The document discusses tiered assignments and differentiation strategies for teachers. It defines tiered instruction as involving whole group instruction initially, then identifying student differences and increasing or decreasing abstraction, support, sophistication, and complexity of goals, resources, activities, and products based on student needs. The document provides examples of how to tier assignments in various subjects and grade levels by differentiating content, process, and product. The goal of tiered assignments is to increase rigor and engagement for all students.

1. Tiered Assignments
Liz Fogarty
fogartye@ecu.edu

3. Why
aren’t
you
differentiating?

4. Why Differentiate?

5. Pre-Assessment
What
do
we
already
know
about
tiered
assignments?
5

6. INTEREST
!
!
ACHIEVEMENT
MOTIVATION

7. TIERED
INSTRUCTION

9. Today’s
Objective
O Participants will be able to tier
lessons to increase the level of
rigor offered to gifted learners to
promote greater student learning
and decrease boredom.

11. Tiered Assignments
Tiered 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

12. 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-­‐endedness
Tomlinson,
C.
(1995).
The
Differentiated
Classroom.
Alexandria,
VA:
ASCD.

13. IDENTIFY OUTCOMES
WHAT 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 CLASS
GROUP 1
TASK
GROUP 2
TASK
GROUP 3
TASK

14. Creating
Multiple
Paths
for
Learning
Key Concept
or
Understanding
Struggling
With The
Concept
!
Some
Understanding
!
Understand
The
Concept
Understand
The
Concept
Reaching Back READINESS LEVELS Reaching Ahead

15. The “Equalizer”
Based on the work of Carol Ann Tomlinson
1. Foundational Transformational
2. Concrete Abstract
3. Simple Complex
4. Fewer Facets Multi-facets
5. Smaller Leap Greater Leap
6. More Structured More Open
7. Clearly Defined Problems Fuzzy Problems
8. Less Independence Greater Independence
9. Slower Quicker

16. 16
S
!
A
!
T
Standard
Area
Type
Content
Process
Product
Readiness
Interest
Learning
Style

17. 17
Standard
Tier
1 Tier
2 Tier
3
Content
Process
Product
4
x
4
Matrix

18. 18
5th Grade Math Example -
Differentiating Content

19. 19
Standard:
Evaluating
equivalent
fractions
Tier
1 Tier
2 Tier
3
Content Equivalent
fractions
Equivalent
fractions
Adding
fractions
Process Draw
pictures
to
show
equivalent
fractions
Product Written
work
including
pictures
4
x
4
Matrix

20. 20
Standard:
Understanding
rules
and
laws
and
why
we
need
them
Tier
1 Tier
2 Tier
3
Content Rules
and
laws Rules
and
laws Bill
of
Rights
Process Students
will
analyze
the
events
happening
in
the
picture
of
a
park
setting
as
to
Students
will
list
signs
seen
in
public
places
that
give
rules
to
be
followed
and
Students
will
evaluate
the
Bill
of
Rights
to
decide
which
rights
might
interfere
with
the
rights
of
others.
Product Design
a
sign
for
a
rule
that
should
be
followed
in
the
park.
Students
will
develop
a
sign
for
the
new
rule
that
should
be
made
and
identify
where
it
should
be
posted.
Students
will
identify
the
Right
that
has
the
potential
to
cause
the
most
problems,
and
write
a
speech
to
be
presented
to
the
class
that
4
x
4
Matrix

21. 8th Grade Science Example -
Differentiating Content
and Process

22. 22
Standard:
Tier
1 Tier
2 Tier
3
Content
Process
Students
used
a
computer
program
to
record
water
temperatures
at
various
depths
and
analyzed
results
Students
measured
water
temperatures
at
various
depths
and
analyzed
results
Students
viewed
a
news
report
and
discussed
the
evidence
presented
in
the
report
Product Computer
printout
and
written
analysis
Data
notebook
with
graphs
and
written
analysis
Group
discussion
notes
and
written
analysis
4
x
4
Matrix

23. 23
Grade
5
Math
Number
&
Operations—Fractions
CCSS.Math.Content.5.NF.B.4
Apply
and
extend
previous
understandings
of
multiplication
to
multiply
a
fraction
or
whole
number
by
a
fraction.
Grade
2
Reading:
Informational
Text
CCSS.ELA-­‐Literacy.RI.2.3
Describe
the
connection
between
a
series
of
historical
events,
scientific
ideas
or
concepts,
or
steps
in
technical
procedures
in
a
text.
Grade
8
Reading:
Informational
Text
CCSS.ELA-­‐Literacy.RI.8.7
Evaluate
the
advantages
and
disadvantages
of
using
different
mediums
(e.g.,
print
or
digital
text,
video,
multimedia)
to
present
a
particular
topic
or
idea.
Grade
1
Social
Studies
Students
will
investigate
how
animal
communities
are
alike
and
different.
Example
Standards

24. 24
Standard
Tier
1 Tier
2 Tier
3
Content
Process
Product
Find
a
partner
or
small
group
.
.
.
Let’s
Give
it
a
Try

25. Guiding
Principles
for
Tiering
• All
tiers
include
teacher
modeling
and
support.
• All
tiers
are
equally
desirable.
• All
tiers
represent
different
work,
not
necessarily
MORE
work.
• All
tiers
are
equally
involved,
equally
active.
• Pre-­‐assessment
was
conducted
to
determine
membership
in
tiers.
!
How
did
you
do?
25

26. 26
4th Grade Social Studies
Example - Differentiating
Content and Process

27. 27
Standard:
Determine
characteristics
of
historical
American
heroes
Tier
1 Tier
2 Tier
3
Content
Process Read
a
text
and
answer
questions
from
the
sides
of
the
cube
Read
a
text
and
answer
questions
from
the
sides
of
the
cube
Read
a
text
and
answer
questions
from
the
sides
of
the
cube
Product
4
x
4
Matrix

28. I’ve mapped out the concepts I’ve already
grasped to save you time.

29. The Value of Assessment or ...
You can’t figure out what to teach ‘’em if you don’t know ‘’em!
Preassessment Options - Ensure the Mastery of Basic Skills!!!
Textbook Pretest
Student/Teacher Conference - as short as a 5 minute talk
K-N-W Chart - What do I Know, Need to know & Want to
know
Journal - Write what you know about...
List - If I say ...
What does it make you think of?
Product - Draw a bar graph...
Use the graphing calculator to plot...
Concept Map...

