adapted from CSDE powerpoint focus on tiering lessons

1. Differentiation
• Read “Sharing”
slide
• Choose a column
and create your
definition

2. 1. Pick a column
Sharing 2.
3.
Write or think silently
Be ready to share
Write a definition Explain to a new
Develop a
of differentiation teacher what
metaphor, analogy
that you believe differentiation is in
or visual symbol
clarifies its key terms of what he/she
would be doing in the that you think
intent, elements represents and
classroom—and why.
and principles---in clarifies what’s
The definition should
other words—a important to
help the new teacher
definition that understand about
develop an image of
could clarify differentiation in differentiation
thinking in your action
school or district
2

3. Myths About Differentiated Instruction
• Individualized instruction a la special
education
• Chaotic
• Homogenous grouping all the time
• Tailoring the same suit of clothes
• Expecting more of advanced learners
and less of struggling learners
• New
• It’s formulaic; there are a finite
number of “correct” strategies that
always work
3

4. Differentiated Instruction Is…
A proactive decision-making process
that considers critical student
learning differences and the
curriculum. Differentiated instruction
decisions are made by teachers and
are based on: (1) formative
assessment data, (2) research-based
instructional strategies, and (3) a
positive learning environment.
**Districts should adapt and adopt their own**
4

5. THE DI DECISION-MAKING PROCESS
CONTENT
INTRODUCTION
INITIAL INSTRUCTION
PREASSESSMENT
DIAGNOSIS
What are the CRITICAL DIFFERENCES in my students?
How can I MODIFY one or more of the 10 curriculum components to address difference?
CHOICE or TIERING
ALTERNATIVES Adjusting the Depth
Adjusting the Breadth
MANAGEMENT OF FLEXIBLE, SMALL GROUPS
POST ASSESSMENT: Impact of DI 5

6. The Common Sense of
Differentiation
• Crafting an environment that actively
supports each student in the hard work of
learning (see Carol Dweck articles)
• Having absolute clarity about the learning
destination (KUDs)
• Persistently knowing where students are in relation
to the destination all along the way (assessment)
• Adjusting teaching and learning to make sure each
student arrives at the destination (and, when
possible, moves beyond it. (tiering and/or choice) 6

7. Unwrapping Standards vs
Identifying KUDs
Unwrapping Standards Identifying KUDs
• Usually done by central • Completed by classroom
office personnel/SDE teacher (s) of a targeted unit
• Identifies “big ideas” • The process may capitalize on
essential questions, and the essential questions and
concepts, by grade level large conceptual understandings
• May be accompanied by completed by central office/SDE
the development of • Takes a “finer-grain” approach
common assessments to identifying what students
should know, understand and
be able to do at the completion
of a unit
7

8. KUDs
UNDERSTAND DO
KNOW • Concepts • Discipline-Specific Skills
• Facts • Macro-Concepts • Thinking Skills
• Principles • Planning Skills
• Vocabulary • Content-Specific laws • Collaboration Skills
• Dates • Statements of Truth
• Places
• Names
Carol Tomlinson
8

9. CCSS.7.R.L.9
Integration of Knowledge and Ideas: Compare and contrast a
fictional portrayal of a time, place, or character and a historical
account of the same period as a means of understanding how
authors of fiction use or alter history
UNDERSTAND DO
KNOW
9

10. CCSS.7.SP.2
Use data from a random sample to draw inferences about a population
with an unknown characteristic of interest. Generate multiple samples (or
simulated samples) of the same size to gauge the variation in estimates or
predictions. For example, estimate the mean word length in a book by
randomly sampling words from the book; predict the winner of a school
election based on randomly sampled survey data. Gauge how far off the
estimate or prediction might be.
UNDERSTAND DO
KNOW
10

11. Which ONE Difference Will I Address
With Tiering?
• Prior Knowledge?
• Learning Styles?
• Interests?
• Readiness to
Learn?
11

