1. How Teachers Provide Help that Furthers Learning With Rhonda Bondie
Tiers of Help:
presents
How Teachers Provide Help
that Furthers Learning
In this five-part animation series teachers will learn the what, when, why, and how of deciding to differentiate instruction. Following the animations, teachers can put their learning into action through solving sample instructional problems using agile thinking to adjust or differentiate instruction.In addition, sample readings, videos, and instructional materials are linked to further teacher understanding of deciding to adjust instruction to meet learner needs.
With Rhonda Bondie

2. Differentiated Instruction Made Practical February 2018

3. Available
2018

4. Let’s get started!

6. 4 S
STRUCTURES H
HELP OP
OPTIONS
Take the CARR to the car SHOP!

7. OBJECTIVE STARTING POSITION CRITERIA ACTION PATTERN
REFLECTIONS
Rooted in research on self-regulated learning. The actual activity design move students from passengers on a bus in a passive role to driving supported by teacher direction and total control - the teacher has the brake to stop action when needed.

8. What are the different types of help resources? 1
What are the different types of help resources? 2
What are the different ways teachers approach offering help to support diverse learners?

9. Help Resources TIERS OF HELP
GENERAL HELP
DESIGN
SPECIFIC HELP
2. Look and Listen
INDIVIDUALIZED HELP
3. CARR CHECK
TIERS OF HELP
Help Resources
What are the different types of help resources?

10. Jot down help resources in your classroom environment
PAUSE
THIS HELP IS MOST FREQUENT BECAUSE...
Jot down help resources in your classroom environment

11. ?

13. COMMUNITY POOL AREA
Classroom routines provide a shoulder on the road
the dashboard is using a quick one to monitor key learnings (monitoring specific data points) throughout the lessons and the shoulder on the road is where you pull off to examine the blinking red light
the driver is both aware of the progress being made and the strain on the motor as the car pushes against gravity to move toward the goal. The attention of the driver is focused on managing the curves in the road, avoiding unexpected obstacles, and on reaching the destination before time or fuel runs out.

14. H
HELP
INDIVIDUALIZED
SPECIFIC
GENERAL

15. Free Swim GENERAL Shallow End SPECIFIC Lap Lanes INDIVIDUALIZED
Kiddie pool

16. S
STRUCTURES H
HELP OP
OPTIONS
Take the CARR to the car SHOP!

17. General Help TIERS OF HELP ALL GENERAL HELP DESIGN SPECIFIC HELP
2. Look and Listen
INDIVIDUALIZED HELP
3. CARR CHECK
TIERS OF HELP
General Help
ALL

18. Community pool

19. TOOLS
RESOURCES
MATERIALS
PEOPLE

20. OBJECTIVE STARTING POSITION CRITERIA ACTION PATTERN
REFLECTIONS
Rooted in research on self-regulated learning. The actual activity design move students from passengers on a bus in a passive role to driving supported by teacher direction and total control - the teacher has the brake to stop action when needed.

21. How do teachers approach providing general help?

22. GENERAL
SPECIFIC
INDIVIDUAL
LEARNERS
All
Some/Individuals - Groups
Individual
Many different resources used for same or different tasks
Used to accomplish a specific task
USE
Use to develop specific skills for individuals
TEACHING
Teach, Prompt, Provide
Systematic teaching by teacher (faded or built by students)
Systematic use by student for a period of time
Teacher -Prompted, Student Selected
Teacher Assigned
APPROACH
Teacher Assigned

23. USE
Community pool

25. HOW TO USE HELP & PUT AWAY HOW & WHEN TO ASK FOR HELP
TEACHING
TEACH
PROMPT
PROVIDE
HOW TO USE HELP & PUT AWAY
HOW & WHEN TO ASK FOR HELP

