1. Liz Fogarty
fogartye@ecu.edu

3. Monday: Foundational Support

4. Tuesday: Additions

5. Wednesday: Customization

6. Thursday: More Customization

7. Today’s Objective
O Participants will be able to
apply the cubing method to
increase the degree of higher-
order thinking used in their
classrooms.

8. Talk &
Do
Listen 30 minutes
30 minutes
Synthesize
30 minutes

9. From the Center for Media Literacy in
New Mexico
“If we are literate in our subject, we can:
access (understand and find meaning in)
analyze,
evaluate
and create
the subject or medium.”

10. Talk &
Do
Listen 30 minutes
30 minutes
Synthesiz
e
30 minutes

11. Tiered Activities
Tiered Instruction features:
 Whole group introduction and
initial instruction
 Identification of developmental
differences
 Increase or Decrease the:
 Abstraction
 Extent of Support
 Sophistication
 Complexity of goals,
resources, activities
& products

12. The “Equalizer”
1. Foundational Transformational 5. Smaller Leap Greater Leap
2. Concrete Abstract 6. More Structured More Open
3. Simple Complex 7. Clearly Defined Problems Fuzzy Problems
8. Less Independence Greater Independence
4. Fewer Facets Multi-facets
9. Slower Quicker
Based on the work of Carol Ann Tomlinson

13. Which tier isconcept?
What is the which?
Pairs of students are Pairs of students are Pairs of students are
given a set of “real- given a set of “real- given a set of “real-
number” cards and number” cards and a number” cards and a
a blank number line. blank Venn diagram blank Venn diagram
which has three which has three
Students must sort
overlapping circles overlapping circles
their cards and labeled as follows: which are not labeled.
decide where to numbers greater than Students must sort
place each on the 1½, numbers less their cards and decide
number line. than 3.5, and numbers on labels for each of
Students complete between 0 and 15. the circles. Then
the lesson by writing Students write each students write each
each number on the number in the number in the
appropriate circle. appropriate circle.
number line.

14. Is this lesson tiered by content, process, or product?
Pairs of students are Pairs of students are Pairs of students are
given a set of “real- given a set of “real- given a set of “real-
number” cards and number” cards and a number” cards and a
a blank number line. blank Venn diagram blank Venn diagram
which has three which has three
Students must sort
overlapping circles overlapping circles
their cards and labeled as follows: which are not labeled.
decide where to numbers greater than Students must sort
place each on the 1½, numbers less their cards and decide
number line. than 3.5, and numbers on labels for each of
Students complete between 0 and 15. the circles. Then
the lesson by writing Students write each students write each
each number on the number in the number in the
appropriate circle. appropriate circle.
number line.

15. Is this lesson tiered by interest, learning
style, or readiness?
Pairs of students are Pairs of students are Pairs of students are
given a set of “real- given a set of “real- given a set of “real-
number” cards and number” cards and a number” cards and a
a blank number line. blank Venn diagram blank Venn diagram
which has three which has three
Students must sort
overlapping circles overlapping circles
their cards and labeled as follows: which are not labeled.
decide where to numbers greater than Students must sort
place each on the 1½, numbers less their cards and decide
number line. than 3.5, and numbers on labels for each of
Students complete between 0 and 15. the circles. Then
the lesson by writing Students write each students write each
each number on the number in the number in the
appropriate circle. appropriate circle.
number line.

16. 4th Grade Math
This lesson is tiered in product according to readiness.
Tier I: Basic Learners
• Pairs of students are given a set of “real-number” cards and a blank Venn
diagram which has three overlapping circles labeled as follows: numbers
greater then 1½, numbers less than 3.5, and numbers between 0 and 15.
Students write each number in the appropriate circle.
Tier II: Grade Level Learners
• Pairs of students are given a set of “real-number” cards and a blank Venn
diagram which has three overlapping circles which are not labeled.
Students must sort their cards and decide on labels for each of the circles.
Then students write each number in the appropriate circle.
Tier III: Advanced Learners
• Pairs of students are given a set of “real-number” cards and a blank number
line. Students must sort their cards and decide where to place each on the
number line. Students complete the lesson by writing each number on the
number line.
http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html

17. IDENTIFY OUTCOMES
WHAT SHOULD THE STUDENTS KNOW, UNDERSTAND, OR BE ABLE TO DO?
THINK ABOUT YOUR STUDENTS
PRE-ASSESS READINESS, INTEREST, OR LEARNING PROFILE
INITIATING ACTIVITIES
USE AS COMMON EXPERIENCE FOR WHOLE CLASS
GROUP 1 GROUP 2 GROUP 3
TASK TASK TASK

18. Video
• Cubing example

19. Cubing

20. Exploration Cube Example
How is exploration How should
from the past different explorations be
to more current conducted in the 21st
exploration? century?
What is Exploration? What benefits are
there to exploration?
What common
characteristics do all How has exploration
explorers possess? changed over time?

21. Talk &
Do
Listen 30 minutes
30 minutes
Synthesiz
e
30 minutes

22. Primary Objectives / Topics / Skills
Average
Level
Advanced
Level
Remedial
Level

23. Talk &
Do
Listen 30 minutes
30 minutes
Synthesiz
e
30 minutes

24. What Can Be Tiered?
• Assignments • Experiments
• Activities • Materials
• Homework • Assessments
• Learning Centers • Writing Prompts

25. Management Tips
 The number of tiers will depend on the range in the
classroom.
 Form tiers based on assessment of your students’
abilities to handle the material.
 Students are re-grouped the next time you use
tiering as a strategy.
 Match the task's degree of difficulty and its pacing to
student readiness.

26. Tiering by Interest
 Look at student characteristics other than
ability level.
 Teachers give all students choices of content,
process, or product that are at approximately
the same ability level.
 These tiers are similar to those in a layer
cake—all the same size.

27. Group Sizes May Vary
 The number of groups per tier will vary.
 The number of students per tier will vary.
 Form groups based on the readiness needs of
individual students.
 Tier One may have two groups of three
students, Tier Two five groups of four
students, and Tier Three may have one group of
two students.

28. Managing Groups
Think about how to give directions to
different groups

29. Quick Tip for Forming Groups
• Color Swish = Readiness Level
(Blue, Red, Green, Purple)
• Letter = Learning Style
(A, B, C, D)
• Number = Random Assignment or
Specific Tasks
(1, 2, 3, 4)
B 2
Modified for Specialists

30. Minimum Requirements
Build a complex machine which is made up of at least two simple machines
and can move a roll of pennies 3 feet.

31. All thinking begins
with wonder.
- Socrates

32. “Our job is not to make up
anybody’s mind, but to open minds
and to make the agony of decision-
making so intense you can escape
only by thinking.”
-Fred Friendly
Broadcaster