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    8 views3 pages

    Planning A Tiered Activity 1

    Uploaded by

    api-301585400

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    of 3
    Professional Development fr Differentiating Instruction ar 3: Tels fr Teachers ‘Section 4: Designing Respect Difleretation Planning a Tiered Activity Activity Step 1: Devise KUD goals (what you want students to know, understand, and be able to do as.a result of the lesson or activity) KNOW (faci, dats, definitons, rules, | UNDERSTAND (big ideas, principles, BE ABLE TO DO (skis of iterany, numer- eeple, planes) ‘generalzation, rules, the ‘point’ af the | acy communiton, thinking, planing, discipline or topic within the ciscipline) | production, et; sat with aver such as: | want students o understand that desorbe, explain, show, compare, syne ize, analy, apply, constructor save) ‘SWBAT identify the large ‘SWBAT understand the SWBAT analyze the relationship industrial leaders overarching concepts that between the Industrial create an industrial empire Revolution and the Tech ‘SWBAT explain what is the revolution, Industrial Revolution ‘SWBAT understand how complex relationship between | SWBAT compare and contrast ‘SWBAT list some of the government policies and the _| the differences and similarities important inventions that rapid success of Industrial | between the different industrial changed industry empires | empires (steel, oil, banking, train) Step 2: Determine your usual starting point (optional). Jot Gown what you would typical do inthis lesson you were mot going to deena. Sketch out the steps you would flow othe assignment you weul giv) | would begin with a warm-up activity that has them brainstorming big companies that have leonic figure heads. Steve Jobs to Apple, and Gates to Microsoft. Soon after this ends we will transition into ‘a discussion about the similarities that we see now with the Industrial Revolution, From this discussion it will transition into a brief lecture filing in the gaps of the discussion and building Up the other material that wasn't mentioned. From here students will move into an activity that has ‘students drawing similarities and differences between companies now vs. then. What are companies now missing that the older companies had and vis versa. Students then will debate the power of companies. Are they too influential? Should they be broken up? This discussion will then break down into a debate between students who believe companies have to much power and those who don't. This will be centered around the latest debate for ‘companies the "Right to Repair". Students will be given a worsheet to help guide them with their ABE 000 150 rir sere 5 Part Three oy, ued Professionel Development fr Diferetating struction Part 3 Tools for Teachers ‘Section 4: Designing Respectful Difereniation Planning a Tiered Activity Activity (Cont.) Step 3: Write differentiated plans. Think about the most advanced student | Figure out ways scaffold the task so | Figure out ways tourer scaffold the task you have eve had, Design an actly | that students at or near grad evel can be so that students ho may suggle with (clearly rltedto your KUD goats) iat | suconsful wth th task Make sue this | te taskcan be success, Double-check -would steich fhis student ‘esi sill mache your KUD goals that you have not natered dw the task ‘othe point that stutents miss out on the HOD goals [The student would have to pick | Each student should receive a _| Students who are below grade ‘a.company from the list |have | page that outlines their level can have some of the ‘supplied. They then must doa | assignment. Thus students information and sites given to litte bit of research about that | above grade level will receive _| them to help guide them to the ‘company in order to understand | ttle to no help finding their information that they are how they work and what they | research and sources for their _| suppossed to uncover. Another produce. From here the student | assignment. Students that are __| way to scaffold is to have must describe the differences in| not on grade level may receive _| stations set up. So that instead. the situation from the company |recommended sites to their _| of doing independent research currently to those companies —_| research or may already be _| they rotate from station to station {rom the Industrial Revolution. | given some of the information in_ uncovering small details that Has the government made it | advance to help guide them | outine a larger concept. They ‘easior to be a successful towards the information that they | then can come together as a ‘company or harder? Are there | need to collect. group and pull from the [companies stil around that have | Students can also be divided _ information that they learned at similiar monopolies on an into groups. This will allow the | the stations and collaborate industry? Students must be able | groups to determine who will | upon the questions the teacher {io defend with evidence they | research what. This allows fora has posed. have found during the research. | better division of research. it _| These stations could also be also allows the students fo

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