What happens when students are offered tiered choices of challenge within diverse classroom communities?
Meeting the varied learning needs of adolescents is a big challenge. This blog is dedicated to those of you searching for ways to better address the diversity among your students.
The 2007 EducationalLeadership article, “When Students Choose the Challenge,” generated a lot of questions about a tiered, Challenge by Choice approach to teaching mathematics. This site was created to offer additional information and support. Thanks for visiting. I hope your time proves worthwhile.
Tiered Instruction and Assessment: Why differentiate for readiness by offering various degrees of challenge? What is tiered instruction and assessment? What is “challenge by choice?” How does a tiered system work? What results are possible?
Perspectives: What do students, parents and educators think about a tiered, CbC approach in mathematics?
Classroom Videos: How do you explain the rationale for differentiated learning targets and support students in their decision making? What might a tiered lesson look like? What does offering choices of challenge look like in practice? What questions do students ask? How might a teacher respond?
Tiered Math Assessments: What do tiered math assessments look like?
Tiered Science Assessments: How might CbC look in science?
Parent Education: How do teachers of diverse backgrounds describe CbC? What are the key points to share with parents unfamiliar with a tiered, CbC approach? What questions do parents ask? How do teachers respond?
Implementation Steps: How might one embark on this journey?
Grading and Reporting: How do you evaluate and report achievement when students have choices of challenge?
More Reading: What are some readings that speak to the philosophy and practice of differentiating for diverse readiness levels?
Professional Development: Are you a teacher, coach, or supervisor interested in math differentiation? If so, consider this summer learning opportunity. We’d love to have you join us.
i am a student that was taught by mr suarez when he was teaching in oakland (a couple of years ago, about 3). (glad to hear it was a good experience) he used the color system first in my class. so this is what i think about it.
the goal system lets students pick how far they’ll go. they may overachieve, or they may underestimate themselves, but either way, they can learn a bit more about themselves. it lets the student be the teacher, in a way, because the students get to pick what would be considered an A for them. they can work at their own level, but still learn what everyone else does. it’s a great system for a diverse class (mind-wise). The students won’t feel as though they are behind, because they picked their level. they can’t fail that class if they picked goals that are suitable for them and reach the goals.
Thanks for putting together this terrific resource on tiering. We have teachers who are interested but apprehensive, and there’s lots to digest here for informing our practice, including the sample tiered assessments. Yea!
I wish I had a tiered system when I was in school… I always did quite well in math until I got to Geometry. Had we had a tiered system back then, other than ending up actually walking away with a bit more knowledge, I think my confidence level in math would have stayed up.
David,
I was in your class at St. Mary’s – a couple of years after starting teaching middle school math, I came across notes from your classes. I talked another teacher into trying the this method. We have only just started it, the first test is tomorrow. The class received the homework options with open arms. I was impressed by some of the students who tried the more challenging problems. The homework completion rate soared, so I hope this will be reflected in test scores. We’ll see tomorrow.
Thank you.
Could you let us know how that test went? I’m really interested to know!
Hi Martha,
Kevin participated as an interviewee about his experience with the CbC approach. His and other perspectives are included on the Perspectives page if you’re interested.
David
Dear Mr Suarez,
I am a student in Education at the University of Hertfordshire and am
currently writing a paper on differentiation in primary education.
I am interested in obtaining a copy of the book:
Making The Difference: Differentiation in International Schools (2007)
William Powell and Ochan Kusuma-Powell
as i belive it would be helpful in my research.
Unfortunetly I cannot find the book in my Universities library and come up
blank on the internet. I would be very grateful if you could provide any
details that may be helpful.
Kindest regards,
Peter
Try this, Peter.
http://www.educationacrossfrontiers.com/publications
Good luck with your research!
David
Hyped up after #DifferentiationEARCOS workshop weekend – watched David in action in Math class
Hi Dave:
Great meeting and talking with you in Kenya! Great website! I have a wonderful HS math teacher who wants to delve into differentiation. His name is Steve and he’ll be contacting you. Hope all is well with you and yours!
Gaye
This is a bad system. Top level students who choose to do the hardest problem on a test can only get an “A” if they answer everything perfectly. Even though a student can choose their level, they are still all graded on the same curve. A student can try the 4 pt problem (top level), make one small mistake, and get no credit. They will get the same grade as a student who didn’t even attempt the 4 pt problem. This system forces everyone to the middle.
Dear David,
Gary Johnston here. I’m a teacher at Saigon South International School in HCMC, Vietnam. You came and did a workshop earlier in our school year and I want to say that your work has been an inspiration to me. Too rarely do I say that to others these days.
I’ve noticed a big increase in my student’s “student skills”. They’re making good choices, identifying areas for remediation and becoming responsible learners. I often post hum-drummings about my class on my class blog at:
http://blog.ssis.edu.vn/gjohnston/
I have a few articles with your name tagged. I hoped I did it justice.
Sincerely,
Gary Johnston
Saigon South International School
Thanks for chiming in, Gary. I’ve often wondered if anything came from our time together. I checked out your blog and am thrilled to hear you contemplating some of the issues we discussed during our marathon sessions. I really appreciate the way you’re sharing the development of your perspectives over time. Clearly we all have different perspectives, and I’m happy to know you’re letting yours evolve and checking them as they do. I hope the rest of your team is well. Please send everyone my best. Sincerely, David
THANK you….cukup membantu artikel inii
Sama Sama
Hi Dave So delighted you are still at the helm.
Hi David, Blog anda keren
.. Saya sudah membaca beberapa tulisn anda di blog. Saya rasa saya bertemu dengan seorang guru yang hebat.. Semoga sukses selalu
Hi David,
I’m a middle school math teacher at an international school in Italy and I TOTALLY agree with offering students choices in mathematics problem solving as often as possible!, in fact I am doing a conference presentation on the theme and would love to have some conversations about it (if you’re willing and have the time). Is it possible and what’s the best way to do so?
I’d love to chat, Michelle. Shoot me an email me at dsuarezteacher@gmail.com.
Hi! I attended the AISA conference in Kenya a couple of years ago and was interested in your workshop on tiered instruction – thanks!
I was wondering if you had considered approaching Bambi Betts of TTC (www.theptc.org) – Teacher Training Center – about creating an institute on tiered instruction to run over the summer in London and Miami? I think a lot of interest is there already. The Powells are part of it as well. I just saw the brochure of Across Frontiers this summer you are presenting differentiation in math in Genoa. Let me know if you ever do present an institute with TTC in London as I am usually there in the summers.
Thanks for writing! I’ve taken the PTC course sequence and have given some thought to the TTC. I’ve only briefly discussed the possibility with Bambi and we agree that there seems to be a widespread interest and need. It really helps to hear from teachers like yourself who make me feel excited to continue developing and sharing this work.
Dear Mr. Suarez,
Our Stanford website, Teaching Commons, has a post that refers to your site on tiered instruction and assessment, and we are linking to your site. We hope you are pleased and that it will increase traffic to your site as well. Please let us know if you have any questions or concerns.
Best wishes,
A. Marshall
Thanks for letting me know, Anna. If it provides value to visitors, then I’m grateful.