12. Ways to Address Readiness
• Books, materials/resources at • More/Fewer examples
different reading levels • Pacing adjustments
• Highlighted texts • Books on tape
• Materials in a student’s first • Models of quality at the
language student’s level
• Small group instruction • Skill-based learning centers
• Peer teaching
• Varied homework •Tiering
assignments • Different vocabulary lists
• Provide more/less • Increase/Decrease the
background information abstractness
• Increase/Decrease the
familiarity 12

13. What is TIERING?
• Tiering is a strategy
teachers use to increase
the match between
students’ various levels of
learning readiness to the
content and instruction of
particular lessons
• It is NOT TEARING!!
13
13

14. Another Metaphor for Tiering
• Tricycle
• Two-wheeler with
training wheels
• Two wheeled
bicycle
14
14

15. Tiering for Struggling Learners: DECREASING
the Cognitive Load
• What is the representative topic?
– How can I break it down into smaller
parts?
– Can I change it into something more
familiar?
– Can I provide more examples to help
ensure understanding?
– Can I gather reading materials that are at
students’ instructional reading level?
Instructional reading level: Students recognize between 90%-95% of the words
15
Independent reading level: Students recognize more than 95% of the words 15

16. Tiering for Advanced Learners: INCREASING
the Cognitive Load
• What is the representative topic?
– Make the RT less familiar
– Make the RT more abstract
– Use the “big idea” in the RT to require students
“bridge” across time periods, cultures, disciplines
– Require comparison/contrast among two examples of
the RT
– Require increasingly more difficult thinking skills (e.g.,
inference-making, synthesis (Learning activity)
– Use more challenging reading materials (Resources)
16
16

17. CT SS Grade 7: World Regional Studies
• Standard 1: Content Knowledge 1.3 (Significant events and themes in
world history/international studies
– (5) Explain how a civilizations/nation’s arts, architecture, music and
literature reflect its culture and history
• Standard 1: Content Knowledge 1.4 (Geographical space and place)
– (9) Identify selected countries and determine the advantages and
challenges created by their geography
– (10) Examine historical events and factors that help explain historical
events and contemporary issues.
• Standard 1: Content Knowledge 1.10 (How limited resources
influence economic decisions)
– (21) Analyze how resources or lack of resources influenced a
nation/region’s development
17
17

18. Designing a Tiered
Lesson Plan: Grade 7
Curr. Novice Apprentice Practitioner
Comp.
Content Research the internet for Given a variety or Given a variety or
information about Mexico, resources on one resources on two
Goal
Guatemala, Panama and Latin American different Latin
Nicaragua. Specifically, look for culture (maps American cultures
information about each culture’s political and (maps political and
literature, music, textiles, folklore, resource maps, resource maps,
religious traditions, dance and pictures of art pictures of art work,
cuisine. Create a Gallery Walk that work, early early civilizations,
showcases, in pictures with civilizations, literary selections),
captions, the similarities and literary selections), students will compare
differences among the cultures of students will and contrast the
these two (4) Latin American propose a theory cultures and propose a
cultures about why the theory about why the
http://en.wikipedia.org/wiki/Latin_ culture evolved the two cultures evolved
American_culture#Central_Americ way it did. differently.
a
18

19. Peeling Back the
Tiered Lesson Plan
Curr. Novice Apprentice Practitioner
Comp.
Content  Research on two cultures  Research on  Research two
(DECREASE cognitive load) ONE culture cultures; compare
Goal
 Use of Internet (Resources) PLUS develop and contrast,
 Gallery Walk (Different theory propose theory
product) (INCREASE about why cultures
cognitive load) evolved differently
http://en.wikipedia.org/wiki/Latin_ (Learning (INCREASE
American_culture#Central_Am activity) cognitive load
erica through content and
 Primary
sources learning activity)
(Resources)  Primary sources
 Theory (resources)
(Different  Theory (Different
product) product)
19

