Snowmageddon In ServiceSnowmageddon In Service

Learner Profiles and Tiered Learner Profiles and Tiered LearningLearning

Our AgendaOur Agenda

IntroductionIntroduction Cosmo QuizCosmo Quiz Vocabulary QuizVocabulary Quiz Clean out the ClosetClean out the Closet Plan AheadPlan Ahead

Why Differentiate

When we teach the same thing to all the kids at the same time….

1/3 of the kids GET IT

1/3 of the kids Never will

1/3 of the kids Already know it

Write A through H in a column:Put a check next to each statement you feel

describes you. Tally each group.A - Example: A - √ √ √ √ 4B - B - √ √ √ √ √ √ 6C - C - √ 1D - D - √ √ 2E - E - √ √ √ √ √ √ 6F - F - √ √ 2 G - G - √ 1H - H - √ √ 2

A•I like telling stories and jokes.•I like word games like Scrabble.•I enjoy talking and writing about my ideas.•I read books just for fun.•If I have to memorize something, I make up a rhyme or saying to help me.•If something breaks, I read the directions.

Total_______

B•I really enjoy math.•I like logic puzzles and brainteasers.•I like to find out how things work.•I love playing checkers or chess.•I like to put things in order.•If something breaks, I look at the pieces and try to figure out how they work.

Total_______

C•A favorite hobby is art or craft related.•I daydream a lot.•I like to draw, doodle, and create.•In a magazine, I like to look at the pictures rather than reading the words.•If I have to remember something, I draw a picture to help me.•If something breaks, I study a picture of it to help me.

Total_______

D•I enjoy playing sports.•When I look at things, I like to touch them.•I move my body a lot when I’m talking.•I like to tap my fingers or play with my pencil during a lesson.•I have a hard time sitting still for a long time.•If something breaks, I play with the pieces to try to fit them together.

Total ________

E•My radio is set to a music station.•I like to listen to music and to sing.•I like to have music playing when I’m doing my homework.•I play a musical instrument well.•If I have to memorize something, I make up a song or rhyme to remember it.•If something breaks, I tap my fingers to a beat while I figure it out.

Total_______

F•I love to go walking in the woods and looking at trees and flowers.•As an adult, I’d like to live in the country.•I like to collect things such as rocks, sports cards, and stamps.•I like gardening and growing plants.•I like learning the names of living things in my environment like trees and flowers.•If something breaks, I look around me to see what I can find to fix the problem.

Total_______

G•I get along well with others.•I like working with others in groups.•I like helping teach other students.•Friends come to me to ask my advice.•I have many friends.•If something breaks, I try to find someone who can help me.

Total_______

H•I like to work alone without anyone bothering me.•I don’t like crowds.•I know what I like and what I don’t like. •I don’t follow the crowd. I do what I want to do.•I have one or two good friends.•If something breaks, I like to fix things by myself.

Total_______

A - Verbal/Linguistic B - Logical/Mathematical

C - Visual/Spatial D - Bodily/Kinesthetic

E - Musical F - Naturalist

G - Interpersonal H - Intrapersonal

How can we better teach these students?

Gardner’s Multiple Intelligences

Learner Outcomes are observable and measurable.They describe skills, knowledge and/or attitudes

learners will be able to DEMONSTRATE as a result of an activity or unit of study.

• Analyze• Arrange• Choose• Classify• Compare• Contrast• Decide• Define• Design• Differentiate• Estimate

• Evaluate• Express• Hypothesize• Identify• Illustrate• Interpret• Judge• Label• List• Name• Organize

•Outline•Perform•Plan•Practice•Propose•Recall•Record•Restate•State•Summarize•Translate

What is tiered learning?

In a differentiated classroom, a teacher uses varied levels of tasks toensure that students explore ideas and use skills at a level that builds on what they already know and encourages growth.While students work at varied degrees of difficulty on their tasks,they all explore the same essential ideas and work at different levels ofthought. Groups eventually come together to share and learn from each other.Tiered assignments should be:-Different work, not simply more or less work-Equally active-Equally interesting and engaging-Fair in terms of work expectations and time needed-Requiring the use of key concepts, skills, or ideas

How can we Tier our Activities?

• By Challenge

• By Complexity

• By Process

Tiering by ChallengeKnowledge

List the elements in the story of God giving Avram His blessing

ComprehensionGive a summary of the story

ApplicationWhat was Avram’s reaction to the

blessing? Was that the reaction you expected?

AnalysisWhat do we learn about God’s relationship

with Avram?

SynthesisCreate a conversation between Sarai and

Avram based on the actions they are asked to take.

EvaluationWould you have reacted the same way as

Avram did? Why or why not?

Tiering by ComplexityWhen you tier by complexity, you provide varied tasks that address astudent’s level of readiness, from introductory levels to more abstract, lessconcrete, advanced work. Be careful to provide advanced work to thehigher level student, rather than just more work.Students read 15:4-8

Tier 1Students create a diorama of the scene of Avram and the stars sequence. Students infuse the words from the Text into their art.

