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Tiered Teaching

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Kim Williams

on 27 March 2014

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Transcript of Tiered Teaching

Tiered Teaching in a Mathematics Classroom:

Kim Williams
March 2014

1) What is tiering and why use it?
2) Why give kids choice? How much
3) How do you plan for tiered
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

Tiering is a differentiation strategy that
focuses on varying the content.
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!

*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!
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
Where can I learn more?
Dave Suarez’s Challenge by Choice site:

Carol Tomlinson's differentiation site:

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
*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?

Tiering well takes a lot of
planning time and
a wide range of resources.
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?
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