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DIFFERENTIATION:
TIERED ASSIGNMENTS
The increasing diversity of learners in our classrooms demands
differentiated response for atypical learnersStudents are more likely to
demonstrate appropriate behaviors in the classroom and in the school
when learning styles are attended to, and when they perceive the
curriculum is challenging, meaningful, and relevant.
Susan Winebrenner
The biggest mistake of past centuries in teaching has been to treat all children as if
they were variants of the same individual and thus to feel justified in teaching them
all the same subjects in the same way.
Howard Gardner
Hobbs Professor of Cognition and Education
Harvard Graduate School of Education
If they cant learn the way we teach them, teach them the way they learn.
Dr. Kenneth Dunn
DAVID CHUNG
Language Arts
Valencia High School
Placentia Yorba Linda Unified School District
Email: dnchung@pylusd.org
WEB: http://www.vhstigers.org/apps/staff/show_staff.jsp?REC_ID=24353&rn=5163
or http://www.vhstigers.org/ and go to Teachers, then Mr. David Chung
WORKSHOP DESCRIPTION
How can we meet the needs [and eventually interests] of all of our students while helping
them successfully meet content standards? :
Discover, discuss, and construct lessons that will capture the interests of students with
varied learning styles and intellectually challenge students at all learning levels. Pedagogically
practical, teachers will design tiered lessons with varied levels of activities to ensure that
students explore ideas at a challenging level and experience continual new growth. Teachers
will utilize lesson-planning templates to differentiate student activities.
Based on current best practices in education, differentiating instruction to meet the
needs of ALL students can be successfully accomplished through the design and use of tiered
assignments. Intellectually rigorous, standards relevant, and flexible to student
readiness/needs/learning levels, tiered activities allow teachers to find ways to engage
students in the learning task required in an academic discipline.
WORKSHOP OBJECTIVES
In meeting the California Standards for the
Teaching Profession, the goal of the workshop is
twofold:
1. All participants will become familiar with
differentiation through the use of
a. a Concept Attainment [Frayer Model] organizer
2. All participants will develop a lesson with a differentiated assignment to be used
immediately for class by using
a. A modified Concept Attainment [Frayer Model] organizer
BLOOMS TAXONOMY Verbs organized into levels of complexity Brings clarity to objectives
and sophistication and assignments
Consideration to how
LEARNING STYLE Student preferences in learning (visual,
students obtain mastery;
auditory, reading/writing, tactile)
aides in modifying instruction
Resource:
Examples Non-Examples
Illustration/Diagram Variations
Changes
Summary/Conclusion
Application
Assignment Choices
Response to Essential Question
Calvin and Hobbes 1993 Watterson. Reprinted with Permission of Universal Press Syndicate. All Rights Reserved.
What educational experiences do most of your students in a particular class period go through
each day?
DIFFERENTIATION
Frayer Model for Concept Attainment
OBJECTIVE: All workshop participants will become
THE C ONCEPT: DIFFERENTIATION familiar with DIFFERENTIATION through the use of the
Frayer Model graphic organizer.
Essential Parts [Key Details]
Definition
3 basic areas:
The process of modifying curriculum and/or CURRICULUM: content, process, product
Application/Summary
Differentiation allows all students access to the curriculum/achievement. Teachers can use multiple
strategies and methods to modify curriculum. Todays workshop will focus only on modify
assignments/activities, keeping the content and end product the same.
COMPARING CLASSROOMS
Taken from The Differentiated Classroom: Responding to the Needs of All Learners
Carol Ann Tomlinson
D IFFERENTIATION
Frayer Model for Concept Attainment
develop a
OBJECTIVE: All workshop participants will
DIFFERENTIATION OF
THE C ONCEPT: lesson with a differentiated assignment to be
PROCESS used immediately for class through the use of
a modified Frayer Model
Definition
Level 1: Keeping content and product the same, design one level (emergent) of your activity for your content
standard/objective using Blooms Taxonomy. Use the Tiered Assignment Template to complete your lesson
plan.
Level 2: Keeping content and product the same, design two levels of your activity for your lesson/objective
using Blooms Taxonomy. Use the Tiered Assignment Template to complete your lesson plan.
Level 3: Keeping content and product the same, design three levels of activity for your lesson implementing a
Content Imperative prompt or a variation/ Multiple Intelligence Lesson Ideas [Resource Packet]. Use the
Tiered Assignment Template
CONTENT
CONTENT IMPERATIVES:
Re-Examine/Master What You Have Learned
Adapted from Flip Book, Too, Sandra Kaplan and Bette Gould and Content Imperative Cards, Educator to Educator
CONTENT
DEFINITION APPLICATION
IMPERATIVE
Details [Lesson Notes, Facts, Definitions, Key Parts] Key Thinking Skills [Use Blooms Taxonomy]
Resource [What will students use to learn?] Product [What will students produce to show their
Textbook, Mini-lesson, Internet Research, understanding/mastery of content?]
other
Advanced:
Foundational:
Emergent:
Details [Lesson Notes, Facts, Definitions, Key Parts] Key Thinking Skills [Use Blooms Taxonomy]
Allusions are a reference to a historical,
Biblical/religious, or cultural event. ADVANCED: verbs that will EXTEND into expertise
Analyze, trace, and determine source
Authors will use allusions to develop setting,
characters, and plot (conflict) FOUNDATIONAL [verb/skill from CONTENT STANDARD]: verbs that
will ENRICH
Vocab: allusion, device, time, sequence, complexity Analyze, trace
Resource [What will students use to learn?] Product [What will students produce to show their
Textbook, Mini-lesson, Internet Research, other understanding/mastery of content?]
NOVEL, Frayer Model, Reader Response Frayer Model on Allusions: Noting examples
Journal of and application of one of the tiers below.
Advanced: Analyze, trace, and consider the reason for the use of allusions in the Application section of your Frayer
Model.
Foundational: Analyze and trace an authors development of time and sequence in chapters 1-3 of A Separate
Peace.
Emergent: Identify and list in your Frayer Model 5 events that create conflict in chapter 3 of ASP.
Resource [What will students use to learn?] Product [What will students produce to show their
Textbook, Mini-lesson, Internet Research, other understanding/mastery of content?]
Glencoe text, Earth Science Section Assessment, questions 1-5.
Advanced: summarize the typical pattern of population growth and predict population growth for another organism
Foundational:
SUMMARIZE THE TYPICAL PATTERN OF THE POPULATION GROWTH OF ORGANISMS
DESCRIBE WHAT HAPPENS TO POPULATIONS WHEN THEY REACH CARRYING CAPACITY
IDENTIFY ENVIRONMENTAL FACTORS THAT AFFECT POPULATION GROWTH
Emergent: trace the pattern of population growth; note one example each for carrying capacity and factors for
growth
REFERENCES
WORKSHOP REFLECTION
Workshop Objectives
In meeting the California Standards for the Teaching Profession, the
goal of the workshop is twofold:
All participants will become familiar with differentiation and
All participants will develop differentiated assignments to be used
immediately for class.
[my own expectations]