FIAE Chapter 5

When using tiering we need to emphasize the ratcheting up or down of the challenge of a level in order to match the readiness of a student, the interests and learner profiles should be addressed, but not emphasized. When adding to the complexity of an assignment, or making it simpler, refer to the list on pages 57 and 58 and add or remove one suggestion for each level. It's important to try to pull back tiering gradually. We can using "learning contracts" in order to help tier an assignment for a student, negotiation and then making sure they are held accountable. We can change the excitement level that students feel towards a prompt on for response question simply by changing the words, and be more specific about what we want for a response. To help consider tiering we should think about what we would need to do if all of a sudden we needed to teach our same lessons to students in a lower or higher grade level, there are many ideas in this chapter, too many to synthesise into a blog review this short, so I should refer back to this chapter for ideas.