Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Tiered Teaching

No description
by

Kim Williams

on 27 March 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Tiered Teaching

Tiered Teaching in a Mathematics Classroom:









Kim Williams
EARCOS
March 2014

Pretest
1) What is tiering and why use it?
2) Why give kids choice? How much
choice?
3) How do you plan for tiered
instruction?
4) How do you manage several
groups at once?
5) How does assessment work?

Lesson 1: What is tiering
and why use it?
Lesson 2: Why give kids choice? How much choice?
Implementing Challenge By Choice
at International School of Beijing

*Start by planning for your standard level,
then plan extended layers.

*Work at each higher level should be
related and add challenge/new skills or
applications.

Tiering is a differentiation strategy that
focuses on varying the content.
Bonus!
How hard do you want to work? How far do you want to go? What is your goal...for now?... for next year?
Students can adjust their choices according to their current obligations and work load.

Students learn more about themselves as learners and about their skills and interests.





We choose the starting line, they choose the finish!
Pretests determine what standard lessons kids need.

Options for blending levels make it easy to "custom fit"

Overlaps in level assignments make it achievable.


Lesson 4: How do you
manage two or three groups
at once?
Organize time and space!
*Seating

*group rotations

*alternate work spaces

Make learning materials
easily accessible
*handouts and additional textbooks

*Flip or online videos

*online resources such as textbook
support site, kuta software, etc.

Train your students to:
*check and correct their work as they go

*learn from each other (ask 3 before me)

*annotate work and store questions
(cloud 9, questions lists)

*move on when stuck

*change levels if needed

Lesson 5: How does
assessment work?
The standard is king.
*quizzes and observations focus on
skills at the standard level

*kids working above level must
master quizzes or revert to
standard level

*kids choose their end of unit
test level


Blue and black gets bumped.
All tests are graded using a standard percent scale.

Advanced level tests get a single "bump" .
Highly Advanced tests get a double "bump"

Retests are allowed; kids are encouraged to
review and retest so they demonstrate that
they meet the standard.

Use of pretests and tiering has helped us to revise our curriculum!
Bonus!
Students who may not otherwise have
tried advanced work will often "have a go".
Teachers feel they are reaching a much
wider range of students
and abilities.
Kids learn that they have the power to learn from themselves and each other. They take greater ownership in their own learning.
Reporting tells the story
BONUS
Where can I learn more?
Dave Suarez’s Challenge by Choice site:
http://challengebychoice.wordpress.com

Carol Tomlinson's differentiation site:
http://www.caroltomlinson.com

Kim's hotlist of math sites with great resources (see handout)

or email me at kwilliams@isb.bj.edu.cn

Keeping kids' choices in focus.
Students assess their own learning and reflect on their color
choices at the end of each unit, then set goals for the next. This
helps them learn to connect goals, behaviors and outcomes.
*overall grade and strands are measured against the standard

*assessment levels and achievement marks for each unit are
reported within the narrative

*narrative addresses level(s) at which the student worked

Know your outcomes!
Start with a clear set of outcomes. What do you want the students to know and be able to do by the end of the unit?

Develop your assessments
Start with the standard level and
develop end of unit assessments.
Plan for Instruction
Develop learning activities and materials for the standard level.
Identify skills and develop activities and materials that extend these skills.


Develop pretest and assessments for tiered levels.
Write a pretest to identify students who already
have a good foundation in the skills being presented in each lesson

Write end of unit assessments that include the
extended skills that you will teach in the
tiered lessons.
Lesson 3:
How do you
plan for tiered
instruction?
*kids come to use with a range of background knowledge, skills, exeriences and attitudes.

**pretests scores range from 0 to 100%

*our goal is to help all kids grow their skills





Why use tiering?

Drawback
Tiering well takes a lot of
planning time and
a wide range of resources.
Drawback
It takes time to train kids well and there are days when things do not work well, especially early in the year!
Let's look back at those pretest questions!

*What did you already know? Are their some elements you are already using in your classes?

*What did you learn that you might be able to use?

*What would the next logical step be for you if you want to try this yourself?
Full transcript