1. Tiered Assignments
Heacox
Chapter 6

2. Tiered Assignments 6 ways to structure tiered assignments
By challenge level
By complexity
By resources
By outcome
By process
By product
Guidelines pp

3. By Challenge Level Bloom’s Taxonomy
Allows for reinforcement to enrichment
Examples p. 91

4. By Complexity
Introductory level to advanced/abstract/ analytical/in-depth level
More complex work needs to be truly more advanced, not just more!
Examples p. 92
Higher on Bloom’s Taxonomy

5. By Resources
Materials of various reading levels and complexity of content
Different kinds of print material
Keep students’ knowledge level & reading level in mind when planning & assigning resources
Own examples?

6. By Outcome
Students use same materials but are asked for different outcomes
Example on “I Have a Dream” speech p. 94

7. By Process
Students work on similar outcomes but use different processes to get there
See example p. 94

8. By Product
Using M.I. & menus, have students create products to display their learning in ways that fit their preferences
Of course, one product might require several M.I.’s, but the students can group based on the “major” M.I. used to create the product
See example p. 94

9. When & How to Tier an Assignment
See suggestions on pp
Use your curriculum map
Collaborate with another teacher

10. How to Organize & Work Group
Give groups & individuals workcards to guide them through their activities – see pp
Use warm-ups & cool-downs to have enough time to work with each group – see p. 98

11. Making Tiering Invisible
Introduce each activity with equal enthusiasm
Alternate which level of activity is introduced first, second, etc.
Tier & group often
Change up groups – let some be student-chosen, some on learning preferences, some on ability

12. Making Tiering Invisible (cont.)
Be fair in expectations of work
Require use of key concepts, skills or ideas
The more you tier assignments, the better you become at it, and the more invisible it becomes in your classroom!