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Differentiation Through Tiered Assignments by Sandra Fortner, Ed.D. Source: Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms, 2nd edition. Alexandria, VA: ASCD. Description of Strategy

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Source: Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms, 2nd edition. Alexandria, VA: ASCD.

  • Description of Strategy

  • In a heterogeneous classroom, a teacher uses varied levels of activities to ensure that students explore ideas at a level that builds on their prior knowledge and prompts continued growth. Student groups use varied approaches to exploration of essential ideas. (p. 101)


Assumptions
Assumptions

  • Tiering assumes that within a particular lesson or product, a wide range of students should work toward the same knowledge, understanding, and skills. However, it acknowledges the varied readiness levels of students in approaching the task and thus presents the work at different levels of difficulty. Thus, while essential outcomes are similar, the demands of the task are structured and scaffolded in response to learner need. (p. 79)

Source: Tomlinson, C. (2003). Fulfilling the promise of the differentiated

classroom. Alexandria, VA: ASCD.


Rationale for use
Rationale for Use

  • 1. Blends assessment and instruction

Source: Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms, 2nd edition. Alexandria, VA: ASCD.


Rationale for use1
Rationale for Use

  • 2. Allows students to begin learning from where they are.

Source: Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms, 2nd edition. Alexandria, VA: ASCD.


Rationale for use2
Rationale for Use

  • 3. Allows students to work with appropriately challenging tasks.

Source: Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms, 2nd edition. Alexandria, VA: ASCD.


Rationale for use3
Rationale for Use

  • 4. Allows for reinforcement or extension of concepts and principles based on student readiness.

Source: Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms, 2nd edition. Alexandria, VA: ASCD.


Rationale for use4
Rationale for Use

  • 5. Allows modification of working conditions based on learning profile.

Source: Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms, 2nd edition. Alexandria, VA: ASCD.


Rationale for use5
Rationale for Use

  • 6. Avoids work that is anxiety-producing (too hard) or boredom-producing (too easy).

Source: Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms, 2nd edition. Alexandria, VA: ASCD.


Rationale for use6
Rationale for Use

  • 7. Promotes success and is therefore motivating.

Source: Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms, 2nd edition. Alexandria, VA: ASCD.


Guidelines for use
Guidelines for Use

  • 1. Be sure the task is focused on a key concept or generalization essential to the study.

Source: Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms, 2nd edition. Alexandria, VA: ASCD.


Guidelines for use1
Guidelines for Use

  • 2. Use a variety of resource materials at differing levels of complexity and associated with different learning modes.

Source: Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms, 2nd edition. Alexandria, VA: ASCD.


Guidelines for use2
Guidelines for Use

  • 3. Adjust the task by complexity, abstractness, number of steps, concreteness, and independence to ensure appropriate challenge.

Source: Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms, 2nd edition. Alexandria, VA: ASCD.


Guidelines for use3
Guidelines for Use

  • 4. Be certain there are clear criteria for quality and success.

Source: Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms, 2nd edition. Alexandria, VA: ASCD.


Source: http://www.dcmoboces.com/dcmoiss/staffdev/oinit/dile/tact2.docSubject Area: Language Arts Grade Level: 7 - 8 Topic: Persuasive Essay

  • Outcome/Performance Indicators

    Basic

    *Students will write a cohesive paragraph with a main idea and supporting details.

    Intermediate

    *Students will state a point of view and cite multiple reasons to defend that viewpoint.

    Advanced

    *Students will expand the quality of their essay by adding multiple, credible sources of support.


  • Assessment

    Basic

    *Students will describe their opinion about a topic by writing 5-6 detailed sentences explaining their opinion – to be assessed using the NYS independent writing rubric.

    Intermediate

    *Students will use the Learning Activity as a rough draft to develop a multi-paragraph persuasive essay – to be assessed using the NYS independent writing rubric.

    Advanced

    *Students will write a persuasive essay using multiple reasons, logical explanations and credible sources to support their point of view – to be assessed using the NYS independent writing rubric.

Source: http://www.dcmoboces.com/dcmoiss/staffdev/oinit/dile/tact2.doc


  • Instruction/Learning Activity

    Basic

    *1. Students will receive a rubric to help them design and evaluate the cohesiveness of a paragraph. 2.Students will identify their point of view and list 5-6 reasons in support of their opinion.

    Intermediate

    *1. Teacher will explain/describe the essential elements of a persuasive essay using a graphic organizer. 2.Students will identify a point of view, list 4-5 reasons to support it, and explain each reason with detailed bullets.

    Advanced

    *1. Students will learn how to evaluate the credibility of a source and locate multiple sources, quotes, references, etc., to increase the quality of their arguments. 2. Students will develop criteria to identify credible sources.

Source: http://www.dcmoboces.com/dcmoiss/staffdev/oinit/dile/tact2.doc


  • Resources

    Basic

    *List of issues and problems (appealing to students) that have alternate points of view.

    Intermediate

    *List of issues and problems (appealing to students) that have alternate points of view.

    Advanced

    *Opposing viewpoints series, editorial pages of D&C and USA Today.

Source: http://www.dcmoboces.com/dcmoiss/staffdev/oinit/dile/tact2.doc


  • Homework

    Basic

    *Students will collect good and bad examples of cohesive paragraphs from newspapers, magazines and younger students’ work.

    Intermediate

    *Students will collect good and bad examples of persuasive editorials in newspapers and periodicals.

    Advanced

    *Students will search the web for multiple, credible sources to support their argument.

Source: http://www.dcmoboces.com/dcmoiss/staffdev/oinit/dile/tact2.doc





Assignment
Assignment

  • Template

  • Example

  • Rubric


References
References

  • Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms, 2nd edition. Alexandria, VA: ASCD.


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