20. New World Explorers: Grade 8
Know:
 Names of New World Explorers
 Key Events of contribution
 Principle / Generalization
Understand:
 Exploration involves risk
 Exploration involves costs and benefits
 Exploration involves success and failure
Do:
Group A:
Using a teacher provided list of resources –primary and secondary—and a list of product
options, show how two key explorers took chances, experienced success and failure, and
brought about both positive and negative change to North America. Provide proof/evidence.
Group B:
Using reliable and defensible research, as well as primary and secondary sources, develop a
way to show how the New World explorers were paradoxes. Include and go beyond the unit’s
principles.
20

21. New World Explorers: Grade 8 CCSS Standards
• STRAND 1.1 – Significant events and themes in United States history.
– 1. Analyze how specific individuals and their ideas and beliefs influenced U.S. history.
–
• STRAND 2.1 Access and gather information from a variety of primary and
secondary sources including electronic media, recordings and text.
• 1. Gather information from multiple print and digital sources.
• 2. Cite specific textual evidence to support analysis of primary and
secondary sources.
• 3. Determine the central ideas or information of a primary or
secondary source and provide an accurate summary.
• 5. Analyze how a text makes connections among, and distinctions
between, individuals, ideas, or events.
• 6. Conduct short and sustained research projects based on focused
questions, demonstrating understanding of the subject under
investigation. 21

22. 6th Grade Vocabulary
CC.6.R.I.4 CT.6.R.1
Craft and Structure: Determine Vocabulary: Use word origins to determine the
the meaning of words and meaning of unknown words.
phrases as they are used in a
text, including figurative, CT.6.R.2
connotative, and technical Vocabulary: Use abstract, derived root words,
meanings prefixes and suffixes from Greek and Latin to
analyze the meaning of complex words, e.g.,
process, procession.
CT.6R.3 Vocabulary: Define vocabulary critical to
the meaning of content-area texts and use that
knowledge to interpret the texts , e.g., property in
science or social studies
22

23. 6th Grade Vocabulary
EXAMPLE 1 EXAMPLE 2
Mr. Jenkins pretests his Mr. Forrester pretests his students on the
students on the required lists required lists of vocabulary words at two
of vocabulary words at two week intervals. Students have a vocabulary
notebook in which they write the next ten
week intervals. When words. Each writes the word, a definition,
students demonstrate at least and a sentence. Students work in pairs,
80% mastery on the list, they correcting each other’s work, which is then
do not have to write out the reviewed by the Mr. Forrester. Peers
words, a definition, and an administer the quizzes. Words missed are
accompanying sentence. He recycled into next week’s list. Repetitions
does require all students to help students internalize key spelling
take the posttest at the end of patterns. Students who demonstrate
mastery are provided with other words that
the two week period because emphasize roots and/or students’ own
he want to make sure everyone personal list of vocabulary words.
really knows the words.
23

24. Algebra, Grade 8
CCSS Mathematics: Standard 8- (Gr. 6-8): Students will understand and apply basic
and advanced properties of functions and algebra
EXAMPLE 1
Ms. Stanwood introduced this beginning lesson on slope by explaining
what students would learn: “Today we will learn about slope, which is an
important concept in algebra. We will spend about three weeks on this unit
and by the time we are finished with the unit, you will see how civil engineers,
builders, surveyors, and landscapers use this concept in their work.
She invited students to arrange themselves in groups of four because
they were about to begin a scavenger hunt about slope (www.quia.com).
Small groups were a way of differentiating because they were responsive to
students’ individual questions. As groups, they were going to use the web to
find the answers to the following questions:
– What is slope?
– What letter of the Greek alphabet is used to represent slope?
– If a line rises from let to right is the slope positive or negative?
– What is the slope of a vertical line? Horizontal line?
While students were working, she rotated among the groups,
responded to questions, and listened to students’ questions. Later in the
period, Ms. Stanwood assigned them some homework, which she knew would
help students internalize the concept of slope and answer that arose in their
small group work.

