1. Tiered Instruction

2. 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

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

4. 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

5. 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

6. 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

8. 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?

9. 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?

10. What do you think a tiered lesson looks like?

11. 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

12. 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?

13. 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.)

14. 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.)

15. 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

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

17. 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

18. 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