26. APPROACH GENERAL SPECIFIC INDIVIDUALIZED TEACHER DECISION Low High
STUDENT DECISION
Providing
Teaching
Assigning

27. Revisit your brainstormed list of help resources

28. Specific Help TIERS OF HELP SOME GENERAL HELP DESIGN SPECIFIC HELP
2. Look and Listen
INDIVIDUALIZED HELP
3. CARR CHECK
TIERS OF HELP
Specific Help
SOME

29. TAUGHT THROUGH A STRATEGIC PROCESS
ASSIGNED
TAUGHT THROUGH A STRATEGIC PROCESS
Kiddie pool

30. SCAFFOLDS
SUPPORTS
EXTENSIONS
PART OF A TASK
WHOLE TASK
BEYOND TASK

31. GOAL: A SWIMMER WANTS TO SWIM FASTER
ARM STROKE
PART OF A TASK
KICK
SCAFFOLDS

33. SCAFFOLDS
PART OF A TASK
SUPPORTS
WHOLE TASK

34. SUPPORTS
Kiddie pool

35. AWESOME CRITERIA
EXTENSIONS
BEYOND TASK
SCAFFOLDS
PART OF A TASK
SUPPORTS
WHOLE TASK

36. CYCLE OF SETTING GOALS MONITORING REVISING AWESOME CRITERIA REFLECTING

37. OBJECTIVE STARTING POSITION CRITERIA ACTION PATTERN
REFLECTIONS
Rooted in research on self-regulated learning. The actual activity design move students from passengers on a bus in a passive role to driving supported by teacher direction and total control - the teacher has the brake to stop action when needed.

38. How do teachers approach providing specific help?

39. GENERAL
SPECIFIC
INDIVIDUALIZED
LEARNERS
All
Some/Individuals - Groups
Individual
Many different resources used for same or different tasks
Used to accomplish a specific task
USE
Use to develop specific skills for individuals
TEACHING
Teach, Prompt, Provide
Systematic teaching by teacher (faded or built by students)
Systematic Use by student for a period of time
Teacher -Prompted, Student Selected
APPROACH
Teacher Assigned
Teacher Assigned

40. FADING
fading

41. INDEPENDENCE

42. APPROACH GENERAL SPECIFIC INDIVIDUALIZED TEACHER DECISION Low High
STUDENT DECISION
Providing
Teaching
Assigning

43. Revisit your brainstormed list of help resources

44. Individualized Help TIERS OF HELP INDIVIDUAL GENERAL HELP DESIGN
SPECIFIC HELP
2. Look and Listen
INDIVIDUALIZED HELP
3. CARR CHECK
TIERS OF HELP
Individualized Help
INDIVIDUAL

45. Free Swim GENERAL Shallow End SPECIFIC Lap Lanes INDIVIDUALIZED
Kiddie pool

47. SWIMMING WORKOUT PLAN
OPTION 1
OPTION 2
OPTION 3
Warm up
100m any stroke
2 x 25m freestyle
Main
4 x 25m kick
30 seconds rest
Cool down
25m kick
4 x 50m medium effort
4 x 25 high effort with 45 sec rest in between

48. How do teachers approach providing individualized help?

49. Lap pool

50. GENERAL
SPECIFIC
INDIVIDUALIZED
LEARNERS
All
Some/Individuals - Groups
Individual
Many different resources used for same or different tasks
Used to accomplish a specific task
USE
Use to develop specific skills for individuals
TEACHING
Teach, Prompt, Provide
Systematic teaching by teacher (faded or built by students)
Systematic Use by student for a period of time
Teacher -Prompted, Student Selected
APPROACH
Teacher Assigned
Teacher Assigned

51. APPROACH GENERAL SPECIFIC INDIVIDUALIZED TEACHER DECISION Low High
STUDENT DECISION
Providing
Teaching
Assigning

53. SWIMMING WORKOUT PLAN=
ALL STUDENTS
SOME INDIVIDUALS
SWIMMING WORKOUT PLAN=
OPTION 1
OPTION 2
OPTION 3
Warm up
100m any stroke
2 x 25m freestyle
Main
4 x 25m kick
30 seconds rest
Cool down
25m kick
4 x 50m medium effort
4 x 25 high effort with 45 sec rest in between +
IEP
Lap pool

