1. Practising the use of Tiered Assignments in Teaching and Learning of Primary English Language Diocesan Preparatory School 11-5-2007

2. Objectives: Students will be able to explore ideas and concepts at a level that builds on their prior knowledge in a mixed-ability classroom by doing tiered assignments.

3. Importance of this Programme: Whole school approach to gifted education is our school major concern in curriculum development.

4. Preparation for the Programme We are supported by the Gifted Education Section of EMB. Staff Professional Development: 1. A talk on Introduction of Gifted Education 2. Tiered Assignment Workshop

5. Preparation of the Programme Co-planning meetings Two teachers of the gifted education team attended a foundation course on gifted education and did some try- outs.

6. Rationale of the Programme: Operational Mode of Gifted Education in Hong Kong

7. Rationale of the Programme: The operation approach: Level one: Whole class (School-based) B: Differentiated teaching through appropriate grouping of students to meet the different needs of the groups with enrichment and extension of curriculum across all subjects in regular classrooms.

8. What are tiered assignments? According to Tomlinson (1995), tiered assignments are used by teachers within a heterogeneous classroom in order to meet the diverse needs of the students within the class. Teachers implement varied levels of activities to ensure that students explore ideas at a level that builds on their prior knowledge and prompts continued growth.

9. Types of Tiered Assignments Classroom Mode Tiered by challenge level Tiered by complexity

10. Features of Tiered Assignments Being used in a regular classroom of mixed ability students No pre-identification is required It is learning-outcome-oriented

11. Features of Tiered Assignments Common in core content Variations in assignment Varied instructions in depth and breadth Flexible groupings

12. Background of the School Diocesan Preparatory School EMI school 12 Classes Activity and project-based learning approach Parallel classes Mixed-ability grouping

13. Background of the School This year, we have started to implement ‘Tiered Assignments’ to the three main subjects: Chinese (P4) Mathematics (P1-P3) English (P1-P3)

14. Background of the Target Group P1B (23 boys and 9 girls) P6B (35 boys)

15. Number of Lessons: Two 80-minute English lessons Try-out Period: February 2007 to April 2007

16. Evaluation Observation Interview with targeted students Student work

17. P1- Try-out Lessons 80-minute English Language lesson Task-based learning Learning activities: Shared reading, acting out the play ‘The Three Wishes’, peer assessment, discussion Main task: Write dialogues for Jack and Jill Bonus 1: Write a playscript for Jack and Jill Bonus 2: Write a playscript for Humpty Dumpty

18. by Maire Buonocore, Collins The Three Wishes

19. The narrator The farmer The farmer ’ s wife The gnome Characters

20. Narrator: A farmer was walking in the forest. He met a gnome whose foot was stuck in a hole. Scene 1

21. Gnome: Hey! You! My foot is stuck in this hole. Get me out! Farmer: All right. I ’ ll pull you out. Gnome: Ow! Be careful! Ouch! Continue……

22. Characters:Actors/Actresses 1. The narrator 2. The farmer 3. The gnome The Three Wishes Scene 1: In the Forest Narrator: A farmer was walking in the forest. He met a gnome whose foot was stuck in a hole. Gnome:Hey! You! My foot is stuck in this hole. Get me out! Farmer:All right. I ’ ll pull you out. Gnome:Ow! Be careful! Ouch! Narrator: The farmer pulled and pulled, until at last … pop! The gnome ’ s foot shot out of the hole and the farmer and the gnome fell over. Gnome:Look what you ’ ve done! My boot is still in the hole. Humans are so silly! Farmer:That ’ s not fair. We ’ re not silly. Gnome:You are. I can prove it. I ’ ll give you and your wife three wishes. You will be sure to waste them. That ’ s how silly humans are. Farmer:We ’ re not silly, and we won ’ t waste them.

23. Peer Assessment Form The Three Wishes A. Circle the right number of stars. More stars mean better work. Scene 1 Scene 2Scene 3 Group Number:____Group Number:_____Group Number:____ 1. My classmates speak clearly and loud enough. 2. My classmates speak with facial expression. 3. My classmates are cooperative. 4. I like their performance. B. The best group is _______________________________________.

24. Bonus 1: Write the script of Jack and Jill. Narrator: One day, _________________________________________________ ___________________________________________________________ Jack:___________________________________________________________ ___________________________________________________________ Jill:___________________________________________________________ ___________________________________________________________ Jack:___________________________________________________________ ___________________________________________________________ Jill:___________________________________________________________ ___________________________________________________________ Jack:___________________________________________________________ ___________________________________________________________ Jill:___________________________________________________________ ___________________________________________________________

25. Bonus 2: Write a script for Humpty Dumpty. Humpty Dumpty Characters: Narrator, Humpty Dumpty, Soldiers Narrator : One day, Humpty Dumpty was sitting on the wall. Humpty Dumpty: I ’ m falling.______________________________________ _______________________________________________ ________________: _______________________________________________ _______________________________________________ ________________: _______________________________________________ _______________________________________________ ________________: _______________________________________________ _______________________________________________ ________________: _______________________________________________ _______________________________________________ ________________: _______________________________________________ _______________________________________________ ________________: _______________________________________________ _______________________________________________

26. P6 Try-out Lessons 80-minute English Composition lesson Main task (for all students): write 2 different endings Bonus 1: write the third different ending Bonus 2: write the fourth different ending

27. Student Work

29. Advantages of Tiered Assignments No pre-identification is required A series of tiered assignments is a self-explained tool of identification Allow equal learning opportunities for gifted and average learners in the classrooms.

30. Reflection ‘Tiered Assignments’ is a strategy of catering the learning needs of the gifted in regular classrooms. Other curriculum designs must be introduced when more advanced provision of catering is required by the gifted students. It is challenging for the teachers to decide and design the level of difficulty of tiered assignments.

31. Reflection Teachers have to assess students’ progress before they go to the next tiered assignment. Students’ motivation (intrinsic and extrinsic) Need more time for collaboration and evaluation among teachers

32. Reflection Teachers need to cater for learning diversity for the less able ones apart from the gifted. Smaller class size is an advantage.

33. Interview Questions Do you like bonus questions? Why? Do they help you? In what ways? Do you welcome bonus questions in future lessons?

34. Guidelines for Implementing Tiered Assignments Tomlinson (1995) suggested the following: Be sure the task is focused on a key concept Use a variety of resource materials (Different levels of complexity and learning modes) Adjust the task to ensure appropriate challenge

35. Reference: Tomlinson, C.A. (1995) How to differentiate Instruction in Mixed Ability Classrooms, Alexandria, VA: ASCD.

36. Thank you !