Communicate 4.2.1 Feedback Quest

Tiered Lesson Template

 

 

Content Area: Beginning Programming                 Grade Level: High School

 

Type of class:   _X_regular  ___advanced/honors   ___Advanced Placement

 

Focus of Lesson: Loops

 

Standard(s):

 

Lesson Essential Question(s): How do you control repetition in Java?

 

 

EXPLAIN basis for tiering & differentiation:

 

• Tiered by readiness (mixed ability class) or by learning styles and/or interest (gifted/ advanced class): Readiness

 

• Tiered by (content, process, product, or combination): content

 

 

EXPLAIN lesson.  Be certain to indicate key differences for each Tier in both challenge/difficulty and teacher scaffolding/assistance:

 

• Lesson overview: Students are learning to use a variety of loops. We are in our second week. The students are writing programs with different kinds of loops.

 

• Tier II (grade level learners): These students are doing simple loops, with 1 counter and very few statements in the loop itself. They have the same number of programs to write but the programs are much more stepwise with small increases in skill between each program. The descriptions of the programs are one sentence or a bullet point style.

 

• Tier III (advanced learners): These students are writing a series of programs that are a series of loops. Some loops are inside others. Some loops use formulas to determine their starting and stopping values. The descriptions of the programs are much more in a prose style where the student must glean the use of a loop from an everyday situation.

 

 

Method(s) of Assessment: A finished product is handed in. Each student must hand in one program for each description. The concepts are look for are:

 

·         The program runs

·         The program is commented correctly

·         The loop structures are syntactically correct

·         The programs accomplish the task outlined in the description

·         The program is written in an efficient manner

 

 

Looping programs	0	1	2	3	TOTAL
The program runs	The program does not run	The program runs but with syntax errors listed at the end of the run.	The program runs but with logical errors	The program runs without any errors of any sort.
The program is commented correctly	There are no comments in the program.	Comments have more than 2 grammatical or spelling error or the comments are not complete sentences or the comments are not used in the way specified in the program description	Comments have 1 or 2 spelling and/or grammatical errors or comments are not in all the areas specified by the program description.	Comments have full sentences, are grammatically correct and all the specified areas are descriptive.
The loop structures are syntactically correct	There are no loops in the program or there are loops that are not created correctly	There is a loop in the program. They do they are not the correct type and they do not work as specified	There are loops in the program that work but are of the wrong type or they do not work as specified	The loops in the program work and are of the correct type specified.
The programs accomplish the task outlined in the description	The task outlined in the description is not attempted	The task is partially completed.	The task is completed but with the wrong type of loop.	The task is completed and in the correct manner as specified.
The program is written in an efficient manner	The program not written with the use of loops.	The program accomplished the task but in a manner that is not efficient. Most of the tasks can be done in a more efficient manner	The program accomplished the task but in a manner that partially efficient but s1 or 2 tasks can be done in a more efficient manner.	The program is written in a efficient manner for all tasks
Total					Possible 15

 

Tiered Lesson Template

 

 

Content Area: Beginning Programming                 Grade Level: High School

 

Type of class:   _X_regular  ___advanced/honors   ___Advanced Placement

 

Focus of Lesson: Loops

 

Standard(s):

 

Lesson Essential Question(s): How do you control repetition in Java?

 

 

EXPLAIN basis for tiering & differentiation:

 

• Tiered by readiness (mixed ability class) or by learning styles and/or interest (gifted/ advanced class): Readiness

 

• Tiered by (content, process, product, or combination): content

 

 

EXPLAIN lesson.  Be certain to indicate key differences for each Tier in both challenge/difficulty and teacher scaffolding/assistance:

 

• Lesson overview: Students are learning to use a variety of loops. We are in our second week. The students are writing programs with different kinds of loops.

 

• Tier II (grade level learners): These students are doing simple loops, with 1 counter and very few statements in the loop itself. They have the same number of programs to write but the programs are much more stepwise with small increases in skill between each program. The descriptions of the programs are one sentence or a bullet point style.

 

• Tier III (advanced learners): These students are writing a series of programs that are a series of loops. Some loops are inside others. Some loops use formulas to determine their starting and stopping values. The descriptions of the programs are much more in a prose style where the student must glean the use of a loop from an everyday situation.

 

 

Method(s) of Assessment: A finished product is handed in. Each student must hand in one program for each description. The concepts are look for are:

 

·         The program runs

·         The program is commented correctly

·         The loop structures are syntactically correct

·         The programs accomplish the task outlined in the description

·         The program is written in an efficient manner