This
week, many of our readings and class lecture deals with tiered
activities. While it seems like a pretty straight forward idea,
implementing it seems daunting. As stated in many places, the best way
to begin is to take it one step at a time. So, what do you already know
about tiering activities and what questions do you still have? How does
this idea compare to other instructional approaches you've worked with?
Describe one potential obstacle to adhering to this instructional
approach.
Since I am basically starting over with teaching, I find a lot of this information to be relatively new to me. It has been 10 years since I last taught and a lot has changed! It does make sense though. I not only have a learning challenged (as we call it in our house!) child but I also a gifted child. I find that my other 2 children are above average learners but not considered or tested as gifted. The strategy of tiering activities makes complete since and may make for a little daunting work for us teachers but the benefits seem to out weigh that! Something that I found intriguing in Chapter 6 was using the 'reteach", "reinforce", "extension", or "challenge" questions at the end of lessons. These make for great tiering activity outines or starters. The one potential obstacle I might have is with any time constraints these activities may be minimal until I have mastered the technique, so to say! Kristy Estes
ReplyDeleteI always look at the extension and challenge questions at the end of a lesson or unit--they usually provide great ideas or jumping-off points for long term projects!
DeleteI think the concept of tiering is a great approach, but it does also take a lot of preparation and planning. From a classroom management standpoint, this quote on pg. 86 of the Heacox text stuck out to me-- "If students look across the room and sense that those working on the other 'tier' are doing less work or having more fun; then you have not designed the tasks appropriately"...I know this is a challenge/obstacle for me. I have previously done some tiered assignments in my classroom but have always struggled with making sure that the assignments took about the same amount of time and provided the same level of engagement to complete.
ReplyDeleteI appreciated the strategies for effectively managing tiered tasks that Heacox provided starting on pg. 103 and got some great new ideas for managing many different groups of students working on different tasks. From my own experience, I've found that one of the most important things in making sure that group activities go well is that there are clear directions and expectations up front; otherwise, students have a thousand questions and there is much confusion!
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ReplyDeleteIn the differentiated classroom tiering is necessary in order to effectively meet the needs of all learners. However, when left unexplained, the concept of tiered instruction can leave inexperienced teachers wanting to burst into "tiers" (I couldn't resist the pun).
ReplyDeleteOn a serious note, before I read the Heacox text, thinking about tiered instruction left me a bit scared of the process. I appreciated how Heacox broke down the process of tiered instruction and provided example activities (Ancient Greece was particularly helpful because I teach it). The graphic organizer on page 96 will be especially helpful for me as I plan tiered assignments.
Planning and preparation for tiered assignments is going to be one of the areas that is most difficult for me. I know that I will have to set aside a longer time to plan until I am more comfortable with the process, but I realize that tiering is not a daily practice. Time management will be the other. Fifty minutes of class time seems to fly by, and as we all know you never have the whole fifty due to interruptions, etc.
Emily quoted Heacox on how to design tiered tasks appropriately, and the same quote resonated with me whenever I read the section. As with anything there is trial and error, Heacox points out what we should be looking for in our students as the assignment is completed in order to determine if it was planned approximately and what modifications need to be made before the next tiered assignment.
Do you think it would be better to start small by working toward differentiation in one grade level a year(say just 6th grade, then 6th and 7th, then 6th, 7th, and 8th) rather than starting small in all 3 courses at once?
How would you show your differentiated lesson plans when you are handcuffed by using the same lesson plan format as the rest of your department/school?
In reference to my last question, I really liked some of the ways that Heacox laid out designing assignments, but they would not fit in the format. Would you just reference the design page in your LPs? What do you guys think?
DeleteIn reading that you are handcuffed by using a generic format, referencing the page might be best.
DeleteIf you are differentiating instruction in your classroom, then you must implement tiering in order to meet the needs of all of your students. It does take a lot of planning to do tiering but it is worth it. I did it when I taught in the regular classroom and I could really tell a difference in my students. Now that I teach gifted (3rd-8th grades)I am wanting to do tiering with these students. My goal is to start with my 3rd graders this year and then add more grades each year. I think chapter 6 from the book does a great job of explaining tiered instruction. I plan to use it as a guide when I start tired instruction with my gifted students.
ReplyDeleteI know two things about differentiation: it is 'daunting' and it is effective. Chapter 7 in the Heacox text appealed to me most. While differentiation is complex, it is complex is a good way. I make it complex in a negative way when I began planning which reflects back to why it is daunting. Chapter 7 shows several hypothetical lessons that are simply laid out and planned but are complex in the outcome of students learning and success. Make sense?
ReplyDeleteTiering is evident in our math and reading programs utilized in our school. While the approaches laid out in those planning guides are great, I appreciate the authenticity of the strategies in the Heacox text.
I have over 60 students on my caseload. One obstacle of mine is paying close attention to each student to ensure that I am placing them accordingly.
I can relate to a large caseload, and having trouble paying close attention to each student. Last year across my 3 grades I had 144 gifted students, and this next year is looking close to the same.
DeleteThese are some very thoughtful responses - thank you. I enjoyed reading how you are able to combine your personal opinions and support them with facts from the readings. This is why I enjoy this textbook - Heacox. Y'all are right, tiering sounds good on paper, but it can be difficult to attempt. The key is to start small and experience success. At the same time, you need to realize that starting small benefits students as well. Typically, many have not been exposed to this type of instruction. As such, they need to learn the process before they can learn the content. I appreciate Natalie's honesty - that she can sometimes bring negativity to the process, thank you Natalie. We all do that because it is learning something new. Learning the new is always daunting. We can all identify obstacles to being successful with this approach; however, start small. With you unit plans, I do not want to see an elaborate unit. Rather, I want to read about small incremental steps - please.
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