 For any lesson, the ultimate goal is to create an optimal classroom experience for all learners. ‘Optimal’ for one student might prove least favorable for another student. Every student has their own personal and educational experiences YET we are expected to teach them all with the same objectives and goals.

 Success begins with a strong foundation. Assess students’ prior knowledge to determine how ‘stable’ their individual foundations are. Recognize that many students will have stable foundations but will be on different steps. Some students will need additional support for their foundation.

 We need to ensure all students have a solid foundation so they can begin to climb the staircase and achieve success at each step along the way.

Ways of assessing prior knowledge  Brainstorm information about the topic, listing the information on board/chart. Leave this displayed throughout the lesson. (wordles)  Complete a chart on what students know and what they would like to know.  Relate the topic to something students can identify with in their everyday life.

Example:  Have students place M & M’ s around the outside of a circle. Have students count the number of candies needed. Once students are comfortable with this process, introduce the concept of circumference. Students will have a connection between the M & M’ s and circumference.

 At the beginning of the lesson, reiterate all of the basic foundational knowledge that students are expected to have.  Continue the lesson by introducing the objective of the day via modeling.  Offer various methods for processing and learning the skill  Allow student the opportunity to model the skill so they are ready to transition to independent practice.

 Consider the staircase before transitioning. Are all students on the same step? Since the answer is most likely “No” you should not expect one assignment to work for all the students. The use of “Tiered Assignments” should be used.

Tiered Assignments  Similar assignments that allow all students to work on the same essential skill but at different levels of readiness and complexity.  Allows all students to reach the same common goal but in their own way.  Students are exposed to same foundational instruction before proceeding to individualized Tiered Assignments

Tiered Assignments  Always address the ultimate goal of the lesson  Create the assignment for the “average” student to demonstrate their current knowledge and challenge them to enhance their current level.  From this, create assignments for the more advanced and more challenged students.

Tiered Assignments  All assignments should be similar in time requirements  Advanced students are not just given more work, but instead have more complex work to complete.  Lower level students are not given less work but rather receive less complex work.

Adding fractions example  Objective: SWBAT add fractions with unlike denominators. Start by assessing students’ prior knowledge ○ If students are missing the foundational knowledge needed, find intervention means now. Model the skill in a variety of ways to the whole class. Provide guided practice to be certain students are ready for individual practice.

 Tiered assignments Group 1 (average student) ○ Students will solve 15 questions w/unlike denominators from 1to 20 (11 involving 2 fractions, 3 with 3 fractions, and 1 word problem). Students will simplify their answers Group 2 (advanced student) ○ Students will solve 8 word problems w/unlike denominators from 1 to 20 involving 2 or 3 fractions. Students will simplify their answers Group 3 (lower level student) ○ Students will solve 5 questions with 2 unlike denominators from 1- 10, 3 questions with 3 unlike denominators from 1-10, and 2 questions with unlike denominators from Answers do not need to be simplified.

 The objective of adding fractions with unlike denominators remains the same for all students but the assignment is tailored to their readiness. You can incorporate manipulatives into the tiers as well. You should be able to spend more time with the lower level students.

 When creating your tiered assignments, there is no set rule on how many you need. Start with 3 and increase as your comfort with them increases/as needed by your students. Remember to give all students a strong support before assigning independent practice. Your tiered assignments change the complexity of the material to challenge students ‘where they are’ before moving them to ‘where they need to be’