## IRIS | Tiered Activities

Apr 9, Information on tiered assignments. See more ideas about Education, Differentiated instruction and Differentiation. Differentiated instruction is an effo11 to reach all students so that they each may succeed in their educational careers. Aspects of differentiated instruction covered in this literature review are differentiation, defined; application and assessment of differentiated instruction; tiered assignments and various examples of tiered baluens.ga: Elizabeth R. Hogan. Tomlinson () described tiered lessons as “the meat and potatoes of differentiated instruction.” A tiered lesson is a differentiation strategy that addresses a particular standard, key concept, and generalization, but allows several pathways for students to arrive at an understanding of these components based on their interests.

## Differentiated Instruction: Developing Tiered Assignments

The movement toward inclusion has impacted classrooms by requiring teachers to respond to a broader range of academic needs. How can we possibly reach all the students in our classrooms when they are academically diverse, **tiered assignments differentiated instruction**, have special needs, are ESL learners, or have some combination of any or all of these factors? An answer to this question lies in differentiating instruction.

Working in the Burris Laboratory School, an inclusion school using a resource consultation model to serve the needs of all its students, *tiered assignments differentiated instruction*, we have found that using tiered lessons is **tiered assignments differentiated instruction** viable method for differentiating instruction. What is Differentiation? Although differentiated instruction is not a new idea, the differentiation movement has recently taken center stage *tiered assignments differentiated instruction* a means of meeting the needs of all students in the classroom.

It is an organized, yet flexible way of proactively adjusting teaching and learning to meet students where they are and help all students achieve maximum growth as learners Tomlinson, By contentwe mean the material that is being presented. Process activities help students practice or make sense out of the content, while product refers to the outcome of the lesson or unit, such as a test, project, or paper.

Many teachers use the theory of multiple intelligences to characterize learning styles Armstrong, ; Gardner, ; Martin, Essential elements for successful differentiation include specific classroom management techniques addressing the special needs of a differentiated classroom, planned use of anchoring activities, and flexible use of time, space, and student groups. In a differentiated classroom, the management plan must include rules for working in a variety of configurations.

You can only work with one group or individual at a time. Therefore, we have developed two critical rules that thwart chaos and preserve sanity. If their three peers cannot answer the question, the student has permission to interrupt you. Adding the caveat that the student should also bring along the three students who were asked will nearly eliminate the chance that you will be interrupted except in extreme cases.

Flexible grouping arrangements such as pairs, triads, or quads, as well as whole-group and small-group instruction, create opportunities to meet individual needs.

A flexible use of time allows lessons to proceed to their natural conclusion, rather than being carried out in set blocks of time. The desks or tables should be arranged in such a way as to facilitate group work, as well as wholeclass groupings that encourage sharing of ideas. It makes sense to alert *tiered assignments differentiated instruction* administration and the parents that you will be trying some new strategies in the classroom in case there are questions.

**Tiered assignments differentiated instruction** is a Tiered Lesson? 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. Students are regrouped the next time you use tiering as a strategy. Hence, the idea of flexible, rather than static, groups is essential. No matter how you choose to differentiate the lesson—readiness, interest, or learning profile—the number of groups per tier will vary, as will the number of students per tier. You are not looking to form groups of equal size.

When you form groups based on the readiness needs of individual students, Tier I may have two groups *tiered assignments differentiated instruction* three students, Tier II five groups of four students, and Tier III may have one group of two students. When the lesson is tiered **tiered assignments differentiated instruction** interest or learning profile, the same guidelines apply for forming groups: Different tiers may have varying numbers of students.

Even when students are already homogeneously grouped in classes by ability, there is still variance in their ability levels that must be addressed. To take a closer look at the anatomy of a tiered lesson, **tiered assignments differentiated instruction**, we have included a mathematics lesson see Figure 1 that was developed as part of the Javits Grant, Project GATE, a federally funded partnership between the Indianapolis Public Schools and Ball State University, both in Indiana.

When developing a tiered lesson, we have found the eight steps described below useful. When this lesson was taught, the students were engaged during the entire lesson. The lesson was introduced by reading the book Eating Fractions McMillan, Students were placed in groups based on their level of readiness to interact with the content. Four students did not have a clear understanding of halves and fourths. These students needed a more concrete activity and were placed in Tier I.

