All tiers have work that is interesting, engaging, and motivating.Lower levels don't simply get less work or higher levels more; rather, Hazel focuses on adjusting the types of assignments to match learners' needs, not simply lessening the workload.She also made sure research materials, such as tablets and laptops, had search programs all students could understand.
All tiers have work that is interesting, engaging, and motivating.Lower levels don't simply get less work or higher levels more; rather, Hazel focuses on adjusting the types of assignments to match learners' needs, not simply lessening the workload.Tags: Hausarbeiten SchreibenCohabitation Research PaperFun Problem Solving GamesCover Letter For Teacher Assistant With No ExperienceComputer Security Term PapersBreaching Experiment EssayHome Based Business Plan
Some are more visual and can create models of work; some are interpersonal and would rather create a play.
If she were grouping students in a product tier, she may have one group create a diorama of the Jurassic Period, another put on a performance of that time, and, finally, one to create a timeline.
Try it risk-free Teachers need to design and deliver instruction that meets the needs of all learners. This lesson defines tiered instruction and describes how it is used in the classroom.
Hazel is a teacher who wants to meet the needs of all her students no matter what level they're on.
Lessons can be tiered by challenge level, complexity, resources, outcomes, process, and products. One way Hazel develops different tiers for instruction is to use Bloom's Taxonomy, a system that uses different levels of thought in instruction and learning.
Tasks that require lower levels of understanding, like remembering, are assigned to lower tiers.
For the dinosaur assignment, she may have students in tier one create a brochure telling why dinosaurs are extinct, tier two may design an imaginary interview with a dinosaur, and tier three debate reasons for extinction.
Each level has a task they are able to complete that is more complex, not more work.
When Hazel uses tiered instruction in her classroom, she develops curriculum that has differing levels, then places students in the appropriate group.
She uses several resources to determine student grouping, including data from observations, classwork, interest levels, and work habits.