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Differentiated Instruction Strategies: Tiered Assignments

Janelle cox.

• September 23, 2014

Many teachers use differentiated instruction strategies  as a way to reach all learners and accommodate each student’s learning style. One very helpful tactic to employ differentiated instruction is called tiered assignments—a technique often used within flexible groups.

Much like flexible grouping—or differentiated instruction as a whole, really—tiered assignments do not lock students into ability boxes. Instead, particular student clusters are assigned specific tasks within each group according to their readiness and comprehension without making them feel completely compartmentalized away from peers at different achievement levels.

There are six main ways to structure tiered assignments: challenge level, complexity, outcome, process, product, or resources. It is your job, based upon the specific learning tasks you’re focused on, to determine the best approach. Here we will take a brief look at these techniques.

Ways to Structure Tiered Assignments

Challenge level.

Tiering can be based on challenge level where student groups will tackle different assignments. Teachers can use Bloom’s Taxonomy as a guide to help them develop tasks of structure or questions at various levels. For example:

• Group 1:  Students who need content reinforcement or practice will complete one activity that helps  build  understanding.
• Group 2:  Students who have a firm understanding will complete another activity that  extends  what they already know.

When you tier assignments by complexity, you are addressing the needs of students who are at different levels using the same assignment. The trick here is to vary the focus of the assignment based upon whether each group is ready for more advanced work or simply trying to wrap their head around the concept for the first time. You can direct your students to create a poster on a specific issue—recycling and environmental care, for instance—but one group will focus on a singular perspective, while the other will consider several points of view and present an argument for or against each angle.

Tiering assignments by differentiated outcome is vaguely similar to complexity—all of your students will use the same materials, but depending on their readiness levels will actually have a different outcome. It may sound strange at first, but this strategy is quite beneficial to help advanced students work on more progressive applications of their student learning.

This differentiated instruction strategy is exactly what it sounds like—student groups will use different processes to achieve similar outcomes based upon readiness.

Tiered assignments can also be differentiated based on product. Teachers can use the Howard Gardner’s multiple intelligences to form groups that will hone particular skills for particular learning styles . For example, one group would be bodily/kinesthetic, and their task is to create and act out a skit. Another group would be visual/spatial, and their task would be to illustrate.

Tiering resources means that you are matching project materials to student groups based on readiness or instructional need. One flexible group may use a magazine while another may use a traditional textbook. As a tip, you should assign resources based on knowledge and readiness, but also consider the group’s reading level and comprehension.

How to Make Tiering Invisible to Students

From time to time, students may question why they are working on different assignments, using varied materials, or coming to dissimilar outcomes altogether. This could be a blow to your classroom morale if you’re not tactful in making your tiers invisible.

Make it a point to tell students that each group is using different materials or completing different activities so they can share what they learned with the class. Be neutral when grouping students, use numbers or colors for group names, and be equally enthusiastic while explaining assignments to each cluster.

Also, it’s important to make each tiered assignment equally interesting, engaging, and fair in terms of student expectations. The more flexible groups and materials you use, the more students will accept that this is the norm.

Tiering assignments is a fair way to differentiate learning. It allows teachers to meet the needs of all students while using varying levels of tasks. It’s a concept that can be infused into homework assignments, small groups, or even learning centers. If done properly, it can be a very effective method to differentiate learning because it challenges all students.

• #DifferentiatedInstruction , #TieredAssignments

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Tiered Assignments

What are tiered assignments.

According to Tomlinson (1995), tiered assignments are used by teachers within a heterogeneous classroom in order to meet the diverse needs of the students within the class. Teachers implement varied levels of activities to ensure that students explore ideas at a level that builds on their prior knowledge and prompts continued growth. Student groups use varied approaches to explore essential ideas.

Williams (2002) offers the following definition on her website: Tiered assignments are parallel tasks at varied levels of complexity, depth and abstractness with various degrees of scaffolding, support, or direction. Students work on different levels of activities, all with the same essential understanding or goal in mind. Tiered assignments accommodate mainly for differences in student readiness and performance levels and allow students to work toward a goal or objective at a level that builds on their prior knowledge and encourages continued growth. 

How can tiered assignments help your students?

Using tiered assignments allows for the following:

• Blends assessment and instruction,
• Allows students to begin learning where they are,
• Allows students to work with appropriately challenging tasks,
• Allows for reinforcement or extension of concepts and principles based on student readiness,
• Allows modification of working conditions based on learning style,
• Avoids work that is anxiety-producing (too hard) or boredom-producing (too easy), and
• Promotes success and is therefore motivating. (Tomlinson, 1995)

How can you implement tiered assignments in order to effectively meet the diverse learning needs of students?

One of the main benefits of tiered assignments is that they allow students to work on tasks that are neither too easy nor too difficult. They are highly motivating because they allow students to be successful at their level of readiness. Tiered assignments also allow students to work in their specific learning styles or preferences (Williams, 2002).

What are the guidelines for implementing tiered assignments?

Tomlinson (1995) offers the following guidelines for implementing tiered assignments:

• Be sure the task is focused on a key concept.
• Use a variety of resource materials at differing levels of complexity and associated with different learning modes.
• Adjust the task by complexity, abstractness, number of steps, concreteness, and independence to ensure appropriate challenge.
• Be certain there are clear criteria for quality and success.

Where can you find more information about tiered assignments?

Cherokee County Schools This homepage by Eulouise Williams has additional information on tiered assignments including examples of tiered assignments created by teachers in their district.

Using Tiered Instruction To Maximize Student Outcomes

As educators, your goal is to help every student in our classroom reach their full potential. However, with different learning styles, abilities, and needs, it can be challenging to meet the needs of every student in a class. This is where tiered instruction comes in, providing a framework that allows you to differentiate instruction to meet the unique needs of each student.

Understanding Tiered Instruction

What is tiered instruction.

