Tiering Instruction in the Differentiated Classroom

Transcription

1 A Practical Guide to Tiering Instruction in the Differentiated Classroom Sarah Armstrong With Stephanie Haskins Classroom-Tested Strategies, Management Tools, Assessment Ideas, and More to Help You Create Effective Tiered Lessons That Work for Every Learner New York Toronto London Auckland Sydney Mexico City New Delhi Hong Kong Buenos Aires A Practical Guide to Tiering Instruction in the Differentiated Classroom 2010 by Sarah Armstrong, Scholastic Professional

2 Contents Foreword Chapter 1, Differentiation in Practice: Tiered Instruction Differentiation at a Glance Step by Step: Moving Toward Differentiation Why Tiered Instruction? Ready to Begin Ideas for Reflection Chapter 2, Knowing Your Learners: Assessing and Scaffolding to Meet Students Needs Assessing Reading Levels The Role of Assessment in the Differentiated Classroom Assessment for Learning A Range of Assessments Self-Assessment of Learning Tracking Results Ongoing Assessment Scaffolding: The Link Between Assessment and Instruction Assessing by Tuning in to What Students Know and What They Don t The Management of Scaffolding Taking the Next Step Feedback as Part of the Assessment Picture Summary Ideas for Reflection Chapter 3, Lesson Design With Tiering in Mind Activating Prior Knowledge: Strategies for Reeling in Learners Providing a Powerful APK Experience Using APK: Discussion and Data to Assess Students Background Knowledge APK and the Curriculum Chunking the Lesson Keeping Students Engaged: Movement Keeps Learners on Track A Lesson Planning Template Summary Ideas for Reflection Chapter 4, Content Instruction: Tiering to Teach Essential Skills and Knowledge Knowing the What of the Lesson A Tiered Instruction Imperative: Choosing Content Based on Instructional Reading Levels A Practical Guide to Tiering Instruction in the Differentiated Classroom 2010 by Sarah Armstrong, Scholastic Professional, 3

3 Using Supplemental Nonfiction Books to Tier Content Instruction Expanding Beyond the Textbook Rewriting to Adapt Texts Tiering Vocabulary Summary Ideas for Reflection Chapter 5, Process: Strategic Teaching to Tier Instruction Tiering a Lesson: Common Goals Using Different Strategies Entry Points Complex Thinking Is for All Students Differentiating With Divergent Questions Managing the Process of Tiering Strategies for Assigning and Managing Tiered Tasks Tiering With Personal Agendas Selecting Graphic Organizers for Tiered Instruction Adjusting Social Interaction Summary Ideas for Reflection Chapter 6, Product: Tiering Ways Students Demonstrate What They Know Expanding Perspectives About Assessment Authentic Assessments Adapting Assessments to Students Strengths Providing Look Fors for Students Students as Partners in Assessment Creating Self-Assessments Rubrics Coaching Students With Self-Assessments Incorporating Student Choice Into Assessment Design Tips for Developing Assessments Tiering: Providing Support and Extension Grading Tiered Products Summary Ideas for Reflection Chapter 7, Tiered Instruction: How to Get There From Here , Growing as Differentiators The Power of Collaboration Team Versus Group Students as Partners Summary Ideas for Reflection Bibliography Appendix A Practical Guide to Tiering Instruction in the Differentiated Classroom 2010 by Sarah Armstrong, Scholastic Professional

4 z z z Chapter 1 zz Differentiation in Practice: Tiered Instruction The phrase one size fits all most certainly does not apply to instruction in today s diverse classrooms. Each school day a dynamic mix of learners walk into classrooms, students who differ by performance levels, learning styles, gender, ethnicity, race, and socioeconomics. If we take into account variables such as health, disabilities, stressful life incidents, and level of family support for education, the picture becomes even more complex. Yet each of these unique children needs to be educated as a citizen of and contributor to the twenty-first-century world. And it is our job to teach all of them. Differentiation at a Glance Differentiated instruction counters the traditional mind-set that all students can be taught at the same pace, from the same materials, using the same teaching strategies, in the same groups, day after day. Differentiation entails planning instruction that recognizes students have different entry points for learning new content, unique background experiences that help facilitate learning, and specific interests and learning styles that when tapped into can elevate achievement. Teachers who differentiate preassess to find out what their students already know and use this information to guide instruction and grouping. Though many aspects of differentiation will be discussed in this book, what s of greatest importance is that teachers recognize the need to differentiate and that they have the heart to do so. The tools and techniques can be acquired., 6 A Practical Guide to Tiering Instruction in the Differentiated Classroom 2010 by Sarah Armstrong, Scholastic Professional

