Here are the minimum requirements for your complex machine project: - Must include at least 2 simple machines (lever, pulley, wheel & axle, inclined plane, screw) - Must be able to move a roll of pennies a distance of 3 feet - All parts must be securely fastened together - Must be able to operate safely without parts falling off You will need to submit a proposal describing your planned machine before building. Let me know if you have any other questions!

1. Liz Fogarty
fogartye@ecu.edu

3. Monday: Foundational Support

4. Tuesday: Additions

5. Early Bird Groups
• Formed prior to beginning a unit of study.
• Formed to give a preview and some prior
knowledge to students who may struggle with
the concept.

6. Wednesday: Customization

7. Today’s Objective
O Participants will be able to tier
lessons to increase the level of
rigor offered to gifted learners.

9. Ms. Fogarty’s 5th Grade Class
Time Whole Class Compacted Student
8:05
Morning Choose to read or write Same
Activities
8:20 We just finished reading The Birchbark
House by Louise Erdrich. We created a
Reading novels of choice, large display with our reviews to send to
Reading
Writing about your reading, Ms. Erdrich. We are also writing her letters
Workshop
Guided Reading, Small group telling her how we felt about the book,
projects suggesting she write more like it, and
asking her to come to our school for a visit
some time.
9:05 During this time the class is
expected to write on their topic of
Writing
choice. Usually a mini-lesson is Young Writer’s Group
Workshop
presented on some topic of need
or interest.

10. 9:55 The entire 5th grade plays Scrabble Same
Scrabble tournament style.
10:45 Math 5th graders go to math with different
I got 100% on the Multiplication
pretest. I am working on a project
teachers
of my choice.
11:30
Recess and Outside recess, then lunch Same
Lunch
12:40 Participate in discussion on Native
Social American bias Same
Studies (Evaluation Level)
1:25
Read Aloud Listen to or give a book talk Same
1:50
Phy Ed Fitness Friday Stations Same
2:15 Participate in mini-lesson on words that
I passed the spelling section on the
Word Study have the ĕl sound
pretest with 100%. I will search for
my 10 words.
2:50
YEAH! YEAH!
Dismissal

11. Talk &
Do
Listen 30 minutes
30 minutes
Synthesiz
e
30 minutes

12. First cast of the dice …
3
1+2 =3
1x2 =2

13. Second cast of the dice …
3
+ 12
15
3+4 =7
3x4 = 12

14. Third cast of the dice …
15
+ 6
21
5+1 =6
5x1 =5

15. Fourth cast of the dice …
21
+ 18
39
21
3+6 = 9
+ 9
3x6 = 18
30

16. Modifications for Advanced Students
• Play to 100
• Disallow paper for calculations or
remembering numbers
• Use powers
• Use subtraction
• Allow negative numbers
• What about fractions?

17. Tiered Lesson:
Using Powers Option
81
34 = 3 x 3 x 3 x 3 = 81
43 = 4 x 4 x 4 = 64

18. Tiered Lesson:
Exploring Options
2+ 6 = 8 62 = 36
2 x 6 = 12 2 - 6 = -4
26 = 64 6-2=4

19. What about using …
… a multi-sided die 64
36
… or two

20. We could really shake things up…
… try three dice and use the distributive law!
12
12 + (3 x 18) = 12 + 54 = 66
(12 + 18) x 3 = 30 x 3 = 90
Did you get closer to 100?

21. Talk &
Do
Listen 30 minutes
30 minutes
Synthesize
30 minutes

22. Tiered Activities
Tiered Instruction features:
 Whole group introduction and
initial instruction
 Identification of developmental
differences
 Increase or Decrease the:
 Abstraction
 Extent of Support
 Sophistication
 Complexity of goals,
resources, activities
& products

23. CONTENT
What should a
student be able
to do as a result
of this study?
Activities
How will
designed to
student
help students
demonstrate
make sense of
understanding?
content?
PRODUCT PROCESS

24. Standards
What Students
will
Be Able to Do
CONTENT Unit Concepts
and
Generalizations
What Students
will
Understand What Students
will Know

25. The Horse Before the Cart
Product
Content
Process

26. Flexible
Materials
Grouping
Pace of
Instruction Think-
PROCESS Pair-Share
Graphic
Organizers Simulations
Tiered Learning
Assignments Contracts

