Diff - Tiered Assign - D Chung

DESIGN ON A DIME: DIFFERENTIATING ACTIVITIES
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
David Chung, Language Arts, Valencia H.S., PYLUSD Email: dnchung@pylusd.org 1

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
CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION MODELED/INCORPORATED

1.0 Engaging & Supporting ALL Students in Learning
1.2 Use of a variety of instructional strategies & resources to respond to students various needs
1.3 Facilitate learning experiences that promote autonomy, interaction, & choice
1.4 Engage students in problem solving, critical thinking, & other activities that make subject matter meaningful
1.5 Promote self-directed, reflective learning for all students
3.0 Understanding & Organizing Subject Matter for Student Learning
3.2 Organize curriculum to support student understanding of subject matter
3.4 Develop student understanding through instructional strategies that are appropriate to the subject matter
3.5 Use materials, resources, and technologies to make subject matter accessible to students
4.0 Planning Instruction & Designing Learning Experiences for all Students
4.1 Draw on and value students backgrounds, interests, and developmental learning needs
4.2 Establish and articulate goals for student learning
4.3 Develop and sequence instructional activities and materials for student learning
4.5 Modify instructional plans to adjust for student needs
5.0 Assessing Student Learning
5.1 Establish and communicate learning goals for all students
5.2 Collect and use multiple sources of information to assess student learning
5.3 Involve and guide all students in assessing their own learning
6.0 Developing as a Professional Educator
6.5 Work with colleagues to improve professional practice

TERMS Used in this WORKSHOP:
Term Defin ition Applic ation or Rat iona le
To meet the needs of all

DIFFERENTIATION modifying curriculum or instruction
students
FRAYER MODEL FOR

a graphic organizer for obtaining concepts, A reliable and efficient
CONCEPT
facts, principles, and/or skills method for comprehension
ATTAINMENT
Learning activities designed in levels of
TIERED readiness, interest, and/or need Student engagement,
ASSIGNMENT/ Emergent: not proficient, developing extension, reinforcement, or
ACTIVITIES Foundational: at grade level remediation
Advanced: exceptional
BLOOMS TAXONOMY Verbs organized into levels of complexity Brings clarity to objectives
and sophistication and assignments
MULTIPLE human cognition in its fullness in which Consideration to how

INTELLIGENCES each person possesses a unique blend of students obtain mastery;
intelligences [Howard Gardner, Frames of Mind] aides in modifying instruction
Consideration to how
LEARNING STYLE Student preferences in learning (visual,
students obtain mastery;
auditory, reading/writing, tactile)
aides in modifying instruction
STANDARDS Expectations for student achievement in a

Basis of instruction
subject matter
Guide in subject matter and in

OBJECTIVES Specific criteria that leads to an outcome of
the outcome of student
student achievement and performance
mastery
Ensures student success in an
assignment (all tools
TASK ANALYSIS Consideration of what skills, vocabulary,
provided); an aide for
and knowledge are need to complete a task
discovering causes of
underachievement or failure
Anticipatory Set, Objective,
Purpose, Input, Modeling,
EEEI Essential Elements of Effective Instruction
Check for Understanding,
[lesson implementation]
Guided Practice, Closure,
Independent Practice

THE FRAYER MODEL FOR CONCEPT ATTAINMENT

Theme, Big Idea, Concept, Task, Skill, Generalization, Hypothesis,
Essential Question, Term
Definition Essential Characteristics/

Explanation Attributes
Argument/Opinion with Support Patterns
Structu re
Resource:
Examples Non-Examples
Illustration/Diagram Variations
Changes
Summary/Conclusion
Application
Assignment Choices
Response to Essential Question
Unanswered Questions for Future/Further Study

LEVELS OF LEARNING, ACROSS THE DISCIPLINES

Taken from The Differentiated Classroom: Responding to the Needs of All Learners
Carol Ann Tomlinson

Lets consider ONE CLASS, and a few STUDENTS in that class
Is Calvins experience typical of student experiences in that classroom?
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?
What can be done to IMPROVE this experience?

