Tiered Assignments Powerpoint Background

Presentation on theme: "TIERED ASSIGNMENTS."— Presentation transcript:

1 TIERED ASSIGNMENTS

2 What is Tiered Instruction?
A differentiation strategy where all students focus on essential understandings and skills, but at different levels of complexity.Analogy to a ladder…our students are at different places on a ladder and our goal is to support them and challenge them slightly above their independent level to help them move up at least one rung in the ladder.

3 Why Use Tiered Instruction?
Avoids work that is anxiety or boredom producingPromotes success and is therefore motivatingBlends assessment and instruction(Tomlinson, 2001)Encourage students to begin learning from where they areAllows students to work with appropriately challenging tasksAppropriately challenging tasks=think of Vigotsky’s Zone of Proximal DevelopmentOften when misbehaviors occur in our classrooms it is because students are anxious or bored…DI eliminates many misbehaviors

4 TIERED LESSONS AND CURRICULUM LADDERS
Students explore ideas that value their readiness level by building on prior knowledgeStudents use varied approaches to explore essential ideasRubrics are used to assess tiered lessons/curriculum ladders that are createdIn a heterogeneous classroom, a teacher uses varied levels of activities to ensure that students explore key concepts and ideas at a level that build on their prior knowledge and prompts continuous growth. Student groups use varied approaches to explore essential ideas.Key benefits include:Blends assessment and instructionAllows students to begin learning where they areAllows students to work with appropriately challenging tasksAllows for reinforcement or extension of concepts based on readinessAllows modification of working conditions based on learning styleAvoids works that is anxiety producing (too hard) or boredom producing (too easy)Promotes success which is motivating

5 Lesson Plan Template for DI
Subject:Spanish IV (H)Key Concept or Standard:"Relative" pronouns are called "relative" because they are "related" to a noun that has previously been stated.Differentiated by:Content according to ReadinessLessonWhole-class ComponentsDifferentiated ComponentsIntroductionWhole class mini-lecture on relative pronouns: their use in English and Spanish (15-20 min.)PracticePlace students on computers to complete exercises by ability.Relative Pronouns 1 -beginningRelative Pronouns 2 – target levelRelative Pronouns 3 –advanced(25-35 min.)AssessmentQuizzes by ability level.Without knowing your students, I created a simple tiered lesson for Spanish relative pronouns.I identified the knowledge that the students need to learn.I planned a brief whole class explanation or mini-lecture on the topic.I planned for 3 levels of student achievement and found a website with practice tests at each level.Finally, I can provide formative assessments by giving students a grade based on the website test or plan a quiz for each level.

6 EQUALIZER 1. Foundational Transformational 2. Concrete Abstract
3. SimpleComplex4. Single facetMultiple facets5. Small leapGreat leap6. StructuredOpen7. DependentIndependence8. SlowQuickHere, we’re going to think about kids in our classes on this continuum.Students at the foundational level have little to no background knowledge where the child at the transformational level is ready to apply key concepts and principles across other settings; basic material is already mastered.Some students need to learn key information before they can look at its implications and interrelationships. We should always try to move students from concrete to deeper meanings. Think back to Piaget and kids who are on the concrete or abstract levels.Students who look at the big picture and ‘get it’ are at the simple level. Some students are able to handle the intricacies; they are at the complex level.Single facet implies kids who can only handle problems with one solution or a few steps. Students who are able to handle problems with many steps or multiple solutions are at the multi-facet level.Small leap and great leap involve transfer. Students who can only make a small ‘leap’ of transfer are less ready than students who can apply their working knowledge to novel situations.Students who require specific directions and a model of the finished product are at the structured level. Students who can create their own solutions without a lot of guidance are at the Open level.4 stages identify the growth from a dependent learner to an independent learner. First is skill building where students have only limited choice and specific short term tasks. Next is structured independence when students choose from teacher selected tasks but engage in self-evaluations. This is followed by shared independence where the student creates tasks with some help, and finally the self-guided students plans, executes and evaluates his own tasks.Students who require a high degree of repetition or guided practice acquire knowledge more slowly than students who quickly grasp concepts and beg for more.Switch slide.