Tiered instruction involves designing multiple levels of instruction for the same lesson or activity, with each level addressing the learning needs of different students. This approach allows you to provide support to struggling students, challenge advanced learners, and meet the learning needs of students in the middle.

Tiered instruction is a powerful tool because it allows you to differentiate instruction and meet the needs of all students, regardless of their abilities or learning styles. By providing multiple levels of instruction, you can ensure that all of your students are challenged and engaged in the learning process.

Benefits of Tiered Instruction for Students and Teachers

For students, the benefits of tiered instruction include the opportunity to receive instruction that meets their unique needs, which can increase classroom engagement and promote a growth mindset. When students feel that their learning needs are being met and you find that perfect balance of material that isn’t too easy or too challenging, your students are more likely to be motivated and invested in their own learning. 

As an elementary teacher, tiered instruction allows you to differentiate instruction and meet the needs of all your students, even in classrooms with a wide range of abilities. This can reduce the stress and frustration of lesson plans falling apart when half your students are struggling with material while half of your class breezes through and now is bored and waiting for more. Outside of helping you run more effective lessons, tiered instruction helps you ensure that all your students, regardless of ability, are meeting your desired learning outcomes.

Key Components of a Successful Tiered Instruction Model

A successful tiered instruction model includes several key components. These include identifying student needs and learning styles, creating tiered lesson plans and activities, differentiating instruction for each tier, and utilizing technology to support instruction.

Identifying student needs and learning styles is an important first step in creating a successful tiered instruction model. You must understand the unique needs of your students in order to create effective tiered instruction plans because this will directly impact how well you can adjust your materials to meet their diverse needs.

Creating tiered lesson plans and activities is another important component of a successful tiered instruction model. This involves using your knowledge of your students to design activities that are challenging and engaging for them regardless of their ability level.

Differentiating instruction for each tier is crucial for ensuring that every student is challenged and engaged in the learning process. Teachers must provide instruction that is tailored to the needs of each student, which may involve modifying assignments, providing additional resources, or offering one-on-one support.

Utilizing technology to support instruction is another important component of a successful tiered instruction model. Technology can provide students with additional resources and support, and can also help teachers to track student progress and provide targeted feedback. Kodable , for example, is an online educational game that helps teach K-5 students the basics of computer programming in a fun and engaging way. Because lessons are self-paced, this helps facilitate tiered instruction by allowing students to progressively work through levels at their own speed.

In summary, tiered instruction is a powerful tool that allows you to meet the needs of all students in your class. By identifying student needs and learning styles, creating tiered lesson plans and activities around those needs, differentiating instruction for each tier, and utilizing technology to support instruction, you can create a learning environment that is engaging, challenging, and effective for all your students.

Implementing Tiered Instruction in the Classroom

Implementing tiered instruction in the classroom can be a highly effective way to meet the diverse needs of your students. By grouping students according to their needs and strengths, you can provide targeted instruction and support that meets each student where they are at. Below are some key steps to implementing tiered instruction in the classroom.

Identifying Student Needs and Learning Styles

The first step in implementing tiered instruction is identifying students' needs and learning styles. This can be done through a variety of methods, including pre-assessments, observations, and conversations with students. By understanding each student's unique needs and learning style, you can create tiers that are tailored to each group of students.

For example, some students may be visual learners, while others may be auditory learners. Some students may struggle with certain concepts, while others may excel. By taking the time to understand each student's individual needs and strengths, teachers can create tiers that are optimized for learning and growth. See our full guide on teacher assessment tools for more information on pre-assessments and other types of assessments.

Creating Tiered Lesson Plans and Activities

Creating tiered lesson plans and activities is the next step in implementing tiered instruction. You should design each tier to include activities and tasks that address the needs and learning styles of the students in a particular group. These activities should build upon each other, with increasingly difficult tasks for advanced learners and additional support for struggling students.

For example, in a math class, the advanced tier may work on more complex problems that require critical thinking and problem-solving skills . The middle tier may work on similar problems, but with more support and guidance from the teacher. The struggling tier may work on simpler problems, with additional support and scaffolding from you.

Differentiating Instruction for Each Tier

Differentiating instruction for each tier is central to the success of tiered instruction. You should utilize a variety of instructional strategies, such as small group instruction, individualized instruction, and peer tutoring, to meet the needs of each group of students. You should also provide support and guidance as needed to help your students work through any challenges they may face.

For example, in a language arts class, the advanced tier may work on writing an essay independently, while the middle tier may work on the same essay with some guidance and support from the teacher. The struggling tier may work on a simpler writing assignment, with more support and scaffolding from the teacher. However, it’s important to make sure that when you create student tiers that you do so in a thoughtful way to ensure that students do not feel like they are in a superior or non-superior group.

Utilizing Technology to Support Tiered Instruction

Technology can be a valuable tool in supporting tiered instruction. You can use online resources, educational apps, and interactive whiteboards to provide additional instruction, practice, and feedback for students at each level. Thankfully there are even a number of free teacher technology tools that can help you get started with no budget needed.

For example, in a science class, the advanced tier may use a virtual lab to conduct experiments and analyze data. The middle tier may use the same virtual lab, but with additional guidance and support from the teacher. The struggling tier may use a simpler virtual lab, with more support and scaffolding from the teacher.

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By identifying student needs and learning styles, creating tiered lesson plans and activities, differentiating instruction for each tier, and utilizing technology, teachers can create a learning environment that is optimized for growth and success.

Assessing and Monitoring Student Progress

Assessing and monitoring student progress is a critical component of effective teaching and learning. It helps you understand what students know and can do, and it provides your students with feedback on their progress. In tiered instruction, a variety of assessment strategies can help you track student growth and make any necessary adjustments to instruction.