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
instruction in response to a students readiness INSTRUCTION: instructional strategies,

levels, interests, and learning profile management techniques
STUDENT DIVERSITY: readiness levels,
interests, needs, learning style, multiple
intelligences
Resource
[Nancy Craig, Sacramento City USD, 2001 CAG Conference] Differentiation provides engagement, rigor,
and challenge for ALL students
Variations [or Non-Examples]

Examples
At its most basic level, differentiating instruction
Multiple intelligence lesson/activities means shaking up what goes on in the classroom so
Jigsaw that students have multiple options for taking in
Literature circles information, making sense of ideas, and expressing
what they learn.
Varied texts, resources
In other words, a differentiated classroom provides
Group investigation different avenues to
Tiered centers [learning centers] acquiring content[standards-based subject
Tiered PRODUCTS [project menus] matter]
Independent Study processing or making sense of ideas[process]
and to developing products[proving behavior]
Modifications in RESPONSE to student needs

[Carol Ann Tomlinson, The Differentiated Classroom:
Responding to the Needs of All Learners]
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
making sense of subject matter Essential Parts [Key Details]
The process of modifying curriculum and/or 1 of 3 basic areas:

instruction in response to a students readiness process:
content
levels, interests, and learning profile
product:
the use of varied levels of activities to

ensure that students explore ideas at a level What are the parts of PROCESS
that builds on their prior knowledge activities use to make sense of content
thinking skills to complete the product adequately
Resource
[Nancy Craig, Sacramento City USD, 2001 CAG Conference]
Examples Variations [or Non-Examples]
CONTENT: Characterization [LA Content Multiple Intelligence:

Standard 3.4 Determine Characters Traits] Bodily Kinesthetic: in order to complete your
Characterization Map, re-enact two key scenes
PRODUCT: Characterization Map Musical/Rhythmic: compose a song about the
PROCESS: character.
o Foundational: Determine Characters Traits Logical/Mathematical: conduct an experiment
in narration dialogue, interactions.
or mock trial of the character and her actions.
o Emergent: Identify Characters Traits in
narration dialogue,.
o Advanced: Determine the impact on plot via
Characters Traits in narration dialogue,
interactions.
TEACHERS Application [Guided/Independent Practice of Designing Tiered Activities/Assignment ]
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

DIFFERENTIA TION OF P rocess/P rod uct

Question & Task Design Wheel
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
How did this begin?

The beginning, What was the cause?
root, or source What was the stimulus?
ORIGIN Etymology
of an idea or
event
Comprehension/Thinking Skills: note ambiguity; identify missing
information; test assumptions; prove with evidence
How long did this build/formulate?

The significant What things came together to cause this?
part or result of What was the value?
CONTRIBUTION Effect of ________ to ___________
an idea or
event
Comprehension/Thinking Skills: differentiate from relevant from
irrelevant; judge with criteria; prioritize; prove with evidence
How did this all come together?

The coming How did things merge?
together or What were the meeting points?
CONVERGENCE meeting point Factors that create the _______________
of events or Realization/Key Moment ______________
ideas Comprehension/Thinking Skills: drawing conclusions, predicting,
inferring
Ideas or events What is similar?

What is comparable?
that are similar
What seems the same as?
PARALLEL and can be Connections
compared to
one another Comprehension/Thinking Skills: identify attributes; compare and
contrast; judge with criteria; support/prove with evidence
What are the opposing ideas?

The What are the inconsistencies?
contradictory What is the dilemma?
PARADOX
elements in an
Comprehension/Thinking Skills: differentiate fact from fictions;
event or idea
determine relevant from irrelevant; judge with criteria; judge
authenticity

TIERED ASSIGNMENTS TEMPLATE

THE C ONCEPT: OBJECTIVE [CONTENT STANDARD]
Details [Lesson Notes, Facts, Definitions, Key Parts] Key Thinking Skills [Use Blooms Taxonomy]
ADVANCED: verbs that will EXTEND into expertise
FOUNDATIONAL [verb/skill from CONTENT STANDARD]: verbs that

will ENRICH
EMERGENT: verbs that will remediate and/or accelerate in order to

meet Foundational level
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
Modeling/Examples to Give to Students Variations [Other possibilities for products]
Application [Tiered Assignments]
Advanced:
Foundational:
Emergent:

