Date post: | 28-May-2015 |
Category: |
Education |
Upload: | lisa-van-gemert |
View: | 1,639 times |
Download: | 4 times |
Tiering & Compacting with Lisa Van Gemert
{giftedguru}
Be sure to download the handout (the link is in the description).
Nobody asks bakers why they made cakes in tiers.
OUTCOMES
By the end of the our time together, you will have:
1) considered student behaviors that might suggest a need for compacting and tiering. 2) clarified curriculum compacting and tiering as a strategy for differentiation. 3) recognized the difference between tiering and compacting. 4) shared some planning and management tools for compacting.
OUTCOMES
1) considered student behaviors that might suggest a need for compacting and tiering.
2) clarified curriculum compacting and tiering as a strategy for differentiation. 3) recognized the difference between tiering and compacting. 4) shared some planning and management tools for compacting.
OUTCOMES
1) considered student behaviors that might suggest a need for compacting and tiering.
2) clarified curriculum compacting and tiering as a strategy for differentiation.
3) recognized the difference between tiering and compacting. 4) shared some planning and management tools for compacting.
OUTCOMES
1) considered student behaviors that might suggest a need for compacting and tiering. 2) clarified curriculum compacting and tiering as a strategy for differentiation. 3) recognized the difference between tiering and compacting.
4) shared some planning and management tools for compacting.
And most importantly…
Feel that you can actually do it!
What’s the difference between tiering and compacting?
TIER: same
curriculum, but different
place, materials,
and/or complexity
COMPACT: different
curriculum, replacing already-learned material
6 Steps to tiered instruction
Select the activity, the concept, or the skill
Step 1
Decide what you will differentiate for
(readiness? interest level?)
Step 2
Determine the complexity of the activity
(use Tomlinson chart)
Step 3
Design the lesson with the most highly able student
in mind
Step 4
Clone the activity along the ladder no more
than twice
(use possibilities chart)
Step 5
Match the student to the right rung of the ladder
(they may move to different rungs for different lessons)
Step 6
There are 8 options for differentiating the tiers.
1. What’s the group size?
alone
pairs
small groups
whole group
2. Teacher support?
independent
teacher-assisted
teacher-directed
3. complexity?
abstract
concrete
4. Quantity of resources?
very few, chosen
multiple, self-discovered
5. Resource complexity?
tech
above grade level
at grade level
6. Is the process complex?
quick pacing & lots of steps over a long period of time
typical pacing, but lots of steps
typical pacing
lots of steps, but typical pacing
few steps
7. Thinking level? synthesis or evaluation
analysis or application
knowledge or comprehension
8. The product? needs
advanced skills
open-ended, but on-level
simple, straightforward, on
level
You don’t need to tier
all of these things. They’re options.
(see handout)
Case Studies
Questions?
compacting
Why do it? Because when I posted this…
Students posted things like this
And the data backs her up.
8 Simple Rules for Compacting
1. Determine the learning objectives
8 Simple Rules for Compacting
2. Figure out how to pretest one or more of those objectives
8 Simple Rules for Compacting
3. Decide who to pretest (it
can be everyone)
8 Simple Rules for Compacting
4. Conduct the pretest
8 Simple Rules for Compacting
5. Eliminate the redundancies for students who have
mastered it
8 Simple Rules for Compacting
6. Streamline instruction for
those who haven’t
mastered but move quickly
8 Simple Rules for Compacting
7. Enrich or accelerate the
students in steps 5 & 6
8 Simple Rules for Compacting
7. Keep really good records of what you did
and why
But how do you do step 7?
See the handout for specific ideas
Be guided by INTERESTS, not just abilities
Decide what to do about grades
Keep the record a record of their work at their actual grade level.
Make sure it’s a lure, not a shove. Don’t
force; invite.
Share your rationale with all
students.
Explain the how’s and why’s to
parents.
Document
objective/ content/
assignment
procedure for pre-
assessment
acceleration or
enrichment
byrdseed.com/differentiator/
There are no shortcuts to anywhere worth going.
OUTCOMES
Do you know this?
1) student behaviors that might suggest a need for compacting and tiering. 2) clarified curriculum compacting and tiering as a strategy for differentiation. 3) recognized the difference between tiering and compacting. 4) shared some planning and management tools for compacting.
OUTCOMES
1) considered student behaviors that might suggest a need for compacting and tiering.
2) using curriculum compacting and tiering as a strategy for differentiation. 3) recognized the difference between tiering and compacting. 4) shared some planning and management tools for compacting.
OUTCOMES
1) considered student behaviors that might suggest a need for compacting and tiering.
2) clarified curriculum compacting and tiering as a strategy for differentiation.
3) recognizing the difference between tiering and compacting. 4) shared some planning and management tools for compacting.
OUTCOMES
1) considered student behaviors that might suggest a need for compacting and tiering. 2) clarified curriculum compacting and tiering as a strategy for differentiation. 3) recognized the difference between tiering and compacting.
4) some planning and management tools for compacting.
And most importantly…
Do you feel that you can
actually do it?
find more at giftedguru.com
Special thanks to mycutegraphics.com & pixabay.com for the images & graphics!