share the information. Judge with criteria The patterns in the behaviors and trends of consumers and producers who contributed to the causes and subsequent effects of the Industrial Revolution. Interview an American history professor at the university; use the Internet; and read the text, Chapter IV. Write an editorial and debate the positive and negative consequences of the Industrial Revolution.

Tiered Graphic Organizers Tier 1

Tiered Graphic Organizers Tier 2

Tiered Graphic Organizers Tier 3

Task/Work Make sure the directions are clearly stated in student-friendly language. Include specific details (e.g., “Give a minimum of three examples”) Include criteria for quality or a rubric so students clearly know your expectations for their work. As appropriate, sequence the steps students need to follow. Include examples or samples of work as necessary. Explain how students will share their work. Double-check that the directions can be followed by students independently.

Task Cards/Work Cards Write a letter to yourself stating at least five key points that you would like to remember about differentiated instruction and how you will use these things in your classroom. Write a letter to your principal comparing what you have learned about differentiated instruction to what is happening in your school. Write a persuasive letter to your school board president convincing him/her that your school district must adopt the philosophy of differentiated instruction in your district.