Tier 2Students find the “vay” words and assign them to a character. Students analyze the shoresh “zerah” and discuss its importance. Students act out the pesukim highlighting the “vay” words and the shoresh.

Tier 3Students create a chart showing what information God gives to Avram, and what He does not. Students then attempt to answer the question why is some of the information given, and other information is not.

Tiering By Process

Students work on the same outcomes, but use a different process to get there.

What are the characteristics of a beracha?Tier 1What is a blessing? When is a blessing given? When have you felt

blessed?Tier 2Map out the 7 parts of the initial blessing in Lekh Lekha and assign a

picture for each part.Tier 3Rank the blessings from the most important to the least important, and

be prepared to defend the order.

Tiered Activities

When giving directions to groups;

-Generic directions-Assign roles-Make sure to visit the groups

in progress.-Be proactive with the

assignment

Let’s talk about ways we could tier your activities

Lesson ב-א: בראשית א

Core Concept: God’ s power to put order in the world is above human ability.even though man was created in the image of God

Learner Outcome: The students will be able to explainתהו ובוהוas a lack of order. The students will be able to identify the e lements

ofתהו ובוהו.The students will be able to read the verses fluidly .

Initiating Activity : The students will read the verse and desc ribe which.words tell us the world had no order

Learner: Visual

Activity: The students will tear 3 different colored paper; red, blue and black, to represent the elements, and .then try and put them back together The students will identify by writing on each color which element isrepresented by which color

Learner: Auditory

Activity: The students will read aloud the verses in modern Hebrew and the partner will identify the.Biblical verse

Tiered activities with formative assessmentimbedded

Lesson

Core Concept:

Learner Outcome:

Initiating Activity:

Learner:

Activity:

Learner:

Activity:Tiered activities with formative assessment imbedded

Make up of tiers Tier I will be made up of students who I feel will benefit best from a simpler form of learning, such as defining and giving the significance of various key terms or people and answering basic questions. 

Some of the terms they will be expected to identify will be:  

Slavery, Nat Turner, Elijah Lovejoy, William Lloyd Garrison, abolitionists, Henry Clay, John Calhoun, Stephan Douglas, popular sovereignty, Fredrick Douglass, Harriet Beecher Stowe’s Uncle Toms Cabin,

John Brown and Harper’s Ferry, Dred Scott Case, Abraham Lincoln, republicans, democrats, Lincoln/Douglas debates, Kansas-Nebraska Act, and the Presidential Nominating Conventions of 1860,

etc.

Tier II would be comprised of students that I felt capable of taking historical facts and analyzing them to show how these people/events led to the escalation of conflict that led to the civil war.  I would give these students various questions that asked them to link certain events to the causes of the civil war. 

Some example questions that I may ask of these students are: 1) How did the publishing of Harriet Beecher Stowe’s Uncle Toms Cabin help lead to civil war?

2) What did the Dred Scott Case decide?  What did it mean for slaves and former slaves?  Did the Supreme Court overstep its constitutional limits in their decision?

3) What were the differing points of view in the Lincoln/Douglas debates? 4) What key figure in this time period favored popular sovereignty?  How did other key figures react to

his ideas? 5) What were the views of the abolitionists?  What were the differences in views held by Lovejoy,

Garrison, and Douglass? 6) What role did John Brown and Harper’s Ferry play in escalating the rift between North and South? 7) What caused the Democratic Presidential Appointing Convention in Charleston, SC to break up? 

What were the effects of this?

These students will be expected to answer these questions in a complete manner.  Most answers should consist of at least one or two paragraphs, sometimes more.  They will be expected to show full understanding of these terms, and how they led to an escalation of conflict between the North and the

South. Tier III students will be those students who I feel have a good grip on the ideas presented and can

think critically and explain how these key terms/figures/events eventually led to the civil war.  I would ask these students to present a 3-4 page essay on how the key points of the lecture and readings

ended up causing the civil war.  These students will be expected to provide their own ideas on why these situations occurred and what the effects of these events were.  These students will be given

more freedom to handle the material.  Their own ideas will shape their responses and mold the essay. .

• Tiered Reading Activities

• Tier 1 (Low)• -How the character looks• -What the character says• -How the character thinks or acts• -The most important thing to know about the character• Tier 2. (Middle)• Describe:• -What the character says or does• -What the character really means to say or do• -What goals does the character have• -What the character would mostly like us to know about him• or her• -What changes the character went through• Tier 3. (High)• Describe:• -Clues the author gives us about the character• -Why the author gives these clues• -The author’s bottom line about this character

Lesson

Core Concept:

Learner Outcome:

Initiating Activity:

Learner:

Activity:

Learner:

Activity:Tiered activities with formative assessment imbedded

Where Can I Find Sample Lessons?

• http://performancepyramid.muohio.edu:8081/Differentiated-Instruction/Sample-LessonPlans.html

• http://www.lessonplanspage.com/MDSSArtLACIDifferentiatedLearningEgyptProjects68.htm#(Egypt)

http://www.derry.k12.nh.us/dvs/staff/cmccallum/differentiation/tiered.pdf

(Reading)

What Now?