Tiered Lesson Plans
In the Fall of 2014 I created multiple tiered lesson plans and implemented each one in my internship placements. A tiered lesson plan is a differentiation strategy used in academically diverse classrooms. Depending on the students in the classroom, the lesson can be tiered by multiple different categories. For example, student interest, learning style, ability level etc. The goal of a tiered lesson is to match the students in your classroom to their individual needs by placing them into different groups. The teacher can decide if the students will work alone, or collaboratively in a group working towards a specific goal.
Tiering lessons blends together a teachers instruction as well assessment allowing students to work on tasks that are appropriate to their level of learning. It solves the problem of assignments being too hard or too easy because of the careful planning that goes into each tier, matching each student in the correct group.
Tiering lessons blends together a teachers instruction as well assessment allowing students to work on tasks that are appropriate to their level of learning. It solves the problem of assignments being too hard or too easy because of the careful planning that goes into each tier, matching each student in the correct group.
Descriptions of Tiered Lesson Plans & Standards that are Met
Tiered Instruction Math Lesson: Place Value
Fall 2014
In one of my internships I was placed in a second grade classroom during their math lab period. In this school district, teachers used the IReady program to group all second grade students according to how they placed on a placement test. In the classroom I was in included students who scored at a high level, so I was with 25 students who had a good understanding of the second grade math curriculum.
During math lab, all students are instructed to log onto the IReady program and continue where they last left off. Although these students were strong in math, some students still struggled in certain areas. The IReady program allowed me see what area each student scored low in. I used that information to create two small groups I would pull during their math lab and work with. The lesson was tiered by student weaknesses and learning types.
Fall 2014
In one of my internships I was placed in a second grade classroom during their math lab period. In this school district, teachers used the IReady program to group all second grade students according to how they placed on a placement test. In the classroom I was in included students who scored at a high level, so I was with 25 students who had a good understanding of the second grade math curriculum.
During math lab, all students are instructed to log onto the IReady program and continue where they last left off. Although these students were strong in math, some students still struggled in certain areas. The IReady program allowed me see what area each student scored low in. I used that information to create two small groups I would pull during their math lab and work with. The lesson was tiered by student weaknesses and learning types.
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Place Value Lesson Plan | |
File Size: | 101 kb |
File Type: |
Insect Lesson Plan
Fall 2014
I created unit plan on insects that was developed to meet the learning styles of the diverse learners in a classroom. In the unit plan I included higher order thinking questions to accommodate advanced learners in my class. In one of my lessons for this unit I tiered it by student reading level as well as student learning type. Student learning types included auditory visual learners, interactive/hands on learners, and students who are expressive through writing. Students were able to present which project he/she completed.
Fall 2014
I created unit plan on insects that was developed to meet the learning styles of the diverse learners in a classroom. In the unit plan I included higher order thinking questions to accommodate advanced learners in my class. In one of my lessons for this unit I tiered it by student reading level as well as student learning type. Student learning types included auditory visual learners, interactive/hands on learners, and students who are expressive through writing. Students were able to present which project he/she completed.
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Water Pressure Tiered Lesson
Fall, 2014
In an after school enrichment program for 4th and 5th grade students I created a tiered lesson in collaboration with another colleague. Each of our lessons were tiered by student interest and based on the topic of oceans. The day before the lesson we gave students a choice between completing a lesson on water pressure or a lesson on learning about the ocean environment.
The lesson I facilitated was called "Under Pressure" that included students learning how under water pressure worked as well as how organisms adapt to live under pressure. Students had the opportunity to preform an experiment using water, tape, and a bottle. Students were directed to put three holes in the bottle (in a row from bottom to top), cover the holes with tape, fill the bottle up, and then observed to see how the water flowed out from each hole.
Fall, 2014
In an after school enrichment program for 4th and 5th grade students I created a tiered lesson in collaboration with another colleague. Each of our lessons were tiered by student interest and based on the topic of oceans. The day before the lesson we gave students a choice between completing a lesson on water pressure or a lesson on learning about the ocean environment.
The lesson I facilitated was called "Under Pressure" that included students learning how under water pressure worked as well as how organisms adapt to live under pressure. Students had the opportunity to preform an experiment using water, tape, and a bottle. Students were directed to put three holes in the bottle (in a row from bottom to top), cover the holes with tape, fill the bottle up, and then observed to see how the water flowed out from each hole.
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Under Pressure Lesson Plan | |
File Size: | 99 kb |
File Type: |
Multilevel Lesson Plan
Fall 2014
In differentiated 510 Assistive technology I created a multilevel lesson plan on the topic of number bonds. In this lesson plan it included plans for below-level learners, on-level learners, and advanced level learners. I reach initial content standard 4 because I selected, adapted, and used strategies to promote a challenging learning opportunity in a general education classroom by modifying the learning environment for individuals with gifts and talents.
Fall 2014
In differentiated 510 Assistive technology I created a multilevel lesson plan on the topic of number bonds. In this lesson plan it included plans for below-level learners, on-level learners, and advanced level learners. I reach initial content standard 4 because I selected, adapted, and used strategies to promote a challenging learning opportunity in a general education classroom by modifying the learning environment for individuals with gifts and talents.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
Multilevel Lesson Plan | |
File Size: | 145 kb |
File Type: | docx |
Standards
Standard 1: Learner Development and Individual Learning Differences
1.2 Beginning gifted education professionals use understanding of development and individual differences to respond to the needs of individuals with gifts and talents.
Standard 3: Curricular Content Knowledge
3.1 Beginning gifted education professionals understand the role of central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and use their understanding to organize knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions within and across grade levels.
3.2 Beginning gifted education professionals design appropriate learning and performance modifications for individuals with gifts and talents that enhance creativity, acceleration, depth and complexity in academic subject matter and specialized domains.
Standard 5: Instructional Planning and Knowledge
5.1 Beginning gifted education professionals know principles of evidence-based, differentiated, and accelerated practices and possess a repertoire of instructional strategies to enhance the critical and creative thinking, problem-solving, and performance skills of individuals with gifts and talents.
1.2 Beginning gifted education professionals use understanding of development and individual differences to respond to the needs of individuals with gifts and talents.
- I reach standard 1.2 by creating tiered lesson plans which provided a appropriate option for gifted and talented learners. This shows my response to understanding of development, individual differences, and needs of gifted learners.
Standard 3: Curricular Content Knowledge
3.1 Beginning gifted education professionals understand the role of central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and use their understanding to organize knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions within and across grade levels.
- I reach standard 3.1 by providing hands on lessons that students are able to relate to. My tiered lessons require students to use background information and build on this knowledge to gain more information. I developed meaningful lessons that include appropriate content for gifted learners.
3.2 Beginning gifted education professionals design appropriate learning and performance modifications for individuals with gifts and talents that enhance creativity, acceleration, depth and complexity in academic subject matter and specialized domains.
- I demonstrate my understanding of standard 3.2 by designing lessons that are appropriate for individuals with gifts and talents. My lessons enhance creativity and provide students with hands on lessons that explore academic subject matter into a deeper level.
Standard 5: Instructional Planning and Knowledge
5.1 Beginning gifted education professionals know principles of evidence-based, differentiated, and accelerated practices and possess a repertoire of instructional strategies to enhance the critical and creative thinking, problem-solving, and performance skills of individuals with gifts and talents.
- I reach standard 5.1 because I used the Common Core English Language Arts and Mathematics Standards to choose topics appropriate to each standard curriculum. I used instructional strategies to enhance each lesson plans, incorporating creative thinking, problem solving, and hands on learning appropriate for gifted and talented learners.