25. Algebra, Grade 8
CCSS Mathematics: Standard 8- (Gr. 6-8): Students will understand and apply basic
and advanced properties of functions and algebra
EXAMPLE 2
Mr. Grenke prepared to begin a 3 week algebra unit on slope with his 8th graders. From past
experiences, he anticipated that there would be critical differences among his students with respect to
conceptual understanding and abstract thinking, so he gathered a variety of resources as he planned his
teaching strategies. He would begin with a motivating problem, that could “double” as a hook: “How Steep
Can a Ramp Be?” (www.figurethis.org) He would listen carefully to students’ mathematical discourse about
the problem to diagnose students’ foundational understanding and misconceptions. Based upon his
diagnosis, he would initially divide the students into two groups: those who had incomplete or missing
foundational concepts and those who already had some knowledge of the concepts and skills.
For the first group, he would scaffold mini-lessons around the concepts students didn’t know. He
might use a geoboard applet (www.enc.org) that allows students to use virtual elastics and pegs to draw
conclusions about rise and run. He would use demonstration, the concept attainment model, Socratic
questioning and feedback to support the first group’s learning.
He went on the web and located another real-world problem related to slope that would extend the
second group’s understanding of slope and rate of change: “The Lost House Keys.”
(http://mathcentral.uregina.ca) Working in a small group, he would invite students to discuss and answer a
series of open-ended questions: What is this problem about? What are some of the factors that are
important when you set up the ladder? What is causing the steepness if the ladder to change? What is the
relationship between the amount of vertical distance covered with respect to that covered by the horizontal
distance? How is this problem similar/different to the one done by the whole class? Can rise and run be
expressed mathematically? What new questions do I/we have? He planned to use Socratic questioning and
feedback to support the second group’s learning.
Based upon student learning at the outset of this lesson, he would reevaluate group membership
before proceeding with the next phase of the lesson, determine their learning needs and the best teaching
strategy to support their learning.

26. Phy. Fitness and Weight Training
Analyze the effects of regular participation in a self-selected program of moderate to vigorous
physical activities
EXAMPLE 1 EXAMPLE 2
Mary Trainer, a high school Jean Mee, a PE teacher and coach, was deeply committed to
PE teacher and basketball teaching to her PE standards. Equally important, she knew
coach, was a strong that her students varied widely on their physical abilities
believer in health, fitness and interests. Some girls wanted to look better in jeans;
and wellness. She was others wanted to quit eating junk foods. Many of her
familiar with her physical young men longing for a “six-pack,” wanted upper body,
education standards and torso and abdominal training suggestions.
knew that each student
needed a wellness plan to
support life-long health. With her students’ help, she conducted pre and post
assessments to not only ascertain each student’s beginning
level of fitness, but also their end point and physical
To that end, she insisted wellness growth. Collaboratively with individual and small
that all of her students groups of students, she developed wellness plans around:
completed prescribed
exercises in 4 categories:
flexibility, muscular • Aerobic Capacity (running, tread mill programs, stairs,
strength/endurance, upper cycling, elliptical training, walking)
body strength, and aerobic • Upper Body Muscle Strength and Endurance (Shoulder
endurance. She provided girdle exercises, bicep crunches, triceps extensions, chest
different proficiency levels presses, lat pulls)
for her young men and • Lower Body Muscle Strength and Endurance (ham string
women. extensions, compliments of leg presses and extensions)
• Flexibility (yoga and general stretching)
• Back, Abdominal and Torso Strength and Flexibility
26

27. Grade 8+: Biology, Mitosis
Content Standard: Heredity and Evolution-What processes are responsible for life’s unity and
diversity?
.
EXAMPLE 1
Mrs. Clark began her unit on cell reproduction by asking students to work
in small groups. She asked them to write down what they already knew about
mitosis. She reconvened the class and discovered than some students had more
prior knowledge than others. She decided to form cooperative groups for the
duration of the unit. She would place students with more background knowledge
strategically in the cooperative groups to assist those who were less familiar with
the process of mitosis.
She then proceeded to introduce key vocabulary (cell, cell division,
chromosome, DNA, interphase, prophase, metaphase, anaphase, telophase).
Later, she asked students—in small groups—to visit
www.sfscience.com/admin/pdf/6A2_1BLM.htm and complete a worksheet in
preparation for a class discussion. After the class discussion, she had pairs of
students visit The Cell Cycle website
http://www.biology.arizona.edu/CELL_BIO/tutorials/cell_cycle/cells3.html that
included an animated presentation about mitosis. She reconvened the whole class
to review their learnings.
27