54. Lap pool

55. Revisit your brainstormed list of help resources

56. Teaching & Providing or Assigning Help
GENERAL HELP
DESIGN
SPECIFIC HELP
2. Look and Listen
INDIVIDUALIZED HELP
3. CARR CHECK
TIERS OF HELP
Teaching & Providing or Assigning Help

57. Help is a complex decision.
Agile Thinking:
Help is a complex decision.

58. AUTONOMY
Dependence
Independence
High
Low
SELF-EFFICACY

59. APPROACH GENERAL SPECIFIC INDIVIDUALIZED TEACHER DECISION Low High
STUDENT DECISION
Providing
Teaching
Assigning

60. HOW TO USE HELP & PUT THEM AWAY HOW & WHEN TO ASK FOR HELP
TEACH
PROVIDE
ASSIGN
HOW TO USE HELP & PUT THEM AWAY
HOW & WHEN TO ASK FOR HELP
BENEFITS

61. GENERAL
SPECIFIC
INDIVIDUALIZED X X
TEACHING X
PROVIDING x x x
ASSIGNING

62. GENERAL
SPECIFIC
INDIVIDUALIZED
LEARNERS
All
Some/Individuals - Groups
Individual
Many different resources used for same or different tasks
Used to accomplish a specific task
USE
Use to develop specific skills for individuals
TEACHING
Teach, Prompt, Provide
Systematic teaching by teacher (faded or built by students)
Systematic Use by student for a period of time
Teacher -Prompted, Student Selected
APPROACH
Teacher Assigned
Teacher Assigned

63. Revisit your brainstormed list of help resources

64. Wrap-Up TIERS OF HELP GENERAL RESOURCES DESIGN SPECIFIC HELP
2. Look and Listen
INDIVIDUALIZED HELP
3. CARR CHECK
TIERS OF HELP
Wrap-Up

65. H
HELP
INDIVIDUALIZED
SPECIFIC
GENERAL

66. SCAFFOLDS
SUPPORTS
EXTENSIONS
PART OF A TASK
WHOLE TASK
BEYOND TASK

67. OBJECTIVE STARTING POSITION CRITERIA ACTION PATTERN
REFLECTIONS
Rooted in research on self-regulated learning. The actual activity design move students from passengers on a bus in a passive role to driving supported by teacher direction and total control - the teacher has the brake to stop action when needed.

68. C
CLARITY A
ACCESS R
RIGOR R
RELEVANCE

69. Free Swim GENERAL Shallow End SPECIFIC Lap Lanes INDIVIDUALIZED
Kiddie pool

70. Reflect

71. What should I do?
How can the teacher ensure that all students meet the day’s objectives?
Provide students with a video of the teacher or student providing the mini-lesson. This can easily be made during the first period when the lesson is given by a student with an iPad or cell phone recording the teacher or videos from the Internet on the same topic may also be used. Late comers are directed to watch the video version of the lesson on a computer, iPad or phone with headphones while the live lesson with the teacher continues in class.
Ask students to form "Triad Stations" and sum-up the main points until now in the mini-lesson taking turns saying one important point using the routine, Think, Talk, Open-Exchange. State two rules: 1. Plus 1, so you can repeat what a person said before you but you must add a question or a second idea. and 2. Absent Reporter - the reporter will be someone who joined the class late or who was most recently absent. During Open Exchange the groups prepare the reporter with their most important point or question. Allow five minutes total for the triad stations and then reporters type their most important point or question into a Google doc or write on a chart paper.
Finish the mini-lesson and meet with the students who were late at another time to catch them up.
Give students a printout of the PowerPoint slides and tell them to mark the slide that is up now so they remember when they entered the lesson and that they can go back to review what they missed after the lesson is over.

