Weve made strides in preventing these medication errors but havent reached our goal. Eyes Ears Nose and Paws is a nonprofit organization that trains and places assistance dogs. Our programs create a healthier community by increasing independence for. Which Membership Category is right for you Click on the categories below to learn more about IAAPA benefits and to apply. SmallLarge Attraction. Graduate study can help you achieve your career goals Holders of advanced degrees will be in high demand in the next 10 years, according to the Bureau of Labor. Twilight-Habbo-Connection-Program_1.png' alt='Alert Program Handouts' title='Alert Program Handouts' />A prepaid, college tuition program. Includes enrollment information, FAQs, and payout information. The A1AA Senior Information Guide for 20162017 is now available online. Hard copies are also available. Click on the link for more information. One Way to Differentiate Mathematics Instruction. The movement toward inclusion has impacted classrooms by requiring teachers to respond to a broader range of academic needs. How can we possibly reach all the students in our classrooms when they are academically diverse, have special needs, are ESL learners, or have some combination of any or all of these factors An answer to this question lies in differentiating instruction. Working in the Burris Laboratory School, an inclusion school using a resource consultation model to serve the needs of all its students, we have found that using tiered lessons is a viable method for differentiating instruction. What is DifferentiationThe Student Success Program SSP oversees academic support services at Spelman College. Although differentiated instruction is not a new idea, the differentiation movement has recently taken center stage as a means of meeting the needs of all students in the classroom. It is an organized, yet flexible way of proactively adjusting teaching and learning to meet students where they are and help all students achieve maximum growth as learners Tomlinson, 1. Instruction may be differentiated in contentinput, processsense making, or productoutput according to the students readiness, interest, or learning style. By content, we mean the material that is being presented. Process activities help students practice or make sense out of the content, while product refers to the outcome of the lesson or unit, such as a test, project, or paper. Readiness refers to prior knowledge and a students current skill and proficiency with the material presented in the lesson. A students interest may be assessed with an interest inventory for the particular topic being studied or by an individual conversation with the student. Many teachers use the theory of multiple intelligences to characterize learning styles Armstrong, 1. Gardner, 1. 99. 3 Martin, 1. Essential elements for successful differentiation include specific classroom management techniques addressing the special needs of a differentiated classroom, planned use of anchoring activities, and flexible use of time, space, and student groups. In a differentiated classroom, the management plan must include rules for working in a variety of configurations. You can only work with one group or individual at a time. Adobe Photoshop Elements 10 Direct'>Adobe Photoshop Elements 10 Direct. Eset Smart Security Activation Key 2013. Therefore, we have developed two critical rules that thwart chaos and preserve sanity. The first is Use six inch voices, meaning that students should modulate their speaking level so that their voices can only be heard six inches away. The second rule is Ask three before me. If students need assistance completing a task or come to a stumbling block in a lesson and you are not available, they should find three other students to ask before they may interrupt you. If their three peers cannot answer the question, the student has permission to interrupt you. Adding the caveat that the student should also bring along the three students who were asked will nearly eliminate the chance that you will be interrupted except in extreme cases. Anchoring or sponge activities are provided for students to use when they are waiting for you to assist them before they can go any further or at the beginning of the class period to get them ready to work. A wide variety of materials and resources can serve as anchoring activities see our Web site at http www. Instructionanchoring. Flexible grouping arrangements such as pairs, triads, or quads, as well as whole group and small group instruction, create opportunities to meet individual needs. A flexible use of time allows lessons to proceed to their natural conclusion, rather than being carried out in set blocks of time. The desks or tables should be arranged in such a way as to facilitate group work, as well as wholeclass groupings that encourage sharing of ideas. A variety of instructional strategies, including compacting, learning contracts, cubing, and tiered lessons, can be used to differentiate instruction for a discussion of these and other strategies, see Gregory Chapman, 2. Heacox, 2. 00. 2 Smutney, Walker, Meckstroth, 1. Tomlinson, 1. 99. Winebrenner, 1. 99. It makes sense to alert your administration and the parents that you will be trying some new strategies in the classroom in case there are questions. The tenets of differentiated instruction support both the Equity Principle and the Teaching Principle of the Principles and Standards for School Mathematics National Council of Teachers of Mathematics, 2. These principles direct us to select and adapt content and curricula to meet the interests, abilities, and learning styles of our students to recognize our students diversity and to encourage them to reach their full potential in mathematics. What is a Tiered LessonTomlinson 1. A tiered lesson is a differentiation strategy that addresses a particular standard, key concept, and generalization, but allows several pathways for students to arrive at an understanding of these components based on their interests, readiness, or learning profiles. A lesson tiered by readiness level implies that the teacher has a good understanding of the students ability levels with respect to the lesson and has designed the tiers to meet those needs. Think of a wedding cake with tiers of varying sizes. Many examples of lessons tiered in readiness have three tiers below grade level, at grade level, and above grade level. There is no rule that states there may only be three tiers, however. The number of tiers we use will depend on the range of ability levels in your own classroom since you are forming tiers based on your assessment of your students abilities to handle the material particular to this lesson. Students are regrouped the next time you use tiering as a strategy. Hence, the idea of flexible, rather than static, groups is essential. No matter how you choose to differentiate the lessonreadiness, interest, or learning profilethe number of groups per tier will vary, as will the number of students per tier. You are not looking to form groups of equal size. When you form groups based on the readiness needs of individual students, Tier I may have two groups of three students, Tier II five groups of four students, and Tier III may have one group of two students. When the lesson is tiered by interest or learning profile, the same guidelines apply for forming groups Different tiers may have varying numbers of students. Even when students are already homogeneously grouped in classes by ability, there is still variance in their ability levels that must be addressed. To take a closer look at the anatomy of a tiered lesson, we have included a mathematics lesson see Figure 1 that was developed as part of the Javits Grant, Project GATE, a federally funded partnership between the Indianapolis Public Schools and Ball State University, both in Indiana. When developing a tiered lesson, we have found the eight steps described below useful. First, identify the grade level and subject for which you will write the lesson. In this case, the grade level is first and the subject is mathematics. Second, identify the standard national, state, district, etc. A common mistake for those just beginning to tier is to develop three great activities and then try to force fit them into a tiered lesson. Start with the standard first.