27. Debate Detailed
Essay Puppet show
Illustration
Letter
Model
Graph
PRODUCT
Timeline
Survey
Venn
Video Film
Demonstration Diagram
Display or
Documentary

28. LEARNING STYLES
INTEREST READINESS

29. What is Tiering?
• One form of differentiation.
• Ensures that students with different learning needs
work with the same essential ideas and use the same
key skills but at different levels of
 Complexity
 Abstractness
 Open-endedness
Tomlinson, C. (1995). The Differentiated Classroom. Alexandria, VA: ASCD.

30. The “Equalizer”
1. Foundational Transformational 5. Smaller Leap Greater Leap
2. Concrete Abstract 6. More Structured More Open
3. Simple Complex 7. Clearly Defined Problems Fuzzy Problems
8. Less Independence Greater Independence
4. Fewer Facets Multi-facets
9. Slower Quicker
Based on the work of Carol Ann Tomlinson

31. IDENTIFY OUTCOMES
WHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, OR BE ABLE TO DO?
THINK ABOUT YOUR STUDENTS
PRE-ASSESS READINESS, INTEREST, OR LEARNING PROFILE
INITIATING ACTIVITIES
USE AS COMMON EXPERIENCE FOR WHOLE CLASS
GROUP 1 GROUP 2 GROUP 3
TASK TASK TASK

32. Video
7th Grade Tiered Science Lesson

33. 2nd Grade Math
This lesson is tiered in content according to interest.
• Tier I: Whales Is a Blue Whale the Biggest Thing There Is? (0-8075-3656-3)
• Tier II: Millions How Much Is a Million? (0-688-09933-5)
• Tier III: Pandas Dinner at the Panda Palace (0-06-443408-7)
• Tier IV: Bunnies Bunches and Bunches of Bunnies (0-590-44766-1)
• Tier V: Lifetimes Lifetimes (1-883220-59-9)
• Each student reads or listens to their selected book and
writes a paragraph describing the whole numbers used
in the story. Students should identify the smallest and
largest number in the story. In addition, they should
write a sentence or two about any number relationships
which are given in the story. Among students who read
the same book, have students share their results.
http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html

34. Creating Multiple Paths for Learning
Key Concept
or
Understanding
Understand
Struggling Some Understand
The
With The Understanding The
Concept
Concept Concept
Reaching Back READINESS LEVELS Reaching Ahead

35. Guidelines for Developing Tiered Instruction
 Think about the students who will be using the
activity in terms of their readiness, interests, or
learning profile.
 Create one activity that is interesting, requires
high-level thinking and is clearly focused on the
key concept, skill or generalization.

36. 8th Grade Language Arts Example
Objectives
 The students will identify the elements of short stories, such as
internal and external conflict, irony, plot, climax,
characterization, & setting.
Level 1 Level 2
• Create a chart or other • Rewrite the ending of this
graphic organizer that study. What will happen
identifies the elements of now? How will choices
short stories in this story. impact the outcome?
FOUNDATIONAL . . . . . . . . . . . . . . . . . . TRANSFORMATIONAL

37. Which tier isconcept?
What is the which?
Pairs of students are Pairs of students are Pairs of students are
given a set of “real- given a set of “real- given a set of “real-
number” cards and number” cards and a number” cards and a
a blank number line. blank Venn diagram blank Venn diagram
which has three which has three
Students must sort
overlapping circles overlapping circles
their cards and labeled as follows: which are not labeled.
decide where to numbers greater than Students must sort
place each on the 1½, numbers less their cards and decide
number line. than 3.5, and numbers on labels for each of
Students complete between 0 and 15. the circles. Then
the lesson by writing Students write each students write each
each number on the number in the number in the
appropriate circle. appropriate circle.
number line.

38. Is this lesson tiered by content, process, or product?
Pairs of students are Pairs of students are Pairs of students are
given a set of “real- given a set of “real- given a set of “real-
number” cards and number” cards and a number” cards and a
a blank number line. blank Venn diagram blank Venn diagram
which has three which has three
Students must sort
overlapping circles overlapping circles
their cards and labeled as follows: which are not labeled.
decide where to numbers greater than Students must sort
place each on the 1½, numbers less their cards and decide
number line. than 3.5, and numbers on labels for each of
Students complete between 0 and 15. the circles. Then
the lesson by writing Students write each students write each
each number on the number in the number in the
appropriate circle. appropriate circle.
number line.

