2012 Classroom Makeover Day 3

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Presentation for 3rd Day of Confratute Strand - Classroom Makeover. Topic: Tiered Lessons

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2012 Classroom Makeover Day 3

  1. 1. Liz Fogartyfogartye@ecu.edu
  2. 2. Monday: Foundational Support
  3. 3. Tuesday: Additions
  4. 4. Early Bird Groups• Formed prior to beginning a unit of study.• Formed to give a preview and some prior knowledge to students who may struggle with the concept.
  5. 5. Wednesday: Customization
  6. 6. Today’s ObjectiveO Participants will be able to tier lessons to increase the level of rigor offered to gifted learners.
  7. 7. Ms. Fogarty’s 5th Grade Class Time Whole Class Compacted Student 8:05Morning Choose to read or write SameActivities 8:20 We just finished reading The Birchbark House by Louise Erdrich. We created a Reading novels of choice, large display with our reviews to send to Reading Writing about your reading, Ms. Erdrich. We are also writing her lettersWorkshop Guided Reading, Small group telling her how we felt about the book, projects suggesting she write more like it, and asking her to come to our school for a visit some time. 9:05 During this time the class is expected to write on their topic of Writing choice. Usually a mini-lesson is Young Writer’s GroupWorkshop presented on some topic of need or interest.
  8. 8. 9:55 The entire 5th grade plays Scrabble SameScrabble tournament style.10:45 Math 5th graders go to math with different I got 100% on the Multiplication pretest. I am working on a project teachers of my choice. 11:30Recess and Outside recess, then lunch Same Lunch 12:40 Participate in discussion on Native Social American bias Same Studies (Evaluation Level) 1:25Read Aloud Listen to or give a book talk Same 1:50 Phy Ed Fitness Friday Stations Same 2:15 Participate in mini-lesson on words that I passed the spelling section on theWord Study have the ĕl sound pretest with 100%. I will search for my 10 words. 2:50 YEAH! YEAH!Dismissal
  9. 9. Talk & DoListen 30 minutes30 minutes Synthesiz e 30 minutes
  10. 10. First cast of the dice … 31+2 =31x2 =2
  11. 11. Second cast of the dice … 3 + 12 153+4 =73x4 = 12
  12. 12. Third cast of the dice … 15 + 6 215+1 =65x1 =5
  13. 13. Fourth cast of the dice … 21 + 18 39 213+6 = 9 + 93x6 = 18 30
  14. 14. Modifications for Advanced Students• Play to 100• Disallow paper for calculations or remembering numbers• Use powers• Use subtraction• Allow negative numbers• What about fractions?
  15. 15. Tiered Lesson: Using Powers Option 8134 = 3 x 3 x 3 x 3 = 8143 = 4 x 4 x 4 = 64
  16. 16. Tiered Lesson: Exploring Options2+ 6 = 8 62 = 362 x 6 = 12 2 - 6 = -426 = 64 6-2=4
  17. 17. What about using …… a multi-sided die 64 36 … or two
  18. 18. We could really shake things up…… try three dice and use the distributive law! 12 12 + (3 x 18) = 12 + 54 = 66 (12 + 18) x 3 = 30 x 3 = 90 Did you get closer to 100?
  19. 19. Talk & DoListen 30 minutes30 minutes Synthesize 30 minutes
  20. 20. Tiered ActivitiesTiered Instruction features: Whole group introduction and initial instruction Identification of developmental differences Increase or Decrease the:  Abstraction  Extent of Support  Sophistication  Complexity of goals, resources, activities & products
  21. 21. CONTENT What should a student be able to do as a result of this study? Activities How will designed to student help students demonstrate make sense of understanding? content?PRODUCT PROCESS
  22. 22. StandardsWhat StudentswillBe Able to Do CONTENT Unit Concepts and Generalizations What Students will Understand What Students will Know
  23. 23. The Horse Before the Cart ProductContent Process
  24. 24. Flexible Materials GroupingPace ofInstruction Think- PROCESS Pair-Share Graphic Organizers Simulations Tiered Learning Assignments Contracts
  25. 25. Debate DetailedEssay Puppet show Illustration Letter ModelGraph PRODUCT Timeline Survey Venn Video Film Demonstration Diagram Display or Documentary
  26. 26. LEARNING STYLESINTEREST READINESS
  27. 27. What is Tiering?• One form of differentiation.• Ensures that students with different learning needs work with the same essential ideas and use the same key skills but at different levels of  Complexity  Abstractness  Open-endednessTomlinson, C. (1995). The Differentiated Classroom. Alexandria, VA: ASCD.