28. Grade 8+: Biology, Mitosis
Content Standard: Heredity and Evolution-What processes are responsible for life’s unity and
diversity
.
EXAMPLE 2
Ms. Sims knew at the outset of her unit on cell division that her
28 students varied widely in prior knowledge. Furthermore, her ELL
students would need extra support. She began the lesson with an
engaging animation, Anatomy of a Splinter, to illustrate how cells
multiply to help repair injuries. She knew this would make her students
curious about the topic.
She grouped her grade-level learners together into three groups
of seven students. She placed one of her ELL students in each of the
grade-level groups. Each group was responsible for viewing the website,
The Cell Cycle:
http://www.biology.arizona.edu/CELL_BIO/tutorials/cell_cycle/cells3.ht
ml and creating a poster illustrating and explaining two of the phases
(controlled choice). Ms. Sims provided her ELL students a vocabulary
table that included everyday terms to describe each of the phases. Poster
materials included construction paper that was cut into the shapes of
chromosomes and cells that could be used to graphically reproduce the
process.
. 28

29. Grade 8+: Biology, Mitosis
Content Standard: Heredity and Evolution-What processes are responsible for life’s unity and
diversity
.
EXAMPLE 2
Above-grade level students were
asked to view a University of Arizona
Biology site for on online onion root tip
activity
http://www.biology.arizona.edu/Cell_BIO/
activities/cell_cycle/cell_cycle.html
Students were invited to categorize 36
pictures of onion root tip cells in various
stages of the cell cycle, categorize them
according to stage, determine the
percentage of cells at each stage and
generate an hypothesis about which stage
takes the longest.
29

30. Mitosis: Key Words
Interphase Prophase Metaphase Anaphase Telophase
• Mother • Daughter • Move to the • Separate • Move apart
chromosome chromosome center • Divide • Move to
• Father • Stick • Line up opposite
chromosome together places
• Make copies • Combine
• Replicate • Condense
• Duplicate
• Double
30

31. Sample Teacher Prompts for
Stages in Second Language
Acquisition
Stage Characteristics: Approx. Teacher
The student: Time Prompts
• Preproduction • Has minimal 0-6 months • Show me…
comprehension • Circle the…
• Does not verbalize • Who has…
• Nods “yes” and • Point to…
“no”
• Draws and points
Hill, J. D & Bjork, C. L. (2008). Classroom instruction that works with English Language Learners. Alexandria, VA: ASCD
31

32. Stage Characteristics Approx. Teacher
Time Prompts
Early • Has limited 6 months- Yes/No questions
comprehension. 1 year Either/or questions
Production
• Produces one- or two- Who…?
word responses. What…?
• Uses key words and How many…?
familiar phrases.
• Uses present-tense
verbs.
Speech • Has good 1-3 years • Why…?
comprehension. • How…?
Emergence
• Can produce simple • Explain…?
sentences. • Question requiring
• Makes grammar and phrase or short-
pronunciation errors. sentence answer
• Frequently
misunderstands jokes.
32

33. Stage Characteristics Approx. Teacher
Time Prompts
Inter- • Has excellent 3-5 years • What would happen
comprehension. if…?
mediate • Makes few • Why do you think…?
Fluency grammatical errors. • Questions requiring
more than a sentence
response
Advanced • Has a near-native 5-7 years • Decide if…
level of speech. • Retell
Fluency
33

