|
| |
 TIERing
8 Framework
1.1.
Grade level and subject for which you will write the lesson.
2.
2.2.
Standard (national, state, district, etc.) that you are targeting.
3.
3.3.
Key concept, objective, or generalization.
What is essential to know, understand, do?
4.
4.4.
Prior knowledge necessary
5.
5.5.
Determine which area you will tier.
-
1.Content
(what you want the students to learn)
-
2.Process
(the way students make sense out of the content)
-
3.Product
(the outcome at the end of a lesson, lesson set, or unit--often a project)
4.
6.6.
Determine the type of tiering you will do: readiness, interest, or learning
profile.
-
1.Readiness
is based on the ability levels of the students.
-
2.Interest
is based on their interest in a topic
-
3.Learning
profile may be determined through Gardner’s Multiple Intelligences.
4.
7.7.
Based on the above decisions, determine how many tiers you will need to
provide support and challenge as you develop the lesson?
Tier 1
Resources, Content, Process, Product, Grouping, Teacher
Direction/Facilitation
Tier 2
Resources, Content, Process, Product, Grouping, Teacher
Direction/Facilitation
Tier 3
Resources, Content, Process, Product, Grouping, Teacher
Direction/Facilitation
8.
8.
8.
8.
8.
8.
8.
8.
8.
Assessment
Factors
Influencing the Complexity of Tiered Learning
Degree of assistance and
support
Teacher directs instruction
Teacher facilitates
Small group support
Individual autonomy
Degree of structure
Clearly defined parameters
Open-ended criteria and parameters
Required background
knowledge and skills
Minimal, basic information
Grade-level information
More extensive information and understanding is required
Concrete or more abstract
Process and product are concrete
Process and product involve abstract thinking and
interpretation
Quantity of resources
Single resource is provided
Multiple and varied resources are employed
Complexity of process
Pacing
--Repetition and guided
practice are paced at rate typical for grade level
--Minimum repetition and practice allow acceleration
Number and complexity of steps
--Process is simple and short-term
--Multiple steps and an extended period of time are required
Simple to high-levels of
thinking
Sophisticated research skills are required
Complexity of product
Simple, correct answers
Varied and complex responses
Integration of advanced skills and concepts are required
Centers,
Choice Cards, or
Stations
Vary the level of difficulty, Multiple Intelligences, and/or interest
•
Task Card Station 2
|