  28. 28. The “Equalizer”1. Foundational Transformational 5. Smaller Leap Greater Leap2. Concrete Abstract 6. More Structured More Open3. Simple Complex 7. Clearly Defined Problems Fuzzy Problems 8. Less Independence Greater Independence4. Fewer Facets Multi-facets 9. Slower Quicker Based on the work of Carol Ann Tomlinson
  29. 29. IDENTIFY OUTCOMESWHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, OR BE ABLE TO DO? THINK ABOUT YOUR STUDENTS PRE-ASSESS READINESS, INTEREST, OR LEARNING PROFILE INITIATING ACTIVITIES USE AS COMMON EXPERIENCE FOR WHOLE CLASSGROUP 1 GROUP 2 GROUP 3TASK TASK TASK
  30. 30. Video7th Grade Tiered Science Lesson
  31. 31. 2nd Grade MathThis lesson is tiered in content according to interest.• Tier I: Whales Is a Blue Whale the Biggest Thing There Is? (0-8075-3656-3)• Tier II: Millions How Much Is a Million? (0-688-09933-5)• Tier III: Pandas Dinner at the Panda Palace (0-06-443408-7)• Tier IV: Bunnies Bunches and Bunches of Bunnies (0-590-44766-1)• Tier V: Lifetimes Lifetimes (1-883220-59-9)• Each student reads or listens to their selected book and writes a paragraph describing the whole numbers used in the story. Students should identify the smallest and largest number in the story. In addition, they should write a sentence or two about any number relationships which are given in the story. Among students who read the same book, have students share their results. http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html
  32. 32. Creating Multiple Paths for Learning Key Concept or Understanding Understand Struggling Some Understand The With The Understanding The Concept Concept ConceptReaching Back READINESS LEVELS Reaching Ahead
  33. 33. Guidelines for Developing Tiered Instruction Think about the students who will be using the activity in terms of their readiness, interests, or learning profile. Create one activity that is interesting, requires high-level thinking and is clearly focused on the key concept, skill or generalization.
  34. 34. 8th Grade Language Arts Example Objectives  The students will identify the elements of short stories, such as internal and external conflict, irony, plot, climax, characterization, & setting.Level 1 Level 2• Create a chart or other • Rewrite the ending of this graphic organizer that study. What will happen identifies the elements of now? How will choices short stories in this story. impact the outcome? FOUNDATIONAL . . . . . . . . . . . . . . . . . . TRANSFORMATIONAL
  35. 35. Which tier isconcept? What is the which?Pairs of students are Pairs of students are Pairs of students aregiven a set of “real- given a set of “real- given a set of “real-number” cards and number” cards and a number” cards and aa blank number line. blank Venn diagram blank Venn diagram which has three which has threeStudents must sort overlapping circles overlapping circlestheir cards and labeled as follows: which are not labeled.decide where to numbers greater than Students must sortplace each on the 1½, numbers less their cards and decidenumber line. than 3.5, and numbers on labels for each ofStudents complete between 0 and 15. the circles. Thenthe lesson by writing Students write each students write eacheach number on the number in the number in the appropriate circle. appropriate circle.number line.
  36. 36. Is this lesson tiered by content, process, or product?Pairs of students are Pairs of students are Pairs of students aregiven a set of “real- given a set of “real- given a set of “real-number” cards and number” cards and a number” cards and aa blank number line. blank Venn diagram blank Venn diagram which has three which has threeStudents must sort overlapping circles overlapping circlestheir cards and labeled as follows: which are not labeled.decide where to numbers greater than Students must sortplace each on the 1½, numbers less their cards and decidenumber line. than 3.5, and numbers on labels for each ofStudents complete between 0 and 15. the circles. Thenthe lesson by writing Students write each students write eacheach number on the number in the number in the appropriate circle. appropriate circle.number line.