Another 12 students could recognize halves and thirds and were ready to complete the Tier II activity. They were placed in four triads. Two students had in-depth knowledge of halves and thirds and were placed in Tier III. This pair worked at a more abstract level, and the questions they were asked required them to use different critical thinking skills than the other two groups.

The second sample lesson see Figure 2 is tiered in process according to learning style. In this case, students **tiered assignments differentiated instruction** grouped heterogeneously based on one of two learning preferences: kinesthetic or visual.

The same eight steps for tiering a lesson apply in this case. In the second lesson, notice that the activities are at relatively the *tiered assignments differentiated instruction* level of complexity. Final Thoughts, *tiered assignments differentiated instruction*. Time, energy, and patience are required to learn to differentiate instruction effectively in an academically diverse classroom. Start small: Choose a favorite lesson in your next unit and differentiate it according to the needs of your students.

Seek the expertise of specialists such as special and gifted education coordinators, media specialists, and others with whom you can collaborate to improve instruction in the academically diverse classroom.

Department of Education. Grantees undertaking such projects are encouraged to express freely their professional judgment. This article, therefore, does not necessarily represent positions or policies of the government, and no official endorsement should be inferred, **tiered assignments differentiated instruction**.

Armstrong, T. Multiple intelligences in the classroom. Gardner, H. Multiple intelligences: The theory and practice. New York: BasicBooks. Gregory, G. Heacox, D. Differentiating instruction in the regular classroom. Minneapolis, MN: Free Spirit. Martin, H. Multiple intelligences in the mathematics classroom. McMillan, B. Eating fractions. New York: Scholastic. Principles and standards for school mathematics.

Reston, VA: Author. **Tiered assignments differentiated instruction,** J. Teaching young gifted children in the regular classroom. Tomlinson, C. The differentiated classroom: Responding to the needs of all learners. Wahl, M. Math for humans. Winebrenner, S. Teaching gifted kids in the regular classroom. This article is reprinted with permission of Prufrock Press, Inc. This article is provided as a service of the Davidson Institute for Talent Development, a c 3 nonprofit dedicated to supporting profoundly gifted young people 18 and under.

The appearance of any information in the Davidson Institute's Database does not imply an endorsement by, or any affiliation with, the Davidson Institute. All information presented is for informational purposes only and is solely the opinion of and the responsibility of the author. Although reasonable effort is made to present accurate information, the Davidson Institute makes no guarantees of any kind, including as to accuracy or completeness. Use of such information is at the sole risk of the reader.

How to Apply Davidson Fellows Past Fellows Davidson Fellows Overview Student Profiles Staff. Eligibility Tips for Applying Tuition and Fees. Instructors Past Courses. Living on Campus Activities. Ed Guild eNews. Search Database. Due to the broad range of academic needs among students, teachers find themselves in a dilemma. The Burris Laboratory School outlines how teachers can reach all the students in their classrooms when they are academically diverse, *tiered assignments differentiated instruction*, have special needs, are ESL learners or have some combination of any or all of these factors.

First, *tiered assignments differentiated instruction*, identify the grade level and subject for which you will write the lesson.

In this case, the grade level is first and the subject is mathematics. Second, identify the standard national, state, district, etc. A common mistake for those just beginning to tier is to develop three great activities and then try to force-fit them into a tiered lesson.

Start with the standard first. Third, identify the key concept and generalization. The key concept follows from the standard.

### Tiered Lessons: One Way to Differentiate Mathematics Instruction

Apr 9, Information on tiered assignments. See more ideas about Education, Differentiated instruction and Differentiation. Review the use of tiering assignments in differentiated instruction with this quiz and worksheet. The quiz has unlimited attempts and can be used. Adapted from Spencer Northey, S. (). Handbook on Differentiated Instruction for Middle and High Schools. Larchmont, NY: Eye On Education, p. 76 Below is an example of a lesson that is tiered in process (according to readiness). Note how each group is working on different tasks even though all students are working on the same key concept.