72. IF C
CLARITY A
ACCESS R
RIGOR R
RELEVANCE

73. General Help Resources by OSCAR
General Help Resource Possible Choices that Teachers Decide to Provide
Objective
Help for Objectives might include a box around key terms so that students know to listen for those terms in the lesson. Images could be displayed to illustrate vocabulary used in the objective or samples of student work might be displayed to show students a progression toward mastery of the objective.
Starting Position
Help resources for starting positions, might be to use people, having an elbow exchange about a question to spark prior knowledge, or Rumors (see Appendix__), a whole group discussion routine, can be used to help students build a starting position with peers to a topic. Resources like glossaries and word banks are helpful when students are writing an individual response as a starting position.
Criteria
Criteria may be illustrated with sample student work. Include Amazing or Awesome criteria that go beyond by returning to previous units for review and retrieval practice. This enables students who need additional practice to “go beyond” today’s lesson by working on an appropriate goal.
Action Pattern
Help for students during the Action pattern may be Buzz Word, Sentence frames, accountable talk phrases, participation rubrics and checklists, and timers. Note taking guides and answer keys also provide help.
Reflections
The most important help for Reflections is providing students with ample time. Reflections usually get rushed at the end of the lesson. So, consider adding stop and reflect moments throughout each lesson that serve as markers for reflections over the whole lesson. Discussing reflections with peers provides help.

77. Community pool

82. H HELP C S CLARITY STRUCTURES A ACCESS H HELP R RIGOR OP OPTIONS R
RELEVANCE
Choosing a SHOp solution requires agile thinking and quick decision making. The best way to build these skills is to think through practice classroom dilemmas, trying a CARR check and brainstorming possible SHOp solutions. Use the quiz to practice CARR & SHOp to develop agile teacher decision making skills to adjust instruction to meet the needs of all learners.
PAUSE

83. Draft Slides
GENERAL
Free Swim

84. TIERS OF HELP How Teachers Provide Help That Furthers Learning
With Rhonda Bondie

85. General Help Resources by OSCAR
General Help Resource Possible Choices that Teachers Decide to Provide
Objective
Help for Objectives might include a box around key terms so that students know to listen for those terms in the lesson. Images could be displayed to illustrate vocabulary used in the objective or samples of student work might be displayed to show students a progression toward mastery of the objective.
Starting Position
Help resources for starting positions, might be to use people, having an elbow exchange about a question to spark prior knowledge, or Rumors (see Appendix__), a whole group discussion routine, can be used to help students build a starting position with peers to a topic. Resources like glossaries and word banks are helpful when students are writing an individual response as a starting position.
Criteria
Criteria may be illustrated with sample student work. Include Amazing or Awesome criteria that go beyond by returning to previous units for review and retrieval practice. This enables students who need additional practice to “go beyond” today’s lesson by working on an appropriate goal.
Action Pattern
Help for students during the Action pattern may be Buzz Words, sentence frames, accountable talk phrases, participation rubrics and checklists, and timers. Note taking guides and answer keys also provide help.
Reflections
The most important help for Reflections is providing students with ample time. Reflections usually get rushed at the end of the lesson. So, consider adding stop and reflect moments throughout each lesson that serve as markers for reflections over the whole lesson. Discussing reflections with peers provides help.

86. WHY DO WE NEED TIERS OF HELP TO ENSURE ALL LEARNERS ARE LEARNING EVERYDAY?
"Certain motivational states interfere with learning. Two adverse conditions are especially dangerous: anxiety and boredom. Anxiety occurs primarily when teachers expect too much from students; boredom occurs when teachers expect too little. When curricular expectations are out of sync with students' abilities, not only does motivation decrease, but also achievement."
--Talented Teenagers by Csikszentmihalyi, Rathunde, Whalen