  37. 37. Is this lesson tiered by interest, learning style, or readiness?Pairs of students are Pairs of students are Pairs of students aregiven a set of “real- given a set of “real- given a set of “real-number” cards and number” cards and a number” cards and aa blank number line. blank Venn diagram blank Venn diagram which has three which has threeStudents must sort overlapping circles overlapping circlestheir cards and labeled as follows: which are not labeled.decide where to numbers greater than Students must sortplace each on the 1½, numbers less their cards and decidenumber line. than 3.5, and numbers on labels for each ofStudents complete between 0 and 15. the circles. Thenthe lesson by writing Students write each students write eacheach number on the number in the number in the appropriate circle. appropriate circle.number line.
  38. 38. 4th Grade MathThis lesson is tiered in product according to readiness.Tier I: Basic Learners• Pairs of students are given a set of “real-number” cards and a blank Venn diagram which has three overlapping circles labeled as follows: numbers greater then 1½, numbers less than 3.5, and numbers between 0 and 15. Students write each number in the appropriate circle.Tier II: Grade Level Learners• Pairs of students are given a set of “real-number” cards and a blank Venn diagram which has three overlapping circles which are not labeled. Students must sort their cards and decide on labels for each of the circles. Then students write each number in the appropriate circle.Tier III: Advanced Learners• Pairs of students are given a set of “real-number” cards and a blank number line. Students must sort their cards and decide where to place each on the number line. Students complete the lesson by writing each number on the number line. http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html
  39. 39. Creating a Tiered Lesson1. Identify the grade level and subject for which you will write the lesson.2. Identify the standard (national, state, district, etc.) that you are targeting.3. Identify the key concept and generalization.
  40. 40. Creating a Tiered Lesson4. Determine which area you will tier. Content: what you want the students to learn Process: the way students make sense of the content Product: the outcome at the end of a lesson, lesson set, or unit (often a project)
  41. 41. Creating a Tiered Lesson5. Determine the type of tiering you will do:Readiness is based on the ability levels of the students.Interest is based on their interest in a topic, generally gauged through an interest survey.Learning profile may be determined through various learning style inventories.
  42. 42. Creating a Tiered Lesson6. Determine how many tiers you will need and develop the lesson. Option A: Tier according to readiness.  At grade level  Above grade level.  Below grade level
  43. 43. Creating a Tiered Lesson7. Determine how many tiers you will need and develop the lesson. Option B: Tier by interest. Control the number of tiers by limiting choices or using a few different learning styles.
  44. 44. Talk & DoListen 30 minutes30 minutes Synthesiz e 30 minutes
  45. 45. Primary Objectives / Topics / Skills Average LevelAdvanced LevelRemedial Level
  46. 46. Talk & DoListen 30 minutes30 minutes Synthesiz e 30 minutes
  47. 47. What Can Be Tiered?• Assignments • Experiments• Activities • Materials• Homework • Assessments• Learning Centers • Writing Prompts
  48. 48. Management Tips The number of tiers will depend on the range in the classroom. Form tiers based on assessment of your students’ abilities to handle the material. Students are re-grouped the next time you use tiering as a strategy. Match the tasks degree of difficulty and its pacing to student readiness.
  49. 49. Tiering by Interest Look at student characteristics other than ability level. Teachers give all students choices of content, process, or product that are at approximately the same ability level. These tiers are similar to those in a layer cake—all the same size.
  50. 50. Group Sizes May Vary The number of groups per tier will vary. The number of students per tier will vary. Form groups based on the readiness needs of individual students.  Tier One may have two groups of three students, Tier Two five groups of four students, and Tier Three may have one group of two students.
  51. 51. Best Books forDifferentiation
  52. 52. Thursday: More Customization
  53. 53. Minimum RequirementsBuild a complex machine which is made up of at least two simple machinesand can move a roll of pennies 3 feet.

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