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Tiered Teaching and Assessment

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nicholas hadfield

on 28 April 2017

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Transcript of Tiered Teaching and Assessment

Tiered Teaching and Assessment

How to Differentiate Instruction for your class

Grouping students according to ability levels.
External/ System-wide

Internal/ classroom-based
Other Possibilities:
Assessment by another teacher
Resource dependent (programs)
Many teachers need to be on-side
Some students insecure about leaving their classroom/ teacher (stigmatized)
Very challenging for science, socials, HCE.
More homogenous grouping
Instruction meets ZPD
Similar language and instruction across grades
Works very well for reading and math

Tiered Teaching
Layered Curriculum
What is Tiered Teaching?
When did ________ take place?
List the ________ .
Define the term ________.
What is a ________?
Who did ________?
Name ________.

How does ________ work?
Sort these ________ .
Use the table to determine ________ .
Use the graph to determine ________ .
Graph ________ .
What caused ________ ?
What is another possible cause of ________ ?
Outline the ________ .
Based on the written description, draw a
Draw your own map of ________ without
tracing or copying.
Use the map to determine ________ .
In what sequence did ________ happen?
Break ________ down into its component
Give an example of ________ .
What literary form is being used?
What technique is being used?
What information is needed?
Is the information relevant?
Into what groups can you organize these?
Draw a picture that illustrates what's described
in the story ________ .

How is ________ like ________ ?
How are ________ and ________ different?
Compare the ________ before and after
________ .
Compare the character ________ at the
beginning of the story and at the end.
Distinguish between ________ and
________ .
Compare ________ with ________ .
On what dimensions might you compare
________ and ________ ?
Which one is the biggest/oldest/tallest?


Hypothesize what will happen if ________ .
Predict what will happen if ________ .
Apply the rule to ________ .
Solve the problem ________ .
Predict how the story ________ will end.
What is the main idea of the story ________ ?
What is the overall theme of ________ ?
What is the moral of the story?
Develop of plan to ________ .
Propose and describe an invention that fills
some need.
Write a research paper on ________ .
Based on your readings, what can you
conclude about ________ ?
What was the author's point of view?
Solve a logic puzzle.
What if ________ ?
What rule applies here?
What generalization can you make from this
Create a ________ .
Design a ________ .
Propose a solution to the problem of _______


Was ________ worth the costs? Explain your
Was the argument convincing? What makes
you think so?
Did ________ behave appropriately? Why?
What would you have done in this situation?
Write a critique of ________ .
Was this experiment well designed? Defend
your answer.
Judge which is the best solution to the
problem of ________ ? Why do you think so?
How well are the conclusions supported by the
data/ facts/evidence? Explain.
Did ________ choose a wise course of
action? Give reasons.
Apply a scoring rubric to this piece of work.
Explain why you are assigning each score.
What would you have done in this situation?
Review a book, performance, or exhibit.
Justify your evaluation.
Which ________ is the best? Why do you
think so?
Whose arguments/evidence was more
convincing? Why?
If you were the judge, what would your
decision be? Why?
Give and justify your opinion on ________ .
Connect/ Critique:

What are some of our own personal experiences with "grouping" students according to ability levels? What sort of impact did it have? How flexible were the groups?

Bloom's Taxonomy:
“Tiering is a readiness-based instructional approach in which all students work with the
same essential knowledge, understanding, and skill, but at different levels
of difficulty based on their current proficiency with the ideas and skills, tiering enables a student to work both with the critical content and at an appropriate challenge level.”
-Tomlinson and McTighe. Integrating DI and UBO
How to set it up?
same concept-different levels
What can we differentiate?
learning environment
What is Differentiation?
More than just adjusting for student needs
Trying to teach to the student's Z.P.D. (Vygotsky)
Scaffolding to their instructional ability (Wood et al.)
Differentiated Instruction (DI) – is a flexible approach to teaching in which a teacher plans and carries out varied approaches to address content, learning processes, learning style,
practical procedures, presentation strategies, and assessment tools.
It results in a more personal, proactive learning environment, inclusive of a wide variety of learners. When teachers differentiate instruction, they provide students with the
structures to maximize strengths
, work around weaknesses, and experience timely remediation. This enables students to take advantage of effective learning strategies as they begin to understand their own personal learning styles, interests, needs, and engage with their learning. As a result, student motivation increases.
Who am I?
Where did my interest come from?
Ken O'Connor - Parachute story
Tom Schimmer
Shelley Moore - The Sweeper Van
choose either list, explain or connect

Year of teaching/ grade
What are my current successes with differentiation?

Group Think #1
Group Think #2
Level 2: Minimally meeting
Level 3: Fully Meeting
Level 4: In-depth Understanding
Students choose the level of challenge that will help them best maximize their learning.
Students select their own goals
Students have control to drop back when performance pressures increase.
Challenge by Choice:
What does Tiered Assessment
look like in practice?
Part 1: Assessment
You made a test, and when you mark it, the student got a 15/20. Upon further inspection, you noticed that the questions they got wrong were all simple mistakes on the easiest questions on the test. They even answered the "super hard" question you put on the end of the test. How do you convert this to a 1-4 grade and what mark do you give them?
Have you had a similar issue with one of your assessments?
Connect/ Critique:
"I already have lots of tests made up. Why should I change them?"
Group Think #4
Part 2: Instruction
"Oh no" moment.....
Math sheets
Novel study activities
Science projects
with manipulatives
using algorithm
two-step thinking
applying algorithm
Group Think #4
Rules: 1 & 2
Other Differentiation Strategies:
Curriculum Compacting
Flexible Grouping
Learning Centers or Stations
Student-Produced learning centers
Open-ended tasks
Product Options
Research and independent Study
Students as Producers
Thinking and Inquiry

As an individual/ partnership/ group, list out some learning activities at a 2, 3 and 4 level (like you were making a unit).
Grade 1 science: local patterns in events that occur on Earth and in the sky

Grade 3 math: number concepts to 1000

Grade 6 Socials: different systems of government
Successes or challenges with differentiation? What you hope to get out of today's workshop?
Connect/ Critique:
Personal connections to what has been said so far?
choose either list, explain or connect

What sort of differentiation has been tried at your school?

Stories of success?
Stories of frustrations?
Possible topics (taken from new curriculum)
choose either list, explain or connect

What is one idea that I am going to take from this workshop to adjust my teaching?

What are the benefits to your students and parents with tiering tests?
Where is your learning journey with diffentiation going to take you now? What will your focus be?
Connect/ Critique:
Analyze how Nick used differentiated instruction during this workshop on tiered teaching?

What is one thing I could change this week in my classroom to "tier" my instruction?

The Afternoon:
The importance of Feedback
Testing shortcuts
Familiarize with Tiered Teaching
Practice with Unit Planning Sheet
Discuss and collaborate with others

Volunteer? -need to pick on someone...
"What was one point you found interesting in the keynote speech this morning?"
Grade: ____
Guides to the demonstrated learning we actually want
Can you explain your idea any further?
Can you make a connection to what you liked?
Why not tell a student, "What mark are you at right now? Do you want to keep going and turn it into a....? Well here is what you need to do."

Story from this week...
Group Think #5
choose either list, explain or connect
What subjects, projects or assignments can I immediately switch to this model?

When have you personally been marked on an assignment that you poured your heart into, only to get a disappointing mark?
Connect/ Critique:
If we are just focused on levels of learning and demonstrating our knowledge, why do we need a letter grade?
Unit Planning:
Don't worry:
only helpful feedback
no marking
point form
create something new or tweak something old
The Planning Sheet:
Top to bottom
Full transcript