Formative and Summative Assessments in Tiered Instruction

Formative assessments are ongoing assessments that are used to track student progress in real-time. These assessments can take many forms, including quizzes, exit tickets, observations, and discussions. You can use formative assessments to identify areas where students may be struggling and to adjust instruction accordingly.

Summative assessments, on the other hand, provide a snapshot of overall student performance at the end of a unit or lesson. These assessments can take the form of tests, projects, or presentations. Use summative assessments to evaluate student learning and to determine if your students have met the learning objectives for a particular unit or lesson.

Learn more about formative, summative, and other types of assessments in our teacher assessment tools guide.

Tracking Student Growth and Adjusting Instruction

Based on the results of assessments, you should make any necessary adjustments to their instruction. These adjustments may include modifying lesson plans or activities, providing additional support or challenging students with more complex tasks, and revisiting content that students may have struggled with before. By tracking student growth and adjusting instruction, you can ensure that all your students are making progress and are being appropriately challenged by your material.

Providing Feedback and Encouraging Self-Assessment

Feedback is a critical component of effective teaching and learning that helps encourage achieving and struggling students to keep pushing on. You should provide feedback to students on their progress, both formally and informally to help facilitate this. Feedback can take many forms, including written comments, verbal feedback, and rubrics. By providing feedback, you help your students understand their strengths and weaknesses and provide guidance on how to improve.

In addition to providing feedback, you should also encourage self-assessment. By encouraging students to reflect on their own learning, you can help them take ownership of their progress and empower them to become independent learners. Self-assessment can include self-reflection, peer assessment, and goal-setting.

Overall, assessing and monitoring student progress is an essential component of tiered instruction. By using a variety of assessment strategies, tracking student growth, and providing feedback and self-assessment opportunities, you can ensure that all students are making progress and are being appropriately challenged.

Collaborating with Colleagues and Parents

Building a supportive school culture for tiered instruction.

Building a positive classroom culture is essential to the success of tiered instruction in your classroom. Collaborating with your colleagues to share resources and best practices and create a cohesive approach to tiered instruction school-wide is a great way to ensure that not just your classroom, but your entire school are taking the right steps to educate all students.

Collaboration among your colleagues can be creating and sharing lesson plans and activities across multiple classes, sharing strategies for differentiating instruction , and sharing strategies for supporting struggling students. By working together, you and your colleagues can create a supportive learning environment that benefits all students.

In addition to collaborating with colleagues, you can also seek out resources and attend professional development opportunities to learn more about effective tiered instruction strategies. By staying up-to-date on the latest research and best practices, you can strengthen their instructional practices and provide better support to all students.

Engaging Parents in the Tiered Instruction Process

You should also engage parents in the tiered instruction process to ensure there isn’t any misunderstanding. This can be done through parent-teacher conferences, newsletters, and other communication methods that you already are using today. By involving parents in the instructional process, you can gain valuable insights into their child's needs and strengths and build a partnership with parents to support student learning.

Parents can also be a valuable resource to provide information about their child's interests, learning style, and home environment. This information can help you create more effective instructional plans and provide targeted support to students.

Overall, building a supportive school culture requires collaboration and communication among teachers, parents, and students. By working together, you can help create a learning environment that supports the success of all students.

Frequently Asked Questions

What is tier 1 tier 2 tier 3 education.

Tier 1, Tier 2, and Tier 3 are terms often used in the context of Response to Intervention (RTI) or Multi-Tiered Systems of Support (MTSS). They refer to different levels or tiers of instructional support provided to students based on their academic needs. Here's a breakdown of each tier:

Tier 1: This is the core instruction that is provided to all students in the general education classroom. It encompasses the regular curriculum and teaching strategies used for the majority of students. Tier 1 instruction is designed to meet the needs of the average learner.

Tier 2: This tier involves targeted interventions provided to students who require additional support beyond the standard Tier 1 instruction. It focuses on specific skills or areas where students are struggling. Tier 2 interventions are typically delivered in small groups and can be provided by the classroom teacher or a specialist.

Tier 3: Tier 3 is the most intensive level of support and is tailored to meet the needs of students who require significant individualized assistance. Students in Tier 3 typically have persistent difficulties and may receive more specialized interventions or one-on-one instruction. These interventions often involve more frequent progress monitoring and may be provided by specialized interventionists or special education teachers.

The goal of the tiered approach is to provide targeted and differentiated instruction to ensure that students receive the appropriate level of support based on their individual needs.

What is an example of a tiered lesson?

A tiered lesson is designed to address the varied needs of students within a classroom. Here's an example of a tiered lesson for a science topic:

Objective : Students will understand the water cycle.

Tier 1: Students will identify and label the basic stages of the water cycle (e.g., evaporation, condensation, precipitation).

Tier 2: Students will explain the processes of the water cycle and their interconnections using diagrams or visual representations.

Tier 3: Students will investigate and analyze factors that influence the water cycle in different environments (e.g., temperature, wind patterns, topography) and present their findings through written reports or presentations.

In this example, each tier addresses the learning objective but provides varying levels of complexity and depth based on students' abilities. This allows students to engage with the content at a level that matches their readiness and skills.

How do you use tiered instruction in your classroom?

To incorporate tiered instruction in your classroom, consider the following steps:

Assess student needs: Use a variety of formative assessments, observations, and data to determine students' strengths and areas of improvement.

Identify tiers and design activities: Create tiered activities or assignments that address the same core objective but offer different levels of challenge, complexity, or support.

Group students: Organize students into appropriate tiers based on their assessed needs. You can use flexible grouping to rearrange or change groups over time as students' progress.

Provide instruction and support: Deliver instruction at each tier, ensuring that students receive appropriate content, strategies, and resources based on their tier placement.

Monitor progress: Continuously assess and monitor students' progress to determine the effectiveness of the tiered instruction and make any necessary adjustments.

Differentiate as needed: Be prepared to make further adaptations or modifications for individual students who may require additional support or enrichment beyond the tiered activities.

