about him or her - What changes the character went through Tier 3.<br><br> ( High ) Describe: - Clues the author gives us about the character - Why the author gives these clues - The author 9 s bottom line about this character Tiered Activities Tiering can be based on challenge level , complexity , resources , outcome , process , or product . ( Heacox , 2002) 1. Tiering by Challenge Level: Use Bloom 9 s taxonomy as a guide to develop tasks at various challenge levels .<br><br> Example: Elementary activities for book talk presentations . Lower levels of Blooms: - List story elements ( knowledge ) - Book summary ( comprehension ) - Support a conclusion about a character with evidence from the book ( application ) Higher levels of Blooms: - Discuss the theme or author 9 s purpose for writing the book ( analysis ) - Create a new ending for the story ( synthesis ) - Critique the author 9 s writing and support your opinion ( evaluation ) 2. Tiering by Complexity: When you tier by complexity , you provide varied tasks that address a student 9 s level of readiness , from introductory levels to more abstract , less concrete , advanced work .<br><br> Be careful to provide advanced work to the higher level student , rather than just more work . Example: After whole group class reading of a current events issue in the Time for Kids magazine such as global warming , students complete a related activity differentiated by complexity . 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 .<br><br> Tier two: Students conduct a survey of peer awareness and understanding of global warming . They design a limited number of questions and decide how to report their results such as with charts or in a newscast . Tier three: Students debate the issue about the seriousness of global warming , each side expressing a different viewpoint .<br><br> The must provide credible evidence to support their opinions and arguments . 3. Tiering by Resources: Use materials at various reading levels and complexity to tier by resources .<br><br> Students using tiered resources may be engaged in the same activity , ( such as find five examples of contributions made by Native Americans ), or they may be working on a different , but related activity . ( such as one group researching plants of the desert , while another researches animals of the desert ). 4.<br><br> Tiering by Outcome: Students all use the same materials , but what they do with the materials is different . Example: Pattern block Math Tier one: Identify all the ways you can group your pattern blocks . Tier two: Identify all the different patterns you can make with your pattern blocks .<br><br> Tier three: Create a bar graph to show all the different kinds of pattern blocks in your bag . 5. Tiering by Process: Students work on the same outcomes , but use a different process to get there .<br><br> Example: What are the characteristics of a hero? Tier one: Make a chart of specific heroes and what they did to make them become a hero . Tier two: Choose two or three heroes and compare them in a Venn diagram .<br><br> Tier three: List personal characteristics exhibited by heroes and rank them from most to least important . 6. Tiering by Product: Groups are formed based on learning preference , using Gardner 9 s multiple intelligences .<br><br> Example: For a unit on the solar system , Study of rotation and revolution of the earth . Tier one: Create a flip book , diagram , or model showing the rotation of the earth around the sun ( visual - spatial ) Tier two: Position and move three people to demonstrate the concept of revolution and rotation of the earth with respect to the moon and sun . ( bodily - kinesthetic ) Tier three: Make a timeline of a year detailing the position of the New Hampshire with respect to the sun .<br><br> ( logical - mathematical ) References: Heacox , D . (2002). Differentiating Instruction in the Regular Classroom .<br><br> Minneapolis , MN: Free Spirit Publishing Inc . Tomlinson , C . (1999).<br><br> The Differentiated Classroom , Responding to the Needs of All Learners . Alexandria , VA: Association for Supervision and Curriculum Development , ( ASCD ). Tiered Activity Resources: For more ideas and specific tiered activities that you can use in your classroom , check out the following resources , available in the PACE department at Derry Village School: Coil , C .<br><br> (2004). Standards - Based Activities and Assessments for the Differentiated Classroom . Pieces of Learning .<br><br> Davidson , K . and T . Decker .<br><br> (2006). Bloom 9 s and Beyond: Higher Level Questions and Activities for the Creative Classroom . Pieces of Learning .<br><br> Heacox , D . (2002). Differentiating Instruction in the Regular Classroom .<br><br> Minneapolis , MN: Free Spirit Publishing Inc . Tomlinson , C . (2003).<br><br> Fulfilling the Promise of the Differentiated Classroom . Alexandria , VA: Association for Supervision and Curriculum Development , ( ASCD ). Witherell , N .<br><br> and M . McMackin . (2002).<br><br> Graphic Organizers and Activities for Differentiated Instruction in Reading . New York , NY: Scholastic . The following web sites can provide further information and examples .<br><br> Best Practices: Instructional Strategies and Techniques http: // www . saskschools . ca / curr_content / bestpractice / tiered / index .<br><br> html Tiered Lesson Plans http: // www . manhattan . k 12.<br><br> ca . us / staff / pware / diff / Tiered Curriculum Project http: // www . doe .<br><br> state . in . us / exceptional / gt / tiered_curriculum / welcome .<br><br> html

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