7 THINKING ABOUT THE EQUALIZER
Use the equalizer to help you think about tiered lessons and how the descriptors might help you move a student from simple to complex resources, research, issues, problems, skills or goals.Plan one activity and plot its characteristics on the equalizerDetermine areas you can move the activity to more or less difficult on the equalizerNow we’re going to look at tiered lessons.

8 TIERED ACTIVITY DEVELOPMENT
Select the activityorganizerConceptgeneralizationThink about yourstudent/use assessmentsReadiness rangeInterestLearning profiletalentsChart thecomplexityof the activity:High to lowCreate an activity thatIsInterestingHigh levelCauses students to useskills to understand a key ideaGuidelines for use include:Be sure the task is focused on a key concept or generalization essential to the studyUse a variety of resource materials at differing levels of complexity and associated with different learning modesAdjust the task by using the equalizer to ensure appropriate challengeBe certain there are clear criteria for quality and successChoose activities alongLadder as needed toensure challengeand success (basic toadvanced)Match taskTo student

9 Subject: Language Arts Grade: Seven
Standard: # 2 Reading Comprehension (focus on informational materials)Key Concept: Locate information by using a variety of consumer and public documents.Generalization: Choose a product to purchase and research it in Consumer Reports for the best one to buy. Watches, radios, or other small appliances should work well for this research project.Background: Students are working on understanding where to find information that helps make decisions. In this lesson, they are looking at products as consumers. They need to be familiar with advertisements and consumer magazines.This lesson is tiered in product according to readiness.Tier I: Struggling Learners: Knowledge/Comprehension ActivityThese students need work that helps them comprehend the issue at hand. In this case, they want to find criteria that will help them decide what is good to buy. They need to pick a product that can be easily found in Consumer Reports. A watch, radio, TV, hair dryer , CD, or video game would be good choices. They need to choose one. As they read the report, they need to create two lists of criteria to help them judge which product to buy. The first list is labeled "Positive Attributes of the Product". The second list is labeled, "Negative Attributes of the Product". They need to choose two types of the product they have chosen and write the positive attributes and negative attributes on the list created. Then they need to find advertisements in magazines or newspapers for each of these products and clip them out. Finally, they need to take two different colors of markers and underline the words they find on their advertisements that match the items on the lists they created. Based on what they find, they should be able to suggest to the group which product to buy.

10 Tier II: Grade Level Learners: Analysis Activity
These students should pick a product they wish to analyze according to criteria in Consumer Reports. Products suggested in the Tier I activity would work here too, or any product they are interested in and can find in the Consumer Report. They need to read the analysis in the report, noting what criteria the magazine lists and which brand names of the product rate the highest on each criterion. They should make a list of the order of the products by brand. Now look for advertisements in the Sunday Paper for any mention of any of the list of products. Based on what the advertisement states, analyze the way the product is advertised according to what the Consumer Report states about the particular product. Based on findings, be ready to suggest which product is the best to buy and why. Consider cost in recommending the product as well as other criteria.Tier III: Above Grade Level Learners: Synthesis ActivityThese students will again generate a list of products they would like to research in the Consumer Reports. Before reading the magazine, however, they should generate a list of criteria they think is important for the magazine to rate. In other words, they should analyze the product they choose first according to what they think is important to know about this product when they buy it. Make a list of these criteria. Next, read the report of this product., checking their own criteria to see if they identified important criteria on their own. List the criteria listed in Consumer Reports. Which products are the leading brands and what criteria is important to check? Did they agree with the Consumer Reports on essential elements to know about products? Write a paragraph in defense of research before a consumer buys a product. Assessment: Since each group researched material using Consumer Reports, this is a perfect activity to share as a large group. This activity can be done individually or in small groups (of whatever size you choose--twos, threes, or fours work well). At the culmination of the activity, have individuals or groups share what they found and what they would suggest for all consumers concerning their product. They each have a product to hand in at the end of this activity.

