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1. Grade level and subject:
2. Standard:
3. Key concept, objective, or generalization:
4. What is essential to r Know r Understand r Do
5. Prior Knowledge Necessary
6. Determine which area you will tier. r Content (what you want the students to learn) r Process (the way students make sense out of the content) r Product (the outcome at the end of a lesson, lesson set, or unit--often a project)
7. Determine the type of tiering you will do: readiness, interest, or learning profile. r Readiness is based on the ability levels of the students. r Interest is based on their interest in a topic r Learning profile using Gardner’s Multiple Intelligences. Based on the above decisions, determine how many tiers you will need and develop the tiers.
8. Assessment
A tiered lesson is a differentiation
strategy that addresses a particular standard, key concept,
On- Tiering by Readiness:
A lesson tiered by readiness level implies that the
teacher has a good understanding of the students’ ability levels with respect
to the lesson and has designed the tiers to meet those needs. You might think
of a wedding cake with tiers of varying sizes. Many examples of lessons tiered
in readiness have three tiers-below grade level, at grade level, and above
grade level. There is no rule that states there may only be three tiers,
however. The number of tiers will depend on the range of ability level in your
classroom. Remember: You are forming tiers based on
an Tiering by Interest or
Learning Profile: When the lesson is tiered by interest or learning
profile, we are looking at characteristics other than ability level. Students
will be
grouped by
Step by Step Approach to Tiering,
1. Identify the grade level and subject for which you will write the lesson. In this case, the grade level is second and the subject is mathematics. 2. Identify the standard (national, state, district, etc.) that you are targeting.
3. Identify the key concept
or
The key concept flows
from
4. Be sure students have the background necessary to be successful in the lesson. What scaffolding is necessary? What information must your students already understand? Are there other skills that must be taught first?
5. Determine
You may choose to tier Content (what you want the students to learn) Process (the way students make sense out of the content) Product (the outcome at the end of a lesson, lesson set, or unit--often a project)
When beginning to tier, only tier one of these three. Once you are comfortable
with this
strategy 6. Determine the type of tiering you will do: readiness, interest, or learning profile. Readiness is based on the ability levels of the students. Interest is based on their interest in a topic
Learning profile may be determined through various learning style inventories
such as Gard
7. Based on the above
decisions Remember, when meeting the academic needs of gifted students, you will want to choose to tier according to readiness. You may have three tiers: below grade level, at grade level, and above grade level. If you choose to tier in interest or learning profile, you may control the number of tiers by limiting choices or using only a few different learning styles. Tiering on all nine of Gardner’s Multiple Intelligences in one lesson may not be a good place to start!
Differentiation means doing something different--qualitatively different. Make
sure you keep this in mind when tiering the lessons.
You will find a good example of three
tiers working on fractions. Each has paper shapes to divide.
8. Assessment. The assessment can be formative, summative, or a combination of both. You may use some means of recording your observations of the various groups, such as flip cards or sticky notes. You may have developed a rubric for each tier based on the particular product that is developed. You may give a formal paper-and-pencil test. You will choose your assessment based on your needs and your lesson design.
Sample Math Lesson by Dr. Rebecca Pierce (Javits Project) Subject:
Mathematics
Key Concept: Students develop an understanding of fractions. Generalization: Illustrate how fractions represent part of a whole Prior Knowledge: Fractions (halves/thirds) have been introduced and illustrated by the students with pictures.
Tiered in content according to readiness Tier I: Using paper circles (pizza) & squares (sandwich), in pairs students determine how to share the food equally and illustrate by folding the paper. Have two pairs determine how they can share equally with four people. They can cut the parts and stack them to see if they match. Have the quad repeat the process for sharing a Reese’s Peanut Butter Cup equally with three people. Tier II: Using paper circles (pizza) & squares (sandwich), in triads have students determine how to share the food equally and illustrate by folding the paper. Have two triads determine how they can share equally with six people. Have the group of six repeat the process for sharing a Birthday Cake with twelve people. In each case, they can cut the parts & stack to match. Have the group start with half a cake and divide equally for 3, 6, & 12 people. Tier III: Using paper rectangles (sandwiches) & triangles (slices of pie), in pairs have students determine how to share the food in three different ways to get equal parts. Have them illustrate by folding the paper. Are there other different ways to divide each shape equally? How many ways are there? Have the pair determine which shapes - circles, squares, rectangles, triangles - are easier to divide evenly and illustrate why with a particular food of their choice. Assessment : Note children's abilities to divide materials into equal parts and to recognize and check for equal parts. Can children explain how many equal parts there are and show how they know the parts are equal.
Language Arts
Creative Writing in Kindergarten: (adult- facilitated small groups) Tiered by Readiness Objectives: Children will be grouped according to readiness level to :
Use proper spacing and punctuation
After reading dinosaur books and
reviewing higher-
Tier 1 In a large group the
children will dictate a story about a pet dinosaur. Preceding the writing,
story elements will be discussed and decided/voted on to come up with
the Tier 2 Each child will illustrate an invented dinosaur pet. They will then create a bubble map around the dinosaur to show words (beginning, middle and ending consonants) that describe their dinosaur pet. They will name their dinosaur. Tier 3 Each child will illustrate an invented dinosaur pet. They will then write a story of one to three sentences about it. They will use beginning, middle and ending sounds, spacing and punctuation properly. They will illustrate their story.
