1. Tiered Assignments ( 分層課業 ) 24 April 2009 Gifted Education Section, EDB

2. Tiered Assignments Tiered by Products Tiered by process Tiered by resources Tiered by challenge level Tiered by complexity Tiered by outcomes

3. Tiered by Products Take into consideration of students’ multiple intelligences Allow students to attain the learning goals in areas of specialty e.g: Students present their views on “leadership” in the form of a video instead of a written report.

4. Tiered by process Take into consideration of students’ learning styles Allow students to attain the same learning goal through different means e.g.: To learn the good and effective reading skills A: To collect information from books on “reading skills” B: To collect information from interviewing successful scholars

5. Tiered by resources Take into consideration of available resources Select resources/skills that students can get hold of e.g.: Students search and compile information about strengthening our memory through the internet Teachers arrange talks from experts to teach students methods of strengthening the memory Teachers arrange talks from experts to teach students methods of strengthening the memory

6. Tiered by challenge level Grade the assignments at different levels of difficulties Students progress along with their own abilities Can make reference to “higher level Questioning” -knowledge, comprehension, application, analysis, synthesis or evaluation -knowledge, comprehension, application, analysis, synthesis or evaluation e.g.: Students read about growth process of tadpoles/frog and present the life cycle in a flow chart (comprehension) Read the growth process of tadpoles/frog and caterpillar/butterfly and compare the difference and similarities (Analysis) Read the growth process of tadpoles/frog and caterpillar/butterfly and compare the difference and similarities (Analysis) Investigate into the growth process of tadpoles/frog and caterpillar/butterfly and identify the significance of each stage in their life cycles (Analysis/Evaluation) Investigate into the growth process of tadpoles/frog and caterpillar/butterfly and identify the significance of each stage in their life cycles (Analysis/Evaluation)

7. Tiered by complexity Grade the assignment into different level of complexity Allow students to choose the level that is commensurate to their abilities e.g.: Design a booklet to introduce the drug abuse issue among students Design a booklet to introduce consequence of drug abuse among students and state your own opinions Design a booklet to introduce consequence of drug abuse among students and state your own opinions

8. Tiered by outcomes Allow students to attain different learning outcomes upon the same learning materials e.g.: Read the Chief Executive’s Policy Address and list all the new initiatives on education Read the Chief Executive’s Policy Address and state the pros and cons of the new initiatives on education Read the Chief Executive’s Policy Address and state the pros and cons of the new initiatives on education

9. Gifted Education Section, EDB (http://www.edb.gov.hk/cd/ge) http://resources.edb.gov.hk/gifted/Learning_&_ Teaching_ResourcesII/course_report.htm

10. References on Tiered Assignments  http://resources.edb.gov.hk/gifted/Learning _&_Teaching_ResourcesII/course_report.ht m  http://www.bced.gov.bc.ca/specialed/gifted/ strategies.htm http://www.bced.gov.bc.ca/specialed/gifted/ strategies.htm http://www.bced.gov.bc.ca/specialed/gifted/ strategies.htm  http://ideanet.doe.state.in.us/exceptional/gt/ tiered_curriculum/welcome.html http://ideanet.doe.state.in.us/exceptional/gt/ tiered_curriculum/welcome.html http://ideanet.doe.state.in.us/exceptional/gt/ tiered_curriculum/welcome.html