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  1. page Increase complexity and rigor in tiered assignments edited ... http://www.help4teachers.com/samples2.htm References: ... Spirit Publishing. Portland …
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    http://www.help4teachers.com/samples2.htm
    References:
    ...
    Spirit Publishing. Portland
    Portland
    Public Schools,
    ...
    site: www.tag.pps.k12.or.us Professional
    Professional
    Development, Hendron
    ...
    and Assessment. Robinson,
    Robinson,
    A., Shore,
    ...
    Press Inc.
    Tomlinson, C. A. (2005). How to differentiate instruction in mixed-ability classrooms. (2nd Ed.) Upper Saddle River, NJ: Pearson.
    (view changes)
    6:13 pm
  2. page Increase complexity and rigor in tiered assignments edited ... http://www.help4teachers.com/samples2.htm References: ... Spirit Publishing. Portland …
    ...
    http://www.help4teachers.com/samples2.htm
    References:
    ...
    Spirit Publishing. Portland Portland Public Schools,
    ...
    site: www.tag.pps.k12.or.us Professional Professional Development, Hendron
    ...
    Press Inc.
    Tomlinson, C. A. (2005). How to differentiate instruction in mixed-ability classrooms. (2nd Ed.) Upper Saddle River, NJ: Pearson.
    (view changes)
    6:11 pm
  3. page Increase complexity and rigor in tiered assignments edited ... http://www.help4teachers.com/samples2.htm References: ... Spirit Publishing. Profession…
    ...
    http://www.help4teachers.com/samples2.htm
    References:
    ...
    Spirit Publishing.
    Professional
    Portland Public Schools, Department of Talented and Gifted. Retrieved October 6, 2010, from Portland Public Schools Web site: www.tag.pps.k12.or.us Professional Development, Hendron
    Tomlinson, C. A. (2005). How to differentiate instruction in mixed-ability classrooms. (2nd Ed.) Upper Saddle River, NJ: Pearson.
    (view changes)
    6:07 pm
  4. page Increase complexity and rigor in tiered assignments edited ... References: Heacox, D. (2009). Making differentiation a habit: How to ensure success in acade…
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    References:
    Heacox, D. (2009). Making differentiation a habit: How to ensure success in academically diverse classrooms. Minneapolis, MN: Free Spirit Publishing.
    ...
    and Assessment. Robinson, Robinson, A., Shore,
    Tomlinson, C. A. (2005). How to differentiate instruction in mixed-ability classrooms. (2nd Ed.) Upper Saddle River, NJ: Pearson.
    (view changes)
    5:56 pm
  5. page Increase complexity and rigor in tiered assignments edited Increase Complexity and Rigor in Tiered AssignmentsBy Kimberly Nantz ... questions, problems, a…
    Increase Complexity and Rigor in Tiered AssignmentsBy Kimberly Nantz
    ...
    questions, problems, ansand conceptual issues"
    What are tiered assignments?
    According to Tomlinson (2005), tiered assignments are used by teachers within a heterogeneous classroom in order to meet the diverse needs of the students within the class. Teachers implement varied levels of activities to ensure that students explore ideas at a level that builds on their prior knowledge and prompts continued growth. Student groups use varied approaches to explore essential ideas. A benefit of tiered assignments is that they allow students to work on tasks that are neither too easy nor too difficult, and allow them to work in their specific learning style or preference. They are highly motivating because they allow students to be successful at their level of readiness. Tiered assignments are based on the common learning needs of students. In order to obtain continuous progress from students, they need to be challenged appropriately according to their ability to master intellectual, physical, emotional, and social tasks at progressively more difficult levels. Tiered assignments are a differentiation strategy where learning tasks and projects are developed based on assessed student need. Tiered assignments are intended to provide a better instructional match between students and their needs. Be sure that the assignments you design and assign are truly more advanced and not simply MORE work (Professional Development).
    ...
    References:
    Heacox, D. (2009). Making differentiation a habit: How to ensure success in academically diverse classrooms. Minneapolis, MN: Free Spirit Publishing.
    ...
    and Assessment. Robinson,Robinson, A., Shore,
    Tomlinson, C. A. (2005). How to differentiate instruction in mixed-ability classrooms. (2nd Ed.) Upper Saddle River, NJ: Pearson.
    (view changes)
    5:55 pm
  6. page Increase complexity and rigor in tiered assignments edited Increase Complexity and Rigor in Tiered AssignmentsBy Kimberly Nantz ... ans conceptual issues.…
    Increase Complexity and Rigor in Tiered AssignmentsBy Kimberly Nantz
    ...
    ans conceptual issues." (Robinson et all, page 106)issues" (Robinson, Shore & Enersen, 2007, p.106). As you
    ...
    needs of allALL learners, not
    ...
    the gifted learner. (HLOE)learner (Professional Development).
    What are tiered assignments?
    ...
    of readiness. Tiered assignments are based on the common learning needs of students. In order to obtain continuous progress from students, they need to be challenged appropriately according to their ability to master intellectual, physical, emotional, and social tasks at progressively more difficult levels. Tiered assignments are a differentiation strategy where learning tasks and projects are developed based on assessed student need. Tiered assignments are intended to provide a better instructional match between students and their needs. Be sure that the assignments you design and assign are truly more advanced and not simply MORE work (Professional Development).
    Rationale for using Tiered Assignments:
    Students all come to us with different levels of knowledge and skill. They all learn at different speeds using different learning styles. So, it follows that we should offer learning activities that take those differences into account. This is especailly key for gifted learners.
    ...
    References:
    Heacox, D. (2009). Making differentiation a habit: How to ensure success in academically diverse classrooms. Minneapolis, MN: Free Spirit Publishing.
    ...
    and Assessment. Robinson, A., Shore, B.M., & Enersen, D.L. (2007). Best Practices in gifted education: An evidenced-based guide. Waco, TX: Prufrock Press Inc.
    Tomlinson, C. A. (2005). How to differentiate instruction in mixed-ability classrooms. (2nd Ed.) Upper Saddle River, NJ: Pearson.
    (view changes)
    5:52 pm
  7. page Increase complexity and rigor in tiered assignments edited Increase Complexity and Rigor in Tiered AssignmentsBy Kimberly Nantz ... thinking activities. &…
    Increase Complexity and Rigor in Tiered AssignmentsBy Kimberly Nantz
    ...
    thinking activities. "Students' thinking should be expanded into more complex, higher level mental operations and reasoning by using questions, problems, ans conceptual issues." (Robinson et all, page 106) As you
    What are tiered assignments?
    According to Tomlinson (2005), tiered assignments are used by teachers within a heterogeneous classroom in order to meet the diverse needs of the students within the class. Teachers implement varied levels of activities to ensure that students explore ideas at a level that builds on their prior knowledge and prompts continued growth. Student groups use varied approaches to explore essential ideas. A benefit of tiered assignments is that they allow students to work on tasks that are neither too easy nor too difficult, and allow them to work in their specific learning style or preference. They are highly motivating because they allow students to be successful at their level of readiness.
    (view changes)
    5:29 pm

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