Unit: Pumpkins (Kindergarten) In their study of pumpkins, students will go on a field trip to a pumpkin farm to learn about various aspects of planting, growing, and harvesting pumpkins. Tiered by Process and Product Tier 1: Describe what you Tier 2: Students will carve pumpkins and experiment with them. Students will create a skit reflecting the pumpkin’s mixed “feelings”, both positive and negative, about being chosen. Tier 3: Students will carve pumpkins and experiment with them. Students will create a skit reflecting the pumpkin’s mixed “feelings”, both positive and negative, about being chosen and how those feelings might change after becoming a jack-o-lantern.
Language Arts, Native Americans - Upper Elementary - Tiered in content by readiness and product by interest Standard:
Key Concept: Vocabulary and concept development
Generalization:
Students
can
identify and list similes and metaphors
Similes and metaphors have been introduced and identifying activities have been completed. Tier I: Read The Corn Grows Ripe, by Dorothy Rhoads Tier II: Read Sees Behind Trees, by Michael Dorris Tier III: Read Sing Down the Moon, by Scott O’Dell All students will read a book (or listen to the book on tape for struggling readers). Students will make a list of similes and metaphors they recognize in their story. Students will share their lists. The teacher will lead a discussion of similes and metaphors students have identified. They will compare similes and metaphors used in their books. For their product, students will use similes and metaphors to create a poem, story, or song. Assessment: The teacher will check students for accuracy as they identify the similes and metaphors in their stories. Rubrics designed for each product will be used to formally assess the products. Social Studies
Land Regions (fourth grade) Tiering by Process and Product While studying geographic regions, students will be able to locate the states in each region by labeling them on a map of the United States. Tier 1: During the study of geographic regions students will compare the characteristics of two regions through a drawing, Venn diagram, or wall chart. Tier 2: For further study of geographic regions students will research information from a specific state department by using the internet, writing a letter, or other research method. Presentation of information gathered may be in commercial form or graphic organizer including personal reflections, new questions raised, and/or connections with knowledge of other land regions.
Cultural Development (Tiering by Content, Process and Product) Tier 1: Using an
encyclopedia,
identify
five (5) great artists that came from Great Britain, Japan, or
Egypt Tier 2: Using three different resources, identify and trace the governments of Great Britain, Japan, or Egypt until 1490 AD. Make a chart and compare how each type of government affected the people in terms of health care, employment, and agriculture. Present this to the class. Tier 3: Using at least three different resources plus the Internet, identify how the cultures of Great Britain, Japan, or Egypt might have interacted until 1490 AD and explain how these contacts might have influenced each country’s development. Develop a debate regarding a critical issue that might have occurred over the topic of imports during that period of time. Present this debate to the class.
A Story, Historical Story (Tiering by Process and Product) Tier 1: After determining the setting including the time period or year that the story takes place, the students will list the major historical events that have happened since then and summarize what they believe were the five most important events. Tier 2: After determining the setting including the time period or year that the story takes place, the students will investigate the locations of what they believe were the five most important events since then and create a map that highlights the routes and modes of transportation that the main character may have taken to attend those events. Tier 3: After determining the setting including the time period or year that the story takes place, the students will research what historians feel were the most important events and political figures since that time. Students will then infer what would have happened if the main character influenced the events and figures in some manner. The students would then present how the toad’s influence impacts today’s world. Terrorism – Tiering by Process Tier 1: In their study of
current events
relating to Tier 2: In our study of current events relating to terrorism, the students will be able to create a drawing or model as part of a presentation to persuade community leaders to adopt their proposal for the use of the land where the WTC was located.
Cuban, Missile Crisis – Tiering the Process and Product Tier 1: During their study of the Cuban Missile Crisis, students will consider the importance of the International Hotline in facilitating vital communication between the Soviets and the Americans. They will then relate this situation to their own lives, and present a short verbal/visual presentation describing how they have solved problems with others through open communication. Tier 2: In their study of the Cuban Missile Crisis, students will evaluate the role that the International Hotline played in diffusing the situation, and act out possible phone conversations between the Soviets and the Americans. Tier 3: During their
study of the Cuban Missile Crisis, students will read the transcripts from the
International Hotline conversations between the Americans and the Soviets.
Then, assuming the American position, students will choose a specific Soviet
threat/demand to respond to and create a multiple character skit (
Leadership – Tiering the Process and Product Students will read a Shakespearean drama and identify the leadership style of a major character. Tier 1: Students will read a Shakespearean drama and identify the leadership style of a major character. They will identify their personal leadership style and compare and contrast their own style with that of the Shakespearean character and choose a product to show their comparisons. Tier 2: Students will read a Shakespearean drama and identify the leadership style of a major character. They will compare and contrast the leadership style of that character to a modern day leader and recreate the scene by applying the leadership style of that modern day character.
Physical Education Soccer – Tiering by Process Tier 1: In the game of soccer, what are the possible scenarios that determine when a corner kick is called by the referee? Tier 2: In the game of soccer, when the other team has a corner kick, where would you place your team’s players to defend against the kick? Tier 3: In the game of soccer, apply what you know about corner kicks and create a new corner kick play that involves eight players.
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