Flexible Grouping Based on Tiered Instruction—A Planning Strategy for Mixed Ability Classrooms Princess Anne Middle School PDP Training December, 2015 Source: Montgomery County (MD) Schools—Curriculum and Instruction Adaptations: Cathy Smith, PAMS GRT

What words, phrases, or images come to mind when you heard the term tiered instruction?

Understand and apply the tiered instruction model in order to meet the needs of individual students. Reflect on current educational practices. Goals for Today

What does tiered instruction mean? Tiered instruction, in short, involves teaching or applying the same learning objective in up to three ways to meet the needs of students at three levels of preparation: 1)students ready to go beyond 2)students just ready 3)students not yet ready for that grade level’s instruction

Why use Tiered Instruction? By keeping the focus of the activity the same but providing routes of access at varying degrees of difficulty, the teacher maximizes the likelihood that: 1)each student comes away with pivotal skills and understandings 2)each student is appropriately challenged Teachers use tiered activities so that all students focus on essential understandings and skills but at different levels of complexity, abstractness, and open-endedness.

What kinds of things can be tiered? assignments activities centers and stations learning contracts assessments materials (e.g. reading levels, complexity) experiments writing prompts homework

Creating Multiple Paths for Learning Key Concept or Understanding Struggling with the concept Some understanding Understand the concept Reaching back Reaching ahead READINESS LEVELS

IDENTIFY OUTCOMES WHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, AND BE ABLE TO DO? WHAT DOES THE STUDENT WANT TO LEARN ABOUT THE TOPIC? THINK ABOUT YOUR STUDENTS PRE-ASSESS READINESS, INTEREST, OR LEARNING PROFILE HOW DOES THE STUDENT WANT TO LEARN ABOUT THE TOPIC? INITIATING ACTIVITIES USE AS COMMON EXPERIENCE FOR WHOLE CLASS GROUP 1 TASK GROUP 2 TASK GROUP 3 TASK

Create on-level task first, then adjust up and down.* *Gifted cluster classes should create the Above-Level Task first and then tier down.

THE TEACHER’S CHALLENGE Developing “Respectful Activities” that are INTERESTING ENGAGING CHALLENGING EMPOWERING

Pre-Assessment is Key; On-Going Assessment is a Must

More on “The Equalizer” Foundational -> Transformational: information, ideas, materials, applications Concrete -> Abstract: representations, ideas, applications, materials Simple -> Complex: resources, research, issues, problems, skills, goals Single Facet -> Multiple Facets: directions, problems, application, solutions, approaches, disciplinary connections Small Leap -> Great Leap: application, insight, transfer More Structured -> More Open: solutions, decisions, approaches Less Independence -> Greater Independence: planning, designing, monitoring Slow -> Quick: pace of study, pace of thought Source: Tomlinson, C. & Eidson, C. (2003). Differentiation in practice: A resource guide for differentiating curriculum. Alexandria, VA: ASCD.

Kaplan Flip Book Basic thinking skill Differentiate content—depth Research skills/resources Products

Jeff’s Part

Apply 1.Using your Synergy gradebook, identify an objective that you will teach soon. (This is your common objective.) 2.Sort your data and identify what you believe are your three tiers. 3.What are three different levels of activities that students could do to meet the same objective? Think: Complexity Concrete to abstract Single step vs. multi-step Structured (teacher-led) to more open (student discovery) 4.What product(s) could (each) group complete to show mastery (or beyond) of the objective?