By implementing tiered instruction, you can meet the diverse needs of your students, provide targeted support, and promote their overall growth and achievement.

Tiered instruction offers a powerful framework for meeting the unique needs of all students in your classroom. By identifying student needs and learning styles, creating tiered lesson plans and activities, and utilizing technology to support instruction, you can differentiate instruction to provide the right level of challenge and support for each of your student. By assessing and monitoring student progress, collaborating with colleagues and parents, and building a supportive school culture, you can also create an environment where all students can thrive and reach their full potential. By maximizing student outcomes through tiered instruction, you can truly make a difference in the lives of your students!

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Guide to Implementing Tiered Assignments in Classrooms

In the evolving landscape of modern education, differentiation stands out as a keystone in successful teaching. At its heart, differentiation is the acknowledgment that each student brings a unique set of skills, experiences, and needs to the classroom. Catering to these diverse backgrounds not only respects each learner’s individual journey but also maximizes their potential for success.

One powerful method to achieve this differentiation is through the use of tiered assignments. These assignments, designed to cater to varying levels of student readiness, offer educators the flexibility to meet learners where they are. Instead of a one-size-fits-all approach, tiered assignments open avenues for students to engage with material in ways that resonate most with their learning styles and proficiencies.

However, before digging into the mechanics of tiered assignments, it’s crucial to fully grasp the concept of a diverse classroom. The term “diverse learners” isn’t just a buzzword. It’s a reality that every educator must embrace if they’re to provide meaningful and equitable learning experiences for all their students.

Understanding Diverse Classrooms

Definition and characteristics of diverse classrooms.

A diverse classroom is not simply a mix of students from different backgrounds. It’s a rich tapestry of learners, each with distinct abilities, experiences, cultures, languages, interests, and ways of perceiving the world. While it’s easy to think of diversity purely in terms of ethnicity or socioeconomic status, it extends well beyond these factors. Inclusivity in education also encompasses learners with different cognitive abilities, learning preferences, and personal challenges, be they physical, emotional, or psychological.

Some key characteristics of diverse classrooms include:

• A range of learning abilities: from gifted and talented students to those with learning disabilities.
• Varied cultural, linguistic, and ethnic backgrounds.
• Differences in socioeconomic status, which might influence access to resources and prior educational experiences.
• Varied personal histories, family structures, and lived experiences that influence a student’s perspective and approach to learning.

The Significance of Acknowledging Individual Student Needs

Recognizing and addressing individual student needs is not merely a best practice – it’s essential for creating an equitable and inclusive educational environment. Here’s why:

Personalized Learning: Customized learning experiences increase engagement and retention. When students see themselves in the curriculum and feel that their needs are understood, they’re more likely to invest emotionally and intellectually in their education.

Building Confidence: Students who consistently feel out of their depth or, conversely, unchallenged, can become demotivated. By catering to each student’s readiness level, educators can boost their confidence and encourage a love for learning.

Preparing for the Real World: Our global society is diverse. By fostering an environment that respects and celebrates these differences, educators are preparing students for a world where they’ll interact with people from all walks of life.

What are Tiered Assignments?

At their core, tiered assignments are designed with the diverse classroom in mind. They are tasks or projects that are modified according to the learner’s level of readiness, ensuring that all students are challenged appropriately. This doesn’t mean that objectives change for different students; rather, the complexity, depth, or mode of an assignment might vary.

For instance, in a reading exercise, while one group might work on identifying basic story elements, another might delve deeper into analyzing themes and motifs. Though the material is the same, the way each student interacts with it differs based on their readiness and comprehension level.

Tiered assignments are a bridge, ensuring that each student has access to learning that’s rigorous yet within their zone of proximal development—the sweet spot where learning happens most effectively. This method respects the individual needs and abilities of each student, allowing them to grow at their own pace while still achieving common learning objectives.

Tiered Assignments: Definition and Core Principles

Tiered assignments, as the name suggests, involve creating layers or “tiers” of tasks that cater to different levels of student readiness. While the core learning objective remains consistent for all students, the process, complexity, and sometimes the product can vary to offer an appropriate level of challenge.

Core Principles

Consistent Learning Objectives: The heart of tiered assignments is ensuring that while tasks may differ, the fundamental goal or learning objective remains consistent for all students.

Flexibility: These assignments are designed to be adaptable based on student assessment, ensuring that as students grow and their needs change, the assignments can be adjusted accordingly.

Equity, Not Equality: The aim isn’t to give everyone the same assignment but to ensure each student has an assignment that offers them an equitable chance to succeed and be challenged.

Responsive Design: Tiered assignments respond to individual differences. Educators should be ready to modify assignments based on ongoing assessments and student feedback.

Benefits of Tiered Assignments in Diverse Settings

Personalized Learning Paths: Students can engage with materials in a way that resonates with their individual strengths and readiness levels.

Enhanced Engagement: When students feel neither overwhelmed nor underwhelmed by assignments, they’re more likely to be engaged and invested in their work.

Increased Achievement: By working within their zone of proximal development, students are more likely to grasp and retain the content.

Collaborative Environment: Different tiers can encourage collaboration among students, allowing them to learn from one another and appreciate diverse perspectives.

Professional Development for Educators: Designing tiered assignments pushes educators to think critically about their teaching methods, fostering growth and innovation in their pedagogical approaches.

Steps to Implementing Tiered Assignments

Assessment of Student Readiness: Begin with a pre-assessment to gauge the current skills, understanding, and readiness levels of each student.

Design Varied Tasks: Based on the assessment, design tasks with different levels of complexity, ensuring they all align with the core learning objective.

Group Students: Depending on the assignment, group students by similar readiness levels. Remember, these groups should be fluid, allowing students to move between them as they progress or face challenges.

Provide Clear Instructions: Each tier should have clear instructions, so students understand what’s expected of them and how they can achieve success.

