Heacox, D. (2002). I gave answers such as “no one learns the same way” and “let’s worry about your work.” His response was always “but why?” After much prompting he got to work and within 5 minutes was engrossed in his activity. Effective differentiation takes place when teachers adjust aspects of content, process and product in direct response to a student’s readiness, interests and learning profile. For example, don’t make 3 tiers if there are only 2 groups of students exist in your classroom (those working at the appropriate level and those students who require extra support). The task should make adjustments based on student readiness (tier two). compare it – compare the object with something else/ what is it similar to or different from? The top level of competency, layer A is critical thinking. Tier one: Identify all the ways you can group your pattern blocks. Select elements to tier (see ‘Six ways to tier a lesson’ above). If needed, develop a third, more advanced activity for learners who have already mastered the basic standard or competency being addressed. Use terms like mass and volume to explain your answer. Evaluation - students use their previous learning to judge the value or success of something guided by specific criteria. Create groups based on readiness or interest. I do have two student who don’t know how to advocate for their needs. analyse it – describe the object’s parts/ how is it made? As you construct the tiers make sure that in order for students to accomplish a higher level, they must also have an understanding of the lower levels. 2005 ASCD Annual Conference. Currently, I have small groups ranging from 2-5 students, with every single IEP containing different goals, objectives, and services. It is important to determine the specific learning tasks you're students are focused on to determine the best approach for success (Cox, 2015). The tiers need to challenge students appropriately at their ability levels. Take a stand and list your reasons. For my tier 2 student, I used some manipulatives but also used general education materials to work on reading activities. You want to help your friend out. She was in the first Tier of the assignment and still had help from her friend that is also in my class. Do you want to know all the little details that go into it? Step 1. Create your own unique website with customizable templates. My tiered activity was based on complexity, and because my student is academically sound, he was assigned tier two. I have a few students who can read fluently but are not able to comprehend what they read. You may use overlay transparencies or models to show the areas and growth. For my child study student, I used manipulatives and predictable activities. Creative: develop a map of a new world that has at least 8 different types of landforms and/or bodies of water. Include condensation, evaporation, melting point, freezing point, expanding and contracting in your chart. Learning some new ‘tricks’ with little sense of why they matter is less helpful. There are critical considerations to reflect on before implementing differentiation strategies - to aspects of content, process and product - in direct response to a student’s readiness, interests and learning profile. Using the object as the topic, ask students to: Give students about 10 minutes to build a mini-presentation, then one student in each group presents to the class. For my child study student, I used manipulatives and predictable activities. A teacher who does not see assessment as a continual window into the needs of his/her students has little sound footing from which to differentiate instruction. It shows that teachers can adjust classroom elements - content, process and product - in direct response to a student’s readiness, interests and learning profile. Step 3. She mixed her colors successfully. An interesting discussion starts about something you do not know. My child study participant still struggled with this assignment, even though after the pre-assessment, she was put into Tier 1. Practising quality differentiation is much more about knowing what matters to teach, realising that learning happens in us rather than to us, continually reflecting on the ‘particularness’ of each of our students, and pondering how to develop both the commonalities students share as humans and the singularities students bring to us as individuals. 2. There are many options for tiering and it can be an “invisible” differentiation technique because it is less obvious (in my case) that people were doing different things. Varied versions of an ill-focussed product are no more helpful. Teachers often create a visual cube that serves as a starting point when they want students to analyse or consider various aspects of a topic. These elements become the basis for your ‘on-level’ tasks. Compacting is the process of eliminating teaching or student practice if students have already mastered a concept or skill. The schedule has been more predictable, and we have found a consistent form to send home to parents to keep them informed about the day. Be careful to provide advanced work to the higher level student, rather than just more work. From working in or operating an early childhood education centre, complaints and feedback, information for parents & carers to news. Minneapolis, MN: Free Spirit Publishing Inc. Strategies for differentiation (current webpage). Tier one: Students are asked to write a public service announcement using jingles, slogans or art to convey why global warming is a problem and what people can do to prevent it. Differentiation is more than a strategy or series of strategies – it's a way of thinking about teaching and learning. I vary the activities from day to day to allow for the transfer of competencies and so that students don’t get bored. Tier 3 instruction is therefore more resource intensive than Tier 2 instruction, which is in turn more resource intensive than Tier 1 instruction. These PBIS interventions are more specific and individualized. I have a few students who can decode words and read isolated sight words but are unable to put it together and read passages fluently. Some students compared with each other and quickly figured out they were in the “lower” group level and it affected their self esteem. Choice boards address student readiness, interest or learning preferences - and are easily adapted to a subject area. Similar to Kris, my students figured out what the tier levels meant and comments were made about "lower-levels.". The layered curriculum approach features a 3 layer model (like a pyramid) where students start with basic learning and skills (layer C) and move to using higher level thinking skills (layer B and then layer A) as they work through the layers. Before introducing strategies for differentiation, it is important to note 3 interrelated considerations for teachers who wish to differentiate instruction. After the designated amount of time, ask representatives from each group to present their perspectives. Show condensation, evaporation, melting point, freezing point, expanding and contracting in your poster. Cubes can be differentiated by interest and readiness. Differentiated instruction strategies: Tiered assignments [Blog message]. Adaptations include: You can assess students according to Sternberg's intelligences: An idea to assess students in this way is possible through the following scenario: 'Imagine you are driving with your parents and they are listening to the radio. Use materials at various reading levels and complexity to tier by resources. Frequently, no right or wrong answer exists. Information about NSW public education, including the school finder, high school enrolment, school safety, selective schools and opportunity classes. Tier two: Identify all the different patterns you can make with your pattern blocks. Most teachers at some times and in some ways obviously adapt or adjust for students’ learning needs. keeping accurate records of students’ compacting activities. Tier three: List personal characteristics exhibited by heroes and rank them from most to least important. The middle level of competency, layer B, is application. I pull tier 2 and 3 activities and try to have one-two students working independently on a task at their level and then work 1:1 or with 2-3 students on direct instruction of the phonics or fluency skills.