Tierring


 * Tiering **

**What is Tiered Instruction? **

Tiered instruction is defined within context of meeting the various needs to the group whilst teaching one concept. Tiered lessons are depicted as “the meat and potatoes of differentiated instruction” (Tomlinson, 1999) A tiered lesson, allows for the usage of different pathways to enable students to reach an understanding of these components, in reference to a particular standard, key concept, and generalization. There are three types of tiered Lesson, namely according to students’ [1] readiness (ability to understand a particular level of content), [2] learning profiles (style of learning), or [3] interests (student interest in the topics to be studied).

The tiered lessons are planned in which students work in teacher-assigned groups, which is decided according to the chosen tiering strategy. Groups may vary according as it is formed according to on the needs of individual students.

//Differentiating instruction// involves structuring a lesson at multiple levels so that each student has an opportunity to work at a moderately challenging, developmentally appropriate level. Instruction may be differentiated in content (what you want the students to learn), process (the way students make sense out of the content), or product (the outcome at the end of a lesson, lesson set, or unit—often a project).


 * Grouping by Readiness Level**

Grouping by readiness level, the teacher has to have a good understanding of the students’ ability levels with respect to the lesson and has designed the tiers to meet those needs. The readiness levels can be categorized accordingly, as there is not range of ability levels vary. Tiering by readiness or ability crosses a range of aspects within the lesson from reading material to experiments. Tiering is lesson specific, and is grounded on the teacher’s assessment of the student’s abilities to process the material particular to that spcific lesson. Thus depending on what tiering strategy is used in that specific lesson, regrouping constantly needs to apply. Therefore, students may be in one tier for one lesson but may be regrouped when a different

Tiered by learning profile, the tiering lesson categorizes the students in groups according to the style of learning that work best for them. The learner expectation in relation to the other students in relation to the content and learning level needs to be the same. The only difference is the manner in which material is presented. For the less experienced teacher, do not incorporate every learner style possible, first try to evaluate what are the dominant leaner styles and try to focus on that. .
 * Grouping by Learning Profile**

One could also create a tiered lesson by grouping students according to their common interest in relation to the topic. This is done by creating an interest inventory list that lists several topics students will be studying or several activities that the teacher is considering. By ranking the choices, teachers use these rankings as a guideline to assign students to groups based on their choices.
 * Grouping by Student Interest**

These students often procrastinate, use judgment rather than scientific inferences, and achieve low because of a lack of comfort in the subject or academic. When you take away the 'wonder' time you allow these students to move right into achievement. || For example, suggest the group do a behavioral study. One student may study the effects on one's success with vocabulary when being rushed compared to the success of someone not being rushed. Student's will see how moods and frustrations play a part in success. Students in this tier are appropriately challenged because they are creating, but you have taken away the weeks of wonder by making a general suggestion for the group. || Most of these students have mastered the experimental process and data collection. Therefore, the real learning and appropriate challenge is the process of planning their own experiment. || The assessment of individual projects, etc. varies with each. You may choose some of the following assessment strategies and more:
 * **Tier I ** || **Use a variety of pre-made experiments, where the students choose and organize the data collected. **
 * **Tier II ** || **Students will attempt a suggested topic to work within. **
 * **Tier III ** || **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will create their own study or experiment. **

**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rubrics, tests, checklists, contracts, self-evaluation, peer evaluation, or conferences. **

**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Subject: Economics **

**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Grade: Ten **

**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard: #2 Reading Comprehension (focus on Informational Materials) **

**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Key Concept **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: Understanding the differences between macro –economics and micro –economics

**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Generalization **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: In this lesson students analyze two articles that highlight the differences between macro and micro economics in a news article. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The goal of the lesson is for students to understand why there is a difference and evaluate what makes it different.

**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Background: ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">This lesson is designed to help students recognize the essential aspects of macro and micro economic policies

**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Purpose: ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> The lesson today is to understand the differences and characteristics between macro –economics and micro –economic policies. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">This lesson is tiered in //process// according to readiness. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">All students are working with the articles.

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">These students are concrete learners – they often are challenge by the analysis activity and needs assistance to comprehend how to do the task. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">I will explain the students the general understanding between the terms macro and micro. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Their tasks are as follows: <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">1. Their first task is an individual one: I will hand out one article to each student to read on macro and micro economic policies. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">2. Find what the article it talking about – post the finding on your wikki blog page <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">3. Find the words and phrases that you think is important that allows you to understand the article – underline them <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">4. I will divide the group according to their reading readiness ability- whilst ensuring that each group has both articles. As a group, share ads, words and phrases, plus identify the concepts that differ within the two articles. Each group need to ass their new words, phrases on the wikki vocabulary list. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">5. Discuss the intention of the two articles. Locate any particularly strong words or phrases and discuss the impact of these words on the reader <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">6. Create a list of important items to include in the article. || <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">These students should choose either a micro or a macro-economic policy with a related article. As they break down the policy, they need to focus on the following: <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">1) language used;  <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">2) what does the reader think the policy is implying; <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">3) overall intent of the policies  <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Read the article and identify, language used; what does the reader think the article is implying and overall intent of the articles… Go online and find an example of what the policies are talking about.   <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Break in your respective groups and discuss your analysis and example with your group.  || <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Evaluation is the highest level thinking skill (on Bloom's Taxonomy).   <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">It involves judgment and decision making by assessing something according to criteria.   <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students need to create criteria first in order to assess what are the characteristics of a micro and macro-economic policy. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Each person need to create their own set of criteria and choose two micro or macro-economic policies to assess. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Each student need to evaluate a set of criteria that highlights a micro or macro-economic policy. The criteria need to be evaluated according to importance by numbering them. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Once this assessment has been completed meet in your group and share your findings. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Again the ultimate goal for them is to write an example of a characteristic of a micro and macro-economic policy. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The policy example must be aligned to illustrate the students’ own set of criteria. || <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Each group has to obtain an example of a macro and micro economic policy and write how it affects everyday life <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The process they use to write the affects is the focus of the assessment – as they post their project I will monitor each groups project on their wikki page <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Each group needs to demonstrate knowledge concerning the micro and macro-economic policy. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">But each group has completed a very different process assignment in meeting the task. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Hence, the teacher's assessment must take the common elements and the unique elements of each task into consideration in awarding each student a grade. ||
 * **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Tier I: Factual Learners - Knowledge/Comprehension Activity **
 * **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Tier II: ** **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Analytical Learners: Analysis Activity **
 * **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Tier III: Evaluative Learners: Evaluation Exercise **
 * **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Assessment: **