TIC TAC TOE
How does it work?
Create a 3 x 3 block and fill in the required activities for each block.
•Learners choose three activities either going straight across, straight down or diagonally in a
straight line..
•The set of available choices should include a variety of activity types and the basic
competencies of the specific syllabus.
Make sure that whichever direction a child chooses there will be different levels of expectations.
•Each earner can choose what he/she wants to do from the tic tac toe chart by choosing three
activities either going across, down or diagonal.
•The set of available choices should include a variety of activity types and the basic
competencies of the specific syllabus. Thus a learner will show what knowledge was gained
regarding the topic.
EXAMPLE: TIC TAC TOE: BLOOM’S TAXONOMY (Fractions Grade 3)
KNOWLEDGE COMPREHENSION APPLICATION
Draw three circles and divide Show how a half can be the Janet has 6 dolls.
them into fraction parts same size as two quarters. She puts them in three boxes
Halves with two dolls in a box. What
Quarters fraction of her dolls are in one
Eighths box?
ANALYSIS SYNTHESIS EVALUATION
Use your fraction wall and A pizza was cut into different There is a pizza for a birthday
arrange these fractions from size parts. party. There are 9 children.
the smallest to the biggest Put the parts together and tell How will you cut and share
part of a pizza: what fraction of the pizza is the pizza fairly so that each
left: 2/6; 1/3 and 2/12. child gets the same size?
¾; 2/8; 3/5
EVALUATION APPLICATION ANALYSIS
There is a big pizza and a Help Maria to decide which Use your fraction wall and
small pizza. of these fractions will give the arrange these fractions from
If you cut each in half, will the most sweets: Half of 8 the smallest to the biggest
halves be the same size? sweets part of a pizza:
Quarter of 12 sweets
¾; 2/8; 3/5
5.5 Tiered Instruction
(Do not confuse tiered instruction with Learning Intervention Tiers)
In tiered teaching we offer different layers of teaching to serve the needs of different learners).
First there is the whole class instruction and then the class is divided into two groups. Tiered
instruction is offered in class groupings of CHALLENGE LEVELS
•Tiering can be based on challenge level where student groups will tackle different
assignments altogether. •Use Bloom’s Taxonomy as a guide to develop tasks of structure, or
questions at various levels. For example:
•Group 1:Learners who struggle and need content reinforcement or practice will complete one
activity that helps build understanding.
•Group 2:Learners who have a firm understanding will complete another activity that extends
what they already know.
Level 1: easiest,
Level 3: most challenging
TIERED LESSON EXAMPLE Environmental Education: Grade 2
Lesson objective: By the end of the lesson the learners will demonstrate their knowledge about different classes of
animals
Whole class teaching Assessment
Show learners pictures or real insects, fish, birds, dog Learner involvement and contributions to the
and cat. Discuss how they differ and which have discussion relating to background knowledge.
commonalities.
Level 1 activity Assessment
Classification of a wide range of pictures according the Correct classification of animals.
animal in the picture is or is not an insect, fish, bird or 5/6 out of 10
mammal.
Level 2 activity Assessment
Choose any two classes of animals and compare and The level of comparisons and differences and
contrast them. What is the same about them is written
commonalities identified by each specific learner.
in the middle section.
7/8/9/10 out of 10
EXAMPLES FOR PRE-PRIMARY AND GRADE 1
Pre-Primary: Tiered Lesson: Shapes
Whole class teaching Assessment
Show learners pictures or real objects that Learner involvement and contributions to the
have the following shapes: square, rectangle, discussion relating to background knowledge.
circle, oval, triangle.
Discuss the differences regarding straight and
curved lines (COLOURS ARE NOT THE
IMPORTANT CONCEPT!
Level 1 activity Assessment
Give learners the mentioned shapes but in Correct sorting of shapes
different sizes and different colours. Also the
triangles should be different shapes and
orientation. The learners sort the fiven shapes
according to straight lines with four sides,
straight lines with three sides and curved
sides.
Level 2 activity Assessment
Give learners the following shapes and they Observe the creative ways in which they
have to do something with them to create create other shapes from the given shapes.
other shapes by cutting straight, e.g. arrow
Can be a triangle and a rectangle.
Grade 1: Tiered Lesson: Number concept
Whole class teaching Assessment
Do rational counting from 5 to 25 in ones. Responses of learners
Learners move the counters as they count.
Make groups of 10 and groups of 5 practically.
Discuss what they find.
Level 1 activity Assessment
Break 10 counters into groups of 2, 3, 4 and 10= 2+2+2+2+2
5. 10=3+3+3+1
Write down what you find the answers to be 10=4+4+2
10=5+5
Level 2 activity Assessment
Give each learner 18 counters. They must Which earners discovered for example groups
group them in groups where there is no left of 2, 3, and 6 and 9 leave no remainders.
overs.
INDIVIDUAL
EDUCATION PLAN (IEP)
For the Module LSP 2690
Initials of Learner …………………………………………
Gender:…………………
Date of birth:……………………………….
Grade:………
Name of teacher:………………………………………………………… Name of School:………………………………………………….…
Date of starting with IEP:…………………………………………………
……. End date:………………………………………………………
Parental involvement:……………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………………………………………...
Information about Learner:
ACADEMIC: Areas of strength and specific abilities
…………………………………………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………….
BEHAVIOURAL:
In class:……………………………………………………………………………………………………………………………………………………………
Level of motivation towards learning:………………
………………………………………………………………………………………
On playground:……………………………………………………………………………………………………………………………………………..
SOCIAL AND EMOTIONAL
………………………………………………………………………………………………………………………………………………………………………..
PHYSICAL
……………………………………………………………………………………………………………………………………………………
………………………
ASSESSMENT ACTIVITY TO EVALUATE IF LEARNER HAS IMPROVED.
Reflection:
How did parents contribute to the
learning?........................................................................................................................................................................................
Do you think the activities you selected were the best option for the
success?...............................................................................What makes you certain about
that?........................................................................................................................................................................................................
................
Did you change some activities from the original plan? …………..
What?....................................................................................................................................( if relevant)
Why?.......................................................................................................................................................................................................
.................
What was the biggest contributor to helping the
child?.......................................................................................................................................................................................................
Why do you say
so?..............................................................................................................................................................................