TIERED ASSIGNMENTS TEMPLATE SAMPLE LANGUAGE ARTS

THE C ONCEPT: OBJECTIVE [CONTENT STANDARD]:
LITERARY TERMS: A LLUSION READING/LANGUAGE A RTS STANDARD, GRADE 9, 10
NARRATIVE ANALYSIS: 3.6 Analyze and trace an authors
development of time and sequence, including the use of
complex literary devices.
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

Identify and list
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.
A Separate Peace by John Knowles Use a TIMELINE

Maginot Line Illustration of an Allusion
Lazarus Connection to an Allusion
Garden of Eden
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.

TIERED ASSIGNMENTS TEMPLATE SAMPLE EARTH SCIENCE

THE C ONCEPT: OBJECTIVE [CONTENT STANDARD]:
POPULATIONS SUMMARIZE THE TYPICAL PATTERN OF THE POPULATION
USE OF NATURAL RESOURCES GROWTH OF ORGANISMS
DESCRIBE WHAT HAPPENS TO POPULATIONS WHEN THEY
REACH CARRYING CAPACITY
IDENTIFY ENVIRONMENTAL FACTORS THAT AFFECT
POPULATION GROWTH
population growth
carrying capacity ADVANCED: verbs that will EXTEND into expertise
environmental factors summarize the typical pattern of population growth and
predict population growth for another organism.
background info on managing population growth
(TE Chapter 27, pg 710c) FOUNDATIONAL [verb/skill from CONTENT STANDARD]: verbs that
will ENRICH
summarize, describe, identify

trace the pattern of population growth

Textbook, Mini-lesson, Internet Research, other understanding/mastery of content?]
Glencoe text, Earth Science Section Assessment, questions 1-5.
Hurricanes Logical-Mathematical: breaths per minute

Density-independent factor calculation activity [page 715]
Predictions of changes in population
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
Brownell, N. ACSA Region XVII Staff Development Document on Instructional Strategies.

Dunn, Kenneth Dunn. Learning Styles Network. St. Johns University, New York.
[ www.learningstyles.net ]
Educator to Educator. Content Imperative Cards. Calabasas, CA: Educator to Educator, 2005.
Hayes, Wendy. LBUSD GATE Coordinator. GATE Office, Long Beach Unified School District.
http://www.lbusd.k12.ca.us/curriculum/GATE/gate.htm
Kaplan, Sandra, Gould, B., Siegel, V. The Flip Book: A Quick and Easy Method for
Developing Differentiated Learning Experiences. Calabasas, CA: Educator to
Educator, 1995.
Kaplan, Sandra, Gould, B. Frames: Differentiating the Core Curriculum. Calabasas, CA:
Educator to Educator, 1998.
Lazear, David G. Seven Ways of Knowing: Teaching for Multiple Intelligences. Skylight
Professional Development, 1991.
Office of Curriculum, Instruction, and Professional Development. Long Beach Unified School
District Writing Instruction Teachers Guide. Long Beach: 2000.
Rutherford, Paula. Why Didnt I Learn This In College? Alexandra, VA: Just ASK
Publications, 2002.
Strong, Richard, Silver, H., Perini, M. Teaching What Matters Most: Standards and
Strategies for Raising Student Achievement. Virginia: ASCD, 2001.
Tomlinson, Carol Ann. The Differentiated Classroom: Responding to the Needs of All
Learners. Virginia: ASCD, 1999.
Wong, Harry K., Wong, Rosemary. The First Days of School: How To Be An Effective
Teacher. Mountain View, CA. Harry K. Wong Publications, 2001.
Winebrenner, Susan. Teaching Gifted Kids in the Regular Classroom. Minneapolis, MN:
Free Spirit Publishing, 1992. [ www.susanwinebrenner.com ]
GATE Office, Long Beach Unified School District.

http://www.lbusd.k12.ca.us/curriculum/GATE/gate.htm

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]
Important facts or ideas
One thing I can take

from this workshop
and apply to my
classroom
What challenges and

difficulties I might
face?
Any

Diff - Tiered Assign - D Chung

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Diff - Tiered Assign - D Chung