Monitor and Adjust: Continuously monitor student progress. Adjust the assignments or move students between tiers as necessary, based on their performance and feedback.

Facilitate Peer Collaboration: Encourage students to collaborate within and across tiers, fostering a rich learning environment where students can learn from each other’s varied experiences and perspectives.

Review and Reflect: After the assignment, take the time to review its effectiveness. Reflect on what worked, what didn’t, and how the process can be improved for future tiered assignments.

Assessing Learner Readiness and Levels

Before implementing tiered assignments, it’s crucial to understand where each student stands in terms of skills, knowledge, and readiness.

Diagnostic Assessments: These are pre-assessments that help determine students’ prior knowledge and skills in a particular area. They can include quizzes, discussions, or tasks related to the upcoming content.

Observations: Regularly observe students during class activities. Noticing how they approach tasks, the challenges they face, and the strategies they use can provide valuable insights.

Student Feedback: Encourage students to self-assess and provide feedback on their comfort level with the material. This can be done through reflection journals, surveys, or one-on-one discussions.

Continuous Assessment: Rather than just relying on a one-time pre-assessment, continually assess students throughout the unit or course to adjust tiers as needed.

Designing Assignments with Varying Complexities

With a clear understanding of student readiness, assignments can be designed to cater to varying levels of complexity.

Bloom’s Taxonomy: Utilize Bloom’s taxonomy to create tasks at different cognitive levels, from basic recall to more complex analytical and evaluative tasks.

Varied Resources: Provide resources at different reading levels or complexities to cater to diverse learners.

Differentiated Product: Allow students to showcase their understanding in different ways, whether through essays, presentations, projects, or other mediums.

Incorporating Multiple Intelligences and Learning Styles

Recognizing that students have different strengths and preferences in how they learn is key. Incorporating Howard Gardner’s theory of multiple intelligences can provide varied entry points for learners.

Linguistic and Logical: Traditional reading, writing, and mathematical challenges cater to these learners.

Visual-Spatial: Integrate diagrams, charts, and opportunities for artistic expression.

Kinesthetic: Include hands-on activities or movement-based tasks.

Musical: Integrate music, rhythms, or sound-based activities.

Interpersonal and Intrapersonal: Encourage group activities or self-reflection tasks.

By diversifying tasks, students can engage with the material in ways that resonate most with their personal strengths.

Strategies for Effective Management

Implementing tiered assignments requires meticulous organization and management to ensure smooth execution.

Transparent Communication: Make sure students understand the purpose of tiered assignments and how they’re designed to benefit individual learning.

Structured Workspace: Design the classroom layout to facilitate group work, individual tasks, and teacher-led instruction seamlessly.

Regular Check-ins: Regularly check in with students, ensuring they feel supported and providing guidance where necessary.

Peer Support System: Encourage collaboration and peer support, so students can leverage each other’s strengths.

Utilize Technology: Digital platforms and tools can help in creating, distributing, and monitoring tiered assignments effectively.

Feedback Loop: Create a consistent feedback system where students can express their feelings and concerns regarding the assignments, allowing for continuous refinement of the process.

Optimizing Tiered Assignments: Resources, Techniques, and More

Tools and Resources for Tracking Progress

Effectively tracking student progress is essential to ensure that tiered assignments are meeting their intended outcomes. Here are some tools and resources:

Learning Management Systems (LMS): Platforms like Google Classroom , Canvas , or Moodle can help manage assignments, track submissions, and monitor student engagement.

Differentiated Lesson Planner: The Teachers’ Blog Differentiated Lesson Planner makes tiered tasks a cinch.

Digital Portfolios: Platforms like Seesaw or Portfolium allow students to document and reflect on their learning journey, providing a holistic view of their progress.

Online Assessment Tools: Quizzing platforms like Kahoot or Quizizz offer instant feedback, helping gauge student understanding in real-time.

Progress Trackers: Spreadsheet tools, like Google Sheets or Excel, can be used to create custom progress trackers, charting student growth over time.

Grouping Techniques: Homogeneous vs. Heterogeneous

Homogeneous Grouping: This method groups students with similar readiness levels or abilities together.

Pros: Allows for targeted instruction; students can move at a similar pace.

Cons: Risk of creating ability “labels” or limiting peer-to-peer learning opportunities.

Heterogeneous Grouping: This method mixes students of different abilities and readiness levels.

Pros: Encourages peer-to-peer support and diverse perspectives; can boost confidence for lower-achieving students.

Cons: Risk of advanced students dominating tasks or some students feeling overwhelmed.

Best Practice: A combination of both methods can be effective, varying groupings based on the task’s objective and desired outcomes.

Feedback Mechanisms for Continuous Improvement

Formative Assessments: Regular, low-stakes assessments can provide ongoing feedback to both educators and students.

Peer Review: Encourage students to review and provide feedback on each other’s work, fostering a collaborative learning environment.

Self-Assessment: Equip students with rubrics or reflection templates to evaluate their own work and set future goals.

Regular One-on-Ones: Individual meetings with students can offer deeper insights into their experiences and challenges.

Challenges and Solutions

Challenge: Differentiating instruction might be seen as favoritism or unfair treatment.

Solution: Ensure transparent communication about the purpose and benefits of tiered assignments to both students and parents.

Challenge : Designing multiple versions of assignments can be time-consuming for educators.

Solution: Collaborate with fellow teachers, tap into shared resources, or use adaptive learning platforms that auto-adjust based on student performance.

Challenge: Some students might feel demotivated if they perceive their tier as “lower” than their peers.

Solution: Emphasize the value of growth and the idea that everyone’s learning journey is unique. Rotate groups regularly to avoid fixed labels.

Conclusion: Championing Tiered Assignments in Diverse Classrooms

The educational landscape is ever-evolving, but one constant remains: the diversity of our classrooms. In this rich tapestry of learners, where each individual brings unique strengths, challenges, and perspectives, lies the challenge and the opportunity for educators.

