Presented by
Liz Legere
SRBI Coordinator
Canton Public Schools and
Sonya Kunkel
Trainer Extraordinaire
CREC

PRETEST TEACH TEACH TEACH POSTTEST
ASSIGN
GRADES
PRETEST
ANALYZE
DATA
DI TEACH
MONITOR
ADJUST
TEACH POSTTEST
Ainsworth, L & Viegt, D. (2006). Common formative assessments: How to connect standards-based instruction and assessments. Alexandria, VA: ASCD.
2

THE DECISION-MAKING PROCESS
How can I MODIFY one or more of the 10 curriculum components to address the ONE targeted learning difference?
Content
GRPG INTRO TCHG
LRNG RES
Process
Environment
EXT TIME.
PRO
Product
3

• Sample the key content in the unit
• Mirror the post assessment
• Contain a low baseline
• Align with CCSS
• Are closely tied to the content learning objectives
• Can be efficiently scored
• Support decision making
• Inform students of the purpose
4

•
•
•
5

Directions: Complete the chart to show what you know about
???????????
Write as much as you can.
Parts of a Fractions
Useful For
Fractions
Place to Them in the
Real World
Tomlinson - 02

• Think like a qualitative researcher:
What does all this mean?
• Sort the data into 1 to 4 groups, based on a common, powerful difference
• Identify the learning difference: interest, prior knowledge, etc.
• Decide how to address the difference through differentiated
teaching/learning activities.
7

• Tiering is a strategy teachers use to increase the match between students’ various levels of learning readiness to the content and instruction of particular lessons
8
8

Tiering for Advanced Learners: INCREASING the Cognitive Load
• What is the representative topic?
– Make the RT less familiar
– Make the RT more abstract
– Use the “big idea” in the RT to require students
“bridge” across time periods, cultures, disciplines
– Require comparison/contrast among two examples of the RT
– Require increasingly more difficult thinking skills (e.g., inference-making, synthesis (Learning activity)
– Use more challenging reading materials (Resources)
9
9

• Standard 1: Content Knowledge
1.3 (Significant events and themes in world history/international studies
– (5) Explain how a civilizations/nation’s arts, architecture, music and literature reflect its culture and history
• Standard 1: Content Knowledge 1.4 (Geographical space and place)
– (9) Identify selected countries and determine the advantages and challenges created by their geography
– (10) Examine historical events and factors that help explain historical events and contemporary issues.
• Standard 1: Content Knowledge 1.10 (How limited resources influence economic decisions)
– (21) Analyze how resources or lack of resources influenced a nation/region’s development
10
10

Designing a Tiered
Lesson Plan: Grade 7
Curr.
Comp.
Content
Goal
Novice Apprentice Practitioner
Research the internet for information about Mexico,
Guatemala, Panama and
Nicaragua. Specifically, look for information about each culture’s literature, music, textiles, folklore, religious traditions, dance and cuisine. Create a Gallery Walk that showcases, in pictures with captions, the similarities and differences among the cultures of these two (4) Latin American cultures http://en.wikipedia.org/wiki/Latin_
American_culture#Central_Americ a
Given a variety or resources on one
Latin American culture (maps political and resource maps, pictures of art work, early civilizations, literary selections), students will propose a theory about why the culture evolved the way it did.
Given a variety or resources on two different Latin
American cultures
(maps political and resource maps, pictures of art work, early civilizations, literary selections), students will compare and contrast the cultures and propose a theory about why the two cultures evolved differently.
11

Peeling Back the
Tiered Lesson Plan
Curr.
Comp.
Content
Goal
Novice Apprentice Practitioner

Research on two cultures
( DECREASE cognitive load)

Use of Internet (Resources)

Gallery Walk (Different product) http://en.wikipedia.org/wiki/Latin_
American_culture#Central_Am erica

Research on
ONE culture
PLUS develop theory
( INCREASE cognitive load)
(Learning activity)

Primary sources
(Resources)

Theory
(Different product)

Research two cultures; compare and contrast, propose theory about why cultures evolved differently
( INCREASE cognitive load through content and learning activity)
 Primary sources
(resources)

Theory (Different product)
12

A
is
• … an engaging, high level strategy that encourages writing across the curriculum
• … a way to encourage students to
…
– … assume a role
– … consider their audience
– … write in a particular format
– … examine a topic from a relevant perspective
• All of the above can serve as motivators by giving students choice , appealing to their learning profiles , and adapting to student readiness levels.
interests and
Carol Tomlinson
13

• Forces students to process information, rather than just writing out answers to questions.
• Students are more motivated to undertake the writing assignment because it involves them personally and allows for more creative responses to learning the materials, as well as choice!
14

American Revolution (AR): What’s Worth Fighting For?
Grade 8
• Know:
– Terms used in the American
Revolution
• Understand:
– That the American Revolution was the result of a series of events linked together through cause and effect
– That the leaders of the AR played important roles in the outcome of the war
– That there are different perspectives about the AR, depending upon the side you were on
• Do:
– Analyze the events leading up to the
AR; determine the causes and effects
– Explain the role of leaders in the AR
• Work independently
• Work collaboratively
• Draw conclusions

ROLE
Patriot
AUDIENCE
Town Folks
FORMAT
Speech
TOPIC
“Get on my side!”
Loyalist
G. Washington
Soldier
King George
English Relative
Patriot Soldier
Wife, Martha
His Subjects
Post Card
News Letter
What is happening in the colonies
Why join the fight
Letter or Poem What a great leader GW is
Political Cartoon Making fun of the AR
16

• Elementary RAFT Examples Handout: http://casdudl.wikispaces.com/file/view/Elementary_RAFT_CARDS
%5B1%5D.pdf
• State of Connecticut Department of Education website: http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=333594
• Cash, R. M. (2011). Advancing Differentiation: Thinking and
Learning for the 21 st Century. Free Spirit Publishing: Minneapolis.
• Fitzell, S. (2011). Response to Intervention: Powerful and Practical
Interventions and Strategies for Classroom Teachers Using a
Problem Solving Tiered Approach to Support Struggling Learners.
BER: Bellevue.

Liz Legere, SRBI Coordinator
Canton Public Schools elegere@cantonschools.org
www.cantonschools.org/~elegere