11 Subject: Mathematics Grade: Eighth
Standard: Standard: #4 Computation and Estimation #8 AlgebraKey Concept: Key Concept: Students practice mental calculations by recognizing patterns and relationships among integers.Generalization: Students do mental calculations using symmetry and looking for visual patterns.  Background:This lesson could be an activity for anytime of the year. Each tier provides a fun way of practicing mental addition, looking for visual patterns, and recognizing symmetry. Consequently, students should be adept at mental addition and familiar with recognizing patterns.This lesson is adapted from the book Math for Humans, ISBN#  This lesson uses magic squares which originated in China and have mainly been studied since the seventeenth century. These activities are designed to reinforce mental calculations as students total various arrangements that make 34. Begin the lesson as a whole class but have the students arranged in their tiers and do the first part of “The Code Square” found on page 4-2 of the reference. This forms the basis for all the other activities as students become familiar with and recognize the patterns found in a 4-by-4 Magic Square. Students may work in pairs or individually within the tiers.This lesson is tiered in process according to Howard Gardner’s Multiple Intelligences. Tier I: Linguistic LearnersStudents continue using the Magic “Code Square” to play the word and code game using the rules found on page 4-2 of the reference.Tier II: Logical-Mathematical LearnersPairs of students complete “A Box of Patterns” on page 4-6 of the reference. You might also have some of these learners create new Magic Squares by following the directions on page 4-8 of the reference.Tier III: Spatial LearnersStudents play the “Rune Square” game following the rules found on page 4-4 of the reference. You might also have some of these learners follow the directions for making a design surprise on page 4-7 of the reference.Assessment:Use observation and questioning as you visit each tier to assess this lesson.

12 Subject: Science Grade: Eleventh – Physics Standard: #9 Common Themes
Key Concept: Key Concept: Understanding how things work and designing solutions to problems of almost any kind can be facilitated by systems analysisGeneralization: Principles of physics can help us understand everyday phenomenon.Background:Students have studied mechanics and properties of matter. As a comprehensive check for understanding about these principles, students will be placed in groups according to readiness. Their task is to analyze the given phenomenon, demonstrate it, and identify and explain all the physics principles involved. The results must be shared with the class. The presentation style is left to the group but must include both demonstration and explanation.Many books and materials will give directions for these phenomena. One that is quite comprehensive in both the directions for the demonstration and the explanation of why it works is How Things Work: The Physics of Everyday Life, by Louis Bloomfield (ISBN: ).This lesson is tiered in content according to readiness. Tier I: BasicPulling a Tablecloth from a Table Set with Dishes (Laws of Motion)Tier II: Grade LevelSwinging Water Overhead in a Bucket without Spilling the Water (Acceleration, Circular motion)Tier III: AdvancedThe Cartesian Diver (Density, Pressure)Assessment:Teacher observation and student interviews during the investigation will serve as formative assessments. Summative assessment includes accuracy of explanation and successful demonstration of the phenomenon. Students’ presentation skills may be assessed with a rubric. If possible, you might wish to consider sharing the demonstrations with younger students.

13 Subject: Mathematics - Statistics Grade: Twelfth
Standard: Data Analysis and Probability from the National Council of Teachers of Mathematics Principles and Standards for School MathematicsKey Concept: Key Concept: Students are knowledgeable, analytical, thoughtful consumers of data.Generalization: Students formulate a question that can be addressed with data and collect, organize, and display the data.Background:This lesson would be an end-of-course culminating activity and should be completed in groups consisting of two to four students.Students choose a tier according to interest in a question and decide to use a survey, observational study, or experiment to answer the question. Directions for all the tiers are the same. Students determine a question they would like to answer, decide on a appropriate means for data collection, and prepare a presentation of the information to share with the class. The presentation should include a complete analysis of the data and the answer to the question of interest. However, a variety of presentation methods would be appropriate, e.g., a poster, a PowerPoint display, a written report, or a radio/TV show interview.This lesson will take a number of days to complete as students will need time to decide on a question, collect the data, analyze the data, and prepare the presentation. You will also need 1-2 days for students to make their presentations.This lesson is tiered in process and product according to interest.The tiers could be based on the questions or the products. Those listed here represent the products produced. Tier 1: Poster Tier II: Power Point Tier III: Written report Tier IV: Radio/TVAssessment: Assessment:A rubric for each product should be based primarily on neatness, organization, accuracy of the information, and accuracy of the statistical analysis. The rubrics should be given to the students at the beginning the lesson since the decision on which product will be made after selecting a question.

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