Tiered assignments emerge as a beacon of differentiation in this context. They recognize that not all students are on the same page, and instead of trying to force a uniform approach, they adapt to each student’s unique page. They’re a testament to the fact that equal does not always mean equitable. Instead of giving everyone the same, they aim to give everyone what they need to succeed.

As we’ve journeyed through the intricacies of tiered assignments, from understanding diverse learners to assessing readiness, designing assignments, and managing them effectively, a recurring theme is evident. The approach is as dynamic as the students it serves. And that’s its strength.

For educators, the takeaway is twofold. First, embrace the complexity of diverse classrooms, not as a challenge but as an opportunity. Each student, with their unique abilities and experiences, enriches the classroom, and tiered assignments can help channel this richness effectively.

Second, while tiered assignments offer a robust framework, the real magic lies in continuous adaptation. The world of education is fluid. New tools emerge, best practices evolve, and our understanding of learning deepens. As educators, staying adaptive, staying curious, and being willing to refine our methods is paramount.

To conclude, tiered assignments are not just a pedagogical tool; they’re a philosophy. A philosophy that centers on the student, acknowledges diversity, and strives for inclusivity. In the ever-evolving quest to provide the best for our students, they’re not just an option but an imperative. As educators, may we always strive to match the diverse beats of our classrooms, ensuring every learner feels seen, challenged, and empowered.

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How to Tier Your Lessons Successfully

• Differentiation , Planning

We all have heard of differentiation. I’m sure at some point we have all wondered just how exactly are we suppose to make sure that we are tiering our content so that we can meet the needs of  all  of our students, both high and low. In this post, I’m going to help you understand how to tier your lessons successfully so that you can help reach all of your students without writing out individual lesson plans for each student.

Honestly, we have all heard that there is no “one-size fits all” lesson plan, but when it comes to planning out lessons for each student where they are– at their individual level –it can become daunting and very time-consuming. Here is how I do it.

Sorting Students to Differentiate

First I sort my students into three different groups. I typically call these groups my low, medium, and high, but you can call them whatever. No one sees this list but me and it changes depending on what concept we are learning. I sort students based on their data from a major test, such as the ITBS. If I don’t have any information from a test such as that, I make sure I provide students with a pretest before I start a unit to get an idea of their level of understanding.

Students who are grouped into the “low” group are students who don’t quite have the concept mastered or are below-grade level. Students who are in the “medium” group are students who are exactly where they should be: on-grade level. Finally, students who are in the “high” group are students who have already grasped the concept and are ready for a challenge, or above-grade level.

While I understand that this doesn’t “individualize” each student, it does help get us closer to their needs.

Tiering Your Lessons

Next, I start with my students who are on-grade level  (medium)  and plan my lesson for them. This is likely what you normally plan each week anyway. I write all of this in my lesson plan book and prepare everything I need as I normally would. Then, I look at what I have planned and the standards I’m addressing.

So let’s say that I’m addressing the fourth-grade reading literature standard RL.6 –

“Compare and contrast the point of view from which different stories are narrated, including the difference between first-and third-person narrations.” 

For me to tier my lesson plans for my below-level students  (low) , I can do this one of two ways:

1.) Examine my data (pretests or other tests) to determine what specifically I need to address with these students.

2.) Look at the standards for the previous year as my starting point.

In this case, I would likely consult both. I would make sure my students understood what point of view was and then have them practice a bit more by distinguishing their point of view from a character’s in a story. I wouldn’t necessarily have to print new material for these students. I could pull small groups with these students and together we could work on it using trade books or picture books. This would also help me see any particular misconceptions or address anything specifically from my data.

How you choose to tier your lessons would depend on your students and their needs. This may even vary from year to year.

For my above-grade level students  (high) , I have two options:

1.) Look at the standards for the year after as my starting point (acceleration).

2.) Enrich the standards for on grade level with more critical thinking (think top-level blooms with independent projects) (enrichment).

Using the same standard above with this example, I could look ahead at the fifth-grade standards and have them examine how the narrator’s point of view actually influenced how the events in the story are described. Or if I’m thinking independent projects, I could have them all work together in a literature circle and read two different books that are similar in subject but with different points of view. Then I could have them create a presentation of some sort.

I have also used the above-level students to “peer-tutor” on-level students or below-level students for some activities.

Planning Tiered Activities

Another option when planning tiered lessons is asking yourself “how can I scaffold this content for my students who are not on grade-level?” That will help you take the activity and break it down a bit more for those students. When trying to reach your above-level students, you can always ask yourself, “what more can I do to help them understand this topic a bit more or even deeper?”

Ultimately, when planning, remember that you need to reach all students in your classroom regardless of what level they are at. This can be done without spending extra time making multiple copies of different worksheets for each learner. When you tier your lessons in a way that can both scaffold instruction and enrich, students will be able to learn and you’ll save time.

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Just as everyone has a unique fingerprint, every student has an individual learning style. Chances are, not all of your students grasp a subject in the same way or share the same level of ability. So how can you better deliver your lessons to reach everyone in class? Consider differentiated instruction—a method you may have heard about but haven’t explored, which is why you’re here. In this article, learn exactly what it means, how it works, and the pros and cons.

Definition of differentiated instruction

Carol Ann Tomlinson is a leader in the area of differentiated learning and professor of educational leadership, foundations, and policy at the University of Virginia. Tomlinson describes differentiated instruction as factoring students’ individual learning styles and levels of readiness first before designing a lesson plan. Research on the effectiveness of differentiation shows this method benefits a wide range of students, from those with learning disabilities to those who are considered high ability.

Differentiating instruction may mean teaching the same material to all students using a variety of instructional strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based on the ability of each student.