5 Even committed, well-intentioned teachers struggle with differentiating instruction. One common challenge is acquiring the repertoire of teaching strategies and resources that will help teachers implement differentiation. Though the clock can t be stopped, I hope to provide a wide range of tools and ideas that will give you increased confidence and greater facility in planning for your diverse learners. As you implement these ideas, differentiation will become an integral part of your teaching. You will soon acquire a rhythm or establish a system that facilitates the process. Step by Step: Moving Toward Differentiation My intention in writing this book is to help you acquire a secure footing as you seek a balance between meeting the demands of the curriculum and differentiating instruction for your students. I have narrowed our topic somewhat, focusing on differentiating through tiered instruction. Carol Ann Tomlinson, a leader in the field of differentiation, defines tiering as a readiness-based instructional approach in which all students work with the same essential knowledge, understanding, and skill, but at different levels of difficulty based on their current proficiency with the ideas and skills (2006, p. 107). Successful tiered instruction allows a student to work with the essential content at an appropriate level of challenge. For this to happen, teachers must design lessons and choose activities that are easily adapted to various skill levels. Many of us are working in schools that have a Response to Intervention (RtI) commitment. The language of RtI frequently refers to tiers 1, 2, and 3, with first-tier services occurring in the general education classroom and the second- and third-tier services provided by tutors and intervention specialists in small-group or individualized settings (Fuchs & Fuchs, 2005). The National Center on Response to Intervention refers to the first level of intervention as the primary level where students are taught the core academic curriculum in the classroom, with some adaptations made by the classroom teacher. The secondary level of intervention refers to students who are not responsive to the primary level and will benefit from smallgroup tutoring, most often provided by trained tutors. The tertiary level focuses on intense, individualized interventions for students with longer and more frequent sessions (2008). Although differentiating instruction is a key A Practical Guide to Tiering Instruction in the Differentiated Classroom 2010 by Sarah Armstrong, Scholastic Professional, 7

6 How Does Tiered Instruction Support Response to Intervention (RtI)? Tiered instruction is a teaching strategy that supports the philosophy of success for all students, which is in full agreement with the philosophy behind RtI. In both models, the needs of students and the delivery of instruction to meet these needs are based on assessment. The recursive nature of monitoring, teaching, analyzing data, reteaching, and reflecting on the progress of students reveals the ebb and flow of the instructional process. The RtI model contrasts with the too frequently used model of teach, test, teach again, test again, and assign grades. RtI clearly requires differentiation through tiered instruction. For additional information on RtI specifically, visit the following Web sites: National Center on Response to Intervention at and the RtI Action Network at component of any RtI framework, the RtI tiers are distinct from the tiers in tiered instruction, which is the focus of this book. To distinguish between RtI tiers and the clustering or grouping of students for tiered instruction, I will simply refer to groups formed for a particular tiered lesson or activity by number: Group 1, Group 2, and so on. The decision to differentiate often begins with an examination of one s personal belief system. Do I recognize the diversity of achievement, interests, and needs in my classroom? Am I committed to designing instruction that addresses these differences? If the answer to both these questions is yes, then differentiation is a goal to pursue, and this book will provide support, direction, templates, and models to fulfill that commitment. Why Tiered Instruction? When you tier instruction, you acknowledge that the content is appropriate for all students. You also acknowledge that to reach your learners, both the content and the methods of teaching must be adapted. Tiered instruction is not the only component of differentiation, but it is an aspect of differentiation that often seems unwieldy. One fourth-grade teacher expressed it this way: I know the, 8 A Practical Guide to Tiering Instruction in the Differentiated Classroom 2010 by Sarah Armstrong, Scholastic Professional

7 A Differentiation Parallel: From Home to School My daughter asked, Is it a problem to fix dinner since I ve become a vegetarian? Giving a crooked smile, I responded, Well think about it. Dad won t eat carbohydrates, your brother won t eat vegetables, and you don t eat meat. It does pose a few challenges! Reflecting later about this brief conversation, I realized my quandary over preparing a family dinner parallels the dilemma of a classroom teacher trying to plan a lesson. My family group was just four in number. What if I had 20 or even 30 diners with distinct needs? What kind of menu would satisfy everyone? The first bit of counsel I always give to teachers is not to try to do it all. I have to confess that on some days, when it comes to dinnertime, I give my daughter an option of cereal and have let my son bypass the vegetables. For the most part, I strive for balance so all family members can have a healthy meal, but sometimes my solutions are less than ideal and that s okay, both at the dinner table and in the classroom. content I m expected to teach and I have the pacing guide I m required to follow to make sure that all of my students move along at the same rate. Then I add my 24 learners clustered into four different reading levels. Just how am I supposed to differentiate? Tiered instruction is one way to begin the differentiation journey. Knowing the content, sequence of instruction, and proposed pacing is the first step. Take a moment to think about the following advance organizer to activate your prior knowledge about differentiating through tiered instruction before we add other components. Each of these statements will be addressed in numerous ways throughout the book. However, rather than have you wonder about these assertions, let s look at them in brief right now. Know the Curriculum If you are in a school or school system that does not have established, written curricula, then you can tier instruction based on your individual curriculum and lesson goals. Doing the up-front work of determining what students must know and be able to do as well as having a scope and sequence of how you intend to teach the content will be important. A Practical Guide to Tiering Instruction in the Differentiated Classroom 2010 by Sarah Armstrong, Scholastic Professional, 9