This assignment is two part a discussion post and a blog
I have provided the topics, references and uploaded information on how to do assignment
part 1 discussion post should have two references and at least 3 pages
Discuss the extent to which you currently tier activities for your learners. Share the specific activity you wrote about in the analysis and practice activity of this unit (the tiered activity chart). How did you tier the activity for different learners? Was this easy for you to do or a challenge? How do you plan to use (or not use) tiered instruction for your own education context?
I am working in a level 3 Autistic classroom with students who are Autistic some are verbal and non verbal with behaviors issues This week are using tier groups for 3 dimensional shapes some of our students are in grades kindergarten to third grade
part 2 Blog about two pages and 3 references
One way that you will be asked to demonstrate your understanding of the course material is to journal about the connections that you are making each week. Each unit, you will be assigned a journal question. You will be expected to critically reflect on the question and thoughtfully create an academically written response or video, which you will post to your PLE. Please read the assignment guidelines for more information: Reflective Blog Guidelines.
Unit 7:
Use the library databases to research tiering instructions or scaffolding instructions relating to your professional context.
Locate a peer-reviewed research article.
Use the Analyzing and Evaluating a Research Article handout to help you reflect on the article.
I have chosen to do scaffolding instructions for students with autism article has been uploaded
references
Textbook or e-Book: These texts are to help you see differentiation in practice. Choose a text that best matches your professional context and use it as guide as you begin to work on your final assignment.
Tomlinson, C. A., & Eidson, C. C. (2003). Differentiation in practice: A resource guide for differentiating curriculum, grades K–5. Alexandria, Va: Association for Supervision and Curriculum Development.
Tomlinson, C. A., & Eidson, C. C. (2003). Differentiation in Practice : A resource guide for differentiating curriculum, grades 5–9. Alexandria, Va: Association for Supervision and Curriculum Development.
Tomlinson, C. A., & Strickland, C. A. (2005). Differentiation in practice : A resource guide for differentiating curriculum, grades 9–12. Alexandria, Va: Association for Supervision and Curriculum Development.
Handout/ Activity:
Developing Tiered Assignments
Analysis of Tiered Activity Handout
Take a look at the above analysis of a tiered activity. Read the partial analysis and then analyze the rest of the chart. When you are done, create a chart just like this for an activity that can be used in your own educational setting (or the future setting you hope to be in). It is important that you actually DO this activity as you will be summarizing and sharing it in this week’s discussion forum. Enjoy!
Videos:
The Teaching Channel. (n.d). New teacher survival guide: Differentiating instruction . Retrieved from https://www.teachingchannel.org/videos/differentiating-instruction .
The Teaching Channel. (n.d). Daily assessment with tiered exit cards . Retrieved from https://www.teachingchannel.org/videos/student-daily-assessment
Watch and listen carefully to the next video—especially the examples of tiered activities. Notice how the assignments are varied using Bloom’s Taxonomy. Your facility in doing this is critical to your ability to implement differentiated instruction
Watch Video
Blooms Taxonomy to create tiered instruction
Duration: 8:16
User: n/a – Added: 6/19/10