Teachers who practice differentiation in the classroom may:

• Design lessons based on students’ learning styles.
• Group students by shared interest, topic, or ability for assignments.
• Assess students’ learning using formative assessment.
• Manage the classroom to create a safe and supportive environment.
• Continually assess and adjust lesson content to meet students’ needs.

History of differentiated instruction

The roots of differentiated instruction go all the way back to the days of the one-room schoolhouse, where one teacher had students of all ages in one classroom. As the educational system transitioned to grading schools, it was assumed that children of the same age learned similarly. However in 1912, achievement tests were introduced, and the scores revealed the gaps in student’s abilities within grade levels.

In 1975, Congress passed the Individuals with Disabilities Education Act (IDEA), ensuring that children with disabilities had equal access to public education. To reach this student population, many educators used differentiated instruction strategies. Then came the passage of No Child Left Behind in 2000, which further encouraged differentiated and skill-based instruction—and that’s because it works. Research by educator Leslie Owen Wilson supports differentiating instruction within the classroom, finding that lecture is the least effective instructional strategy, with only 5 to 10 percent retention after 24 hours. Engaging in a discussion, practicing after exposure to content, and teaching others are much more effective ways to ensure learning retention.

Four ways to differentiate instruction

According to Tomlinson, teachers can differentiate instruction through four ways: 1) content, 2) process, 3) product, and 4) learning environment.

As you already know, fundamental lesson content should cover the standards of learning set by the school district or state educational standards. But some students in your class may be completely unfamiliar with the concepts in a lesson, some students may have partial mastery, and some students may already be familiar with the content before the lesson begins.

What you could do is differentiate the content by designing activities for groups of students that cover various levels of  Bloom’s Taxonomy (a classification of levels of intellectual behavior going from lower-order thinking skills to higher-order thinking skills). The six levels are: remembering, understanding, applying, analyzing, evaluating, and creating.

Students who are unfamiliar with a lesson could be required to complete tasks on the lower levels: remembering and understanding. Students with some mastery could be asked to apply and analyze the content, and students who have high levels of mastery could be asked to complete tasks in the areas of evaluating and creating.

Examples of differentiating activities:

• Match vocabulary words to definitions.
• Read a passage of text and answer related questions.
• Think of a situation that happened to a character in the story and a different outcome.
• Differentiate fact from opinion in the story.
• Identify an author’s position and provide evidence to support this viewpoint.
• Create a PowerPoint presentation summarizing the lesson.

Each student has a preferred learning style, and successful differentiation includes delivering the material to each style: visual, auditory and kinesthetic, and through words. This process-related method also addresses the fact that not all students require the same amount of support from the teacher, and students could choose to work in pairs, small groups, or individually. And while some students may benefit from one-on-one interaction with you or the classroom aide, others may be able to progress by themselves. Teachers can enhance student learning by offering support based on individual needs.

Examples of differentiating the process:

• Provide textbooks for visual and word learners.
• Allow auditory learners to listen to audio books.
• Give kinesthetic learners the opportunity to complete an interactive assignment online.

The product is what the student creates at the end of the lesson to demonstrate the mastery of the content. This can be in the form of tests, projects, reports, or other activities. You could assign students to complete activities that show mastery of an educational concept in a way the student prefers, based on learning style.

Examples of differentiating the end product:

• Read and write learners write a book report.
• Visual learners create a graphic organizer of the story.
• Auditory learners give an oral report.
• Kinesthetic learners build a diorama illustrating the story.

4. Learning environment

The conditions for optimal learning include both physical and psychological elements. A flexible classroom layout is key, incorporating various types of furniture and arrangements to support both individual and group work. Psychologically speaking, teachers should use classroom management techniques that support a safe and supportive learning environment.

Examples of differentiating the environment:

• Break some students into reading groups to discuss the assignment.
• Allow students to read individually if preferred.
• Create quiet spaces where there are no distractions.

Pros and cons of differentiated instruction

The benefits of differentiation in the classroom are often accompanied by the drawback of an ever-increasing workload. Here are a few factors to keep in mind:

• Research shows differentiated instruction is effective for high-ability students as well as students with mild to severe disabilities.
• When students are given more options on how they can learn material, they take on more responsibility for their own learning.
• Students appear to be more engaged in learning, and there are reportedly fewer discipline problems in classrooms where teachers provide differentiated lessons.
• Differentiated instruction requires more work during lesson planning, and many teachers struggle to find the extra time in their schedule.
• The learning curve can be steep and some schools lack professional development resources.
• Critics argue there isn’t enough research to support the benefits of differentiated instruction outweighing the added prep time.

Differentiated instruction strategies

What differentiated instructional strategies can you use in your classroom? There are a set of methods that can be tailored and used across the different subjects. According to Kathy Perez (2019) and the Access Center those strategies are tiered assignments, choice boards, compacting, interest centers/groups, flexible grouping, and learning contracts. Tiered assignments are designed to teach the same skill but have the students create a different product to display their knowledge based on their comprehension skills. Choice boards allow students to choose what activity they would like to work on for a skill that the teacher chooses. On the board are usually options for the different learning styles; kinesthetic, visual, auditory, and tactile. Compacting allows the teacher to help students reach the next level in their learning when they have already mastered what is being taught to the class. To compact the teacher assesses the student’s level of knowledge, creates a plan for what they need to learn, excuses them from studying what they already know, and creates free time for them to practice an accelerated skill.

Interest centers or groups are a way to provide autonomy in student learning. Flexible grouping allows the groups to be more fluid based on the activity or topic.  Finally, learning contracts are made between a student and teacher, laying out the teacher’s expectations for the necessary skills to be demonstrated and the assignments required components with the student putting down the methods they would like to use to complete the assignment. These contracts can allow students to use their preferred learning style, work at an ideal pace and encourages independence and planning skills. The following are strategies for some of the core subject based on these methods.