34. Fine Arts: Beginning Instrumental
Performing on instruments, alone and with others, a varied repertoire of music.
EXAMPLE 1 EXAMPLE 2
John Vee, a long-time, high Scott Shuler, a long-time high school music teacher, always
school music teacher, loved auditioned his instrumental students to determine their skill
his instrumental music level. Although he assigned students to “chairs” as they
classes. He especially progressed through their high school years, he also recognized
loved his ensemble group his responsibility to cultivate achievement and talent in all of his
that often played at school students. Thus, he mixed his top students in different sections,
and town functions. asking all students to not only carry the melody, but also the
He always auditioned his harmony parts.
players to ascertain their Furthermore, he often disaggregated his orchestra. For example.
skill level and—as they when he knew that the wind players were strong and reasonably
progressed through their comfortable with a piece of literature, he excused them from
high school years—moved whole group practice. This strategy provided him with more time
them through the “chairs” to work with the rest of the orchestra members who needed
in the orchestra. His top more intense practice and a smaller teacher-student ratio.
students were able to carry
the rest of the students,
who often “made it” by He used his chamber groups to further differentiate his
simply playing along curriculum and instruction. His chamber groups were often co-
imitating the section operative clusters of students, and this grouping strategy allowed
leaders. Some of his top him tailor the literature to the expertise of the students.
students continued to play
after high school, including For his highest level students, Scott always found time to work
two students who now with them on solos for school and community based programs.
play with the Philadelphia
Orchestra.
34

35. Instrumental Music
– Literature
• Grouping: (e.g., chamber One critical student
ensembles, solos, jazz band) learning difference
• Technical demand of the piece – Interest
• Complexity of the music notation
– Learning Profile
• Rhythmic demand
• Range of the instrument’s – Readiness/Prior
requirements knowledge
– Part Assignment – Motivation
– Techniques for approaching
instruments in each family (e.g.,
percussion)
35

36. Guided Practice
For next time…bring a standard and materials to create a tiered lesson
It will be helpful to preview the slides that follow and read a provided
article or visit differentiation central
(http://differentiationcentral.com/resources.html)
36

37. Your Turn
• Identify a grade level and select a unit of your choice.
• Check your standards to make sure you are “on target.”
• Write down the “essential understandings:” facts, concepts and
principles (KUDs) related to your unit.
• Anticipate ONE critical student difference that might emerge
from preassessment data (e.g. prior knowledge, reading, learning
rate).
• Brainstorm 2-3 different ways to differentiate the unit to attend
to the targeted student difference.
• Vary the content, teaching strategies, learning activities,
resources, and/or products to address students’ readiness levels
• Explain in 3-4 sentence why you believe the differentiation will
address your targeted student difference.
37

38. Creating a Tiered Lesson
1. Identify grade level and subject
2. Target the concepts/principles that
may require tiering
3. Target the critical students difference
to be addressed (e.g., learning rate,
prior knowledge, readiness)
4. Visualize the differences in prior
knowledge for above-grade level, on-
grade level and below grade level
students
5. Vary the content, teaching strategies,
learning activities, resources, and/or
products to address students’
readiness levels
6. Reflect
38

39. Reflecting On My Tiered Lesson
• Did I stick to my
concepts/principles?
• Is each of the tiers respectful
to learners?
• Do I have rubrics to share with
students?
• What resources will I need?
• How will my students be
grouped?
• What other management
issues do I need to consider?
(e.g. anchor activities, how
completed work will be
shared?)
39

40. Designing a Tiered Lesson Plan
Component Novice Apprentice Practitioner
Goal
Teaching
Learning
Product
Resources
40

41. Creative Tension…
Any change comes from creative tension.
Creative tension is the difference
between the vision (where we want to
be) and current reality (where we are). By
harnessing creative tension, we can learn
to use the energy it creates to move
current reality toward the vision. Our role
is to make sure that there is both an
accurate picture of the current reality and
a complete picture of the desired future.
Senge, P. (1990). The Fifth Discipline: The Art and Practice of The Learning Organization. New York: Doubleday 41