Chapter 5 discusses the topic of tiering. Tiering is changing assignments difficulty level, either making it harder, or easier, for an individual student that is designed for students success. Similar to Differentiated Instruction because teachers are changing plans based on results for the betterment of their students. When educators make an assignment, they should not make it maximized to full difficulty for their students. Tasks should be focused more specifically on what that grade recommends and then tiered upward to meet the needs of advanced students. The chapter goes on to provide a plethora of examples on how to upscale a lesson, or understanding for a student who has essentially, already mastered that learning target. By adding more or extending the concept to different or other areas, or allowing the students to analyze of defend their completed work, students will be further immersed in their work, and their level of thinking will be evaluated.
RAFT(S) are an important tool that can be used to as a tiering technique, and the social studies version I could see myself using in a classroom. RAFT stands for role, audience, format, and time. It is a table of different situations and can be tiered because the choices in the table can be switched to accommodate a more elevated style of thinking. I think tiering is an important part of adjusting after assessments in the classroom, and will most definitely have to use it in mine because of the projected different levels and styles of learning, but also what students prior knowledge to the content subject is.
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