39. Is this lesson tiered by interest, learning
style, or readiness?
Pairs of students are Pairs of students are Pairs of students are
given a set of “real- given a set of “real- given a set of “real-
number” cards and number” cards and a number” cards and a
a blank number line. blank Venn diagram blank Venn diagram
which has three which has three
Students must sort
overlapping circles overlapping circles
their cards and labeled as follows: which are not labeled.
decide where to numbers greater than Students must sort
place each on the 1½, numbers less their cards and decide
number line. than 3.5, and numbers on labels for each of
Students complete between 0 and 15. the circles. Then
the lesson by writing Students write each students write each
each number on the number in the number in the
appropriate circle. appropriate circle.
number line.

40. 4th Grade Math
This lesson is tiered in product according to readiness.
Tier I: Basic Learners
• Pairs of students are given a set of “real-number” cards and a blank Venn
diagram which has three overlapping circles labeled as follows: numbers
greater then 1½, numbers less than 3.5, and numbers between 0 and 15.
Students write each number in the appropriate circle.
Tier II: Grade Level Learners
• Pairs of students are given a set of “real-number” cards and a blank Venn
diagram which has three overlapping circles which are not labeled.
Students must sort their cards and decide on labels for each of the circles.
Then students write each number in the appropriate circle.
Tier III: Advanced Learners
• Pairs of students are given a set of “real-number” cards and a blank number
line. Students must sort their cards and decide where to place each on the
number line. Students complete the lesson by writing each number on the
number line.
http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html

41. Creating a Tiered Lesson
1. Identify the grade level and subject for which
you will write the lesson.
2. Identify the standard
(national, state, district, etc.) that you are
targeting.
3. Identify the key concept and generalization.

42. Creating a Tiered Lesson
4. Determine which area you will tier.
 Content: what you want the students to learn
 Process: the way students make sense of the
content
 Product: the outcome at the end of a
lesson, lesson set, or unit (often a project)

43. Creating a Tiered Lesson
5. Determine the type of tiering you will do:
Readiness is based on the ability levels of the students.
Interest is based on their interest in a topic, generally
gauged through an interest survey.
Learning profile may be determined through various
learning style inventories.

44. Creating a Tiered Lesson
6. Determine how many tiers you will need and
develop the lesson.
Option A: Tier according to readiness.
 At grade level
 Above grade level.
 Below grade level

45. Creating a Tiered Lesson
7. Determine how many tiers you will need and
develop the lesson.
Option B: Tier by interest.
Control the number of tiers by
limiting choices or using a few
different learning styles.

46. Talk &
Do
Listen 30 minutes
30 minutes
Synthesiz
e
30 minutes

47. Primary Objectives / Topics / Skills
Average
Level
Advanced
Level
Remedial
Level

48. Talk &
Do
Listen 30 minutes
30 minutes
Synthesiz
e
30 minutes

49. What Can Be Tiered?
• Assignments • Experiments
• Activities • Materials
• Homework • Assessments
• Learning Centers • Writing Prompts

50. Management Tips
 The number of tiers will depend on the range in the
classroom.
 Form tiers based on assessment of your students’
abilities to handle the material.
 Students are re-grouped the next time you use
tiering as a strategy.
 Match the task's degree of difficulty and its pacing to
student readiness.

51. Tiering by Interest
 Look at student characteristics other than
ability level.
 Teachers give all students choices of content,
process, or product that are at approximately
the same ability level.
 These tiers are similar to those in a layer
cake—all the same size.

52. Group Sizes May Vary
 The number of groups per tier will vary.
 The number of students per tier will vary.
 Form groups based on the readiness needs of
individual students.
 Tier One may have two groups of three
students, Tier Two five groups of four
students, and Tier Three may have one group of
two students.

53. Best Books for
Differentiation

54. Thursday: More Customization

56. Minimum Requirements
Build a complex machine which is made up of at least two simple machines
and can move a roll of pennies 3 feet.