30. 30

31. 31

33. 33
Standard
Tier
1 Tier
2 Tier
3
Content
Process
Product
Find
a
partner
or
small
group
.
.
.
Let’s
Give
it
a
Try

34. Work Time
Standard
Tier
1 Tier
2 Tier
3
Content
Process
Product

35. 8th
Grade
Language
Arts
Example
Level
1
• Create
a
chart
or
other
graphic
organizer
that
identifies
the
elements
of
short
stories
in
this
story.
Level
2
• Rewrite
the
ending
of
this
study.
What
will
happen
now?
How
will
choices
impact
the
outcome?
Objectives
■ The students will identify the elements of short stories, such as
internal and external conflict, irony, plot, climax, characterization,
& setting.
FOUNDATIONAL . . . . . . . . . . . . . . . . . . TRANSFORMATIONAL

36. First
cast
of
the
dice
…
3
1 + 2 = 3
1 x 2 = 2

37. Second
cast
of
the
dice
…
3 + 4 = 7
3 x 4 = 12
3
+ 12
15

38. Third
cast
of
the
dice
…
5 + 1 = 6
5 x 1 = 5
15
+ 6
21

39. Fourth
cast
of
the
dice
…
3 + 6 = 9
3 x 6 = 18
21
+ 18
39
21
+ 9
30

40. Modifications
for
Advanced
Students
• Play
to
100
• Disallow
paper
for
calculations
or
remembering
numbers
• Use
powers
• Use
subtraction
• Allow
negative
numbers
• What
about
fractions?

41. Tiered
Lesson:
Using
Powers
Option
81
34 = 3 x 3 x 3 x 3 = 81
43 = 4 x 4 x 4 = 64

42. Tiered
Lesson:
Exploring
Options
2+ 6 = 8
2 x 6 = 12
26 = 64
62 = 36
2 - 6 = -4
6 - 2 = 4

43. What
about
using
…
64
36
… a multi-sided die
… or two

44. We
could
really
shake
things
up…
12
… try three dice and use the distributive law!
12 + (3 x 18) = 12 + 54 = 66
(12 + 18) x 3 = 30 x 3 = 90
Did you get closer to 100?

46. Best Books for
Differentiation

47. Questions??

48. Minimum
Requirements
Build a complex machine which is made up of at least two simple machines
and can move a roll of pennies 3 feet.

49. Theme Subject Skills / Concepts Assessment
Journey to
Adventure
!
Adventure
selections
provide
entertainment
and
information
on how to
face
challenges
Reading
-Sequence of events
-Categorize & classify
-Text organization •Write an essay
using complete
sentences, avoid
using run-ons
!
•Create a
storyboard to
show sequence of
events in a story
!
•Keep a journal
Writing
-Writing a sentence
-Suffixes
-Base words
Grammar
-Kinds of sentences
-Subjects/predicates
-Run-on sentences

50. Students
1. Allison
2. Debbie
3. Jake
4. Jamie
5. Mary
6. Matthias
7. Paige
8. Sullivan
9. Thomas
SequenceofEvents
TextOrganization
Categorize&Classify
Subjects/Predicates
P P P P
P
P
P P
P

51. Group
Lesson
Planning
Monday Tuesday Wednesday Thursday Friday
Sequence of
Events
Sequence of
Events
Text
Organization
Categorize &
Classify
Categorize &
Classify
Subjects &
Predicates
**Allison, Debbie,
Paige
**Allison, Debbie,
Paige
**Allison, Sullivan **Allison, Jake,
Paige
**Allison, Jake,
Paige
**Allison

52. Ms.
Fogarty’s
5th
Grade
Class
Time Whole Class Compacted Student
8:05!
Morning !
Activities
Choose to read or write Same
8:20!
!
Reading
Workshop
Reading novels of choice,
Writing about your reading,
Guided Reading, Small group
projects
We just finished reading The Birchbark
House by Louise Erdrich. We created a large
display with our reviews to send to Ms.
Erdrich. We are also writing her letters
telling her how we felt about the book,
suggesting she write more like it, and asking
her to come to our school for a visit some
time.
9:05!
Writing!
Workshop
During this time the class is
expected to write on their topic of
choice. Usually a mini-lesson is
presented on some topic of need or
interest.
Young Writer’s Group

53. 9:55!
Scrabble
The entire 5
tournament style.
Same
10:45 Math 5th graders go to math with different
teachers
I got 100% on the Multiplication
pretest. I am working on a project of
my choice.
11:30!
Recess and
Lunch
Outside recess, then lunch Same
12:40!
Social Studies
Participate in discussion on Native
American bias
(Evaluation Level)
Same
1:25!
Read Aloud Listen to or give a book talk Same
1:50!
Phy Ed Fitness Friday Stations Same
2:15 !
Word Study
Participate in mini-lesson on words that
have the ĕl sound
I passed the spelling section on the
pretest with 100%. I will search for
my 10 words.
2:50 !
Dismissal
YEAH! YEAH!