Hochgeladen von

Copyright:

Verfügbare Formate

DESIGN ON A DIME: DIFFERENTIATING ACTIVITIES

David Chung, Language Arts, Valencia H.S., PYLUSD Email: dnchung@pylusd.org 1

CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION MODELED/INCORPORATED

David Chung, Language Arts, Valencia H.S., PYLUSD Email: dnchung@pylusd.org 2

TERMS Used in this WORKSHOP:

Term Defin ition Applic ation or Rat iona le

To meet the needs of all

FRAYER MODEL FOR

MULTIPLE human cognition in its fullness in which Consideration to how

STANDARDS Expectations for student achievement in a

Guide in subject matter and in

David Chung, Language Arts, Valencia H.S., PYLUSD Email: dnchung@pylusd.org 3

THE FRAYER MODEL FOR CONCEPT ATTAINMENT

Definition Essential Characteristics/

Unanswered Questions for Future/Further Study

David Chung, Language Arts, Valencia H.S., PYLUSD Email: dnchung@pylusd.org 4

LEVELS OF LEARNING, ACROSS THE DISCIPLINES

David Chung, Language Arts, Valencia H.S., PYLUSD Email: dnchung@pylusd.org 5

Lets consider ONE CLASS, and a few STUDENTS in that class

Is Calvins experience typical of student experiences in that classroom?

What can be done to IMPROVE this experience?

David Chung, Language Arts, Valencia H.S., PYLUSD Email: dnchung@pylusd.org 6

instruction in response to a students readiness INSTRUCTION: instructional strategies,

Variations [or Non-Examples]

Modifications in RESPONSE to student needs

David Chung, Language Arts, Valencia H.S., PYLUSD Email: dnchung@pylusd.org 7

David Chung, Language Arts, Valencia H.S., PYLUSD Email: dnchung@pylusd.org 8

making sense of subject matter Essential Parts [Key Details]

The process of modifying curriculum and/or 1 of 3 basic areas:

the use of varied levels of activities to

Examples Variations [or Non-Examples]

CONTENT: Characterization [LA Content Multiple Intelligence:

TEACHERS Application [Guided/Independent Practice of Designing Tiered Activities/Assignment ]

David Chung, Language Arts, Valencia H.S., PYLUSD Email: dnchung@pylusd.org 9

DIFFERENTIA TION OF P rocess/P rod uct

David Chung, Language Arts, Valencia H.S., PYLUSD Email: dnchung@pylusd.org 10

How did this begin?

How long did this build/formulate?

How did this all come together?

Ideas or events What is similar?

What are the opposing ideas?

David Chung, Language Arts, Valencia H.S., PYLUSD Email: dnchung@pylusd.org 11

TIERED ASSIGNMENTS TEMPLATE

ADVANCED: verbs that will EXTEND into expertise

FOUNDATIONAL [verb/skill from CONTENT STANDARD]: verbs that

EMERGENT: verbs that will remediate and/or accelerate in order to

Modeling/Examples to Give to Students Variations [Other possibilities for products]

Application [Tiered Assignments]

David Chung, Language Arts, Valencia H.S., PYLUSD Email: dnchung@pylusd.org 12

TIERED ASSIGNMENTS TEMPLATE SAMPLE LANGUAGE ARTS

EMERGENT: verbs that will remediate and/or accelerate in order to

Modeling/Examples to Give to Students Variations [Other possibilities for products]

A Separate Peace by John Knowles Use a TIMELINE

Application [Tiered Assignments]

David Chung, Language Arts, Valencia H.S., PYLUSD Email: dnchung@pylusd.org 13

TIERED ASSIGNMENTS TEMPLATE SAMPLE EARTH SCIENCE

EMERGENT: verbs that will remediate and/or accelerate in order to

Modeling/Examples to Give to Students Variations [Other possibilities for products]

Hurricanes Logical-Mathematical: breaths per minute

Application [Tiered Assignments]

David Chung, Language Arts, Valencia H.S., PYLUSD Email: dnchung@pylusd.org 14

Brownell, N. ACSA Region XVII Staff Development Document on Instructional Strategies.

GATE Office, Long Beach Unified School District.