Differentiated instruction strategies for math

• Provide students with a choice board. They could have the options to learn about probability by playing a game with a peer, watching a video, reading the textbook, or working out problems on a worksheet.
• Teach mini lessons to individuals or groups of students who didn’t grasp the concept you were teaching during the large group lesson. This also lends time for compacting activities for those who have mastered the subject.
• Use manipulatives, especially with students that have more difficulty grasping a concept.
• Have students that have already mastered the subject matter create notes for students that are still learning.
• For students that have mastered the lesson being taught, require them to give in-depth, step-by-step explanation of their solution process, while not being rigid about the process with students who are still learning the basics of a concept if they arrive at the correct answer.

Differentiated instruction strategies for science

• Emma McCrea (2019) suggests setting up “Help Stations,” where peers assist each other. Those that have more knowledge of the subject will be able to teach those that are struggling as an extension activity and those that are struggling will receive.
• Set up a “question and answer” session during which learners can ask the teacher or their peers questions, in order to fill in knowledge gaps before attempting the experiment.
• Create a visual word wall. Use pictures and corresponding labels to help students remember terms.
• Set up interest centers. When learning about dinosaurs you might have an “excavation” center, a reading center, a dinosaur art project that focuses on their anatomy, and a video center.
• Provide content learning in various formats such as showing a video about dinosaurs, handing out a worksheet with pictures of dinosaurs and labels, and providing a fill-in-the-blank work sheet with interesting dinosaur facts.

Differentiated instruction strategies for ELL

• ASCD (2012) writes that all teachers need to become language teachers so that the content they are teaching the classroom can be conveyed to the students whose first language is not English.
• Start by providing the information in the language that the student speaks then pairing it with a limited amount of the corresponding vocabulary in English.
•  Although ELL need a limited amount of new vocabulary to memorize, they need to be exposed to as much of the English language as possible. This means that when teaching, the teacher needs to focus on verbs and adjectives related to the topic as well.
• Group work is important. This way they are exposed to more of the language. They should, however, be grouped with other ELL if possible as well as given tasks within the group that are within their reach such as drawing or researching.

Differentiated instruction strategies for reading

• Tiered assignments can be used in reading to allow the students to show what they have learned at a level that suites them. One student might create a visual story board while another student might write a book report. 
• Reading groups can pick a book based on interest or be assigned based on reading level
• Erin Lynch (2020) suggest that teachers scaffold instruction by giving clear explicit explanations with visuals. Verbally and visually explain the topic. Use anchor charts, drawings, diagrams, and reference guides to foster a clearer understanding. If applicable, provide a video clip for students to watch.
• Utilize flexible grouping. Students might be in one group for phonics based on their assessed level but choose to be in another group for reading because they are more interested in that book.

Differentiated instruction strategies for writing

• Hold writing conferences with your students either individually or in small groups. Talk with them throughout the writing process starting with their topic and moving through grammar, composition, and editing.
• Allow students to choose their writing topics. When the topic is of interest, they will likely put more effort into the assignment and therefore learn more.
• Keep track of and assess student’s writing progress continually throughout the year. You can do this using a journal or a checklist. This will allow you to give individualized instruction.
• Hand out graphic organizers to help students outline their writing. Try fill-in-the-blank notes that guide the students through each step of the writing process for those who need additional assistance.
• For primary grades give out lined paper instead of a journal. You can also give out differing amounts of lines based on ability level. For those who are excelling at writing give them more lines or pages to encourage them to write more. For those that are still in the beginning stages of writing, give them less lines so that they do not feel overwhelmed.

Differentiated instruction strategies for special education

• Use a multi-sensory approach. Get all five senses involved in your lessons, including taste and smell!
• Use flexible grouping to create partnerships and teach students how to work collaboratively on tasks. Create partnerships where the students are of equal ability, partnerships where once the student will be challenged by their partner and another time they will be pushing and challenging their partner.
• Assistive technology is often an important component of differential instruction in special education. Provide the students that need them with screen readers, personal tablets for communication, and voice recognition software.
• The article Differentiation & LR Information for SAS Teachers suggests teachers be flexible when giving assessments “Posters, models, performances, and drawings can show what they have learned in a way that reflects their personal strengths”. You can test for knowledge using rubrics instead of multiple-choice questions, or even build a portfolio of student work. You could also have them answer questions orally.
• Utilize explicit modeling. Whether its notetaking, problem solving in math, or making a sandwich in home living, special needs students often require a step-by-step guide to make connections.

References and resources

• https://www.thoughtco.com/differentiation-instruction-in-special-education-3111026
• https://sites.google.com/site/lrtsas/differentiation/differentiation-techniques-for-special-education
• https://www.solutiontree.com/blog/differentiated-reading-instruction/
• https://www.readingrockets.org/article/differentiated-instruction-reading
• https://www.sadlier.com/school/ela-blog/13-ideas-for-differentiated-reading-instruction-in-the-elementary-classroom
• https://inservice.ascd.org/seven-strategies-for-differentiating-instruction-for-english-learners/
• https://www.cambridge.org/us/education/blog/2019/11/13/three-approaches-differentiation-primary-science/
• https://www.brevardschools.org/site/handlers/filedownload.ashx?moduleinstanceid=6174&dataid=8255&FileName=Differentiated_Instruction_in_Secondary_Mathematics.pdf

Books & Videos about differentiated instruction by Carol Ann Tomlinson and others

• The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition
• Leading and Managing a Differentiated Classroom – Carol Ann Tomlinson and Marcia B. Imbeau
• The Differentiated School: Making Revolutionary Changes in Teaching and Learning – Carol Ann Tomlinson, Kay Brimijoin, and Lane Narvaez
• Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids – Carol Ann Tomlinson and Jay McTighe
• Differentiation in Practice Grades K-5: A Resource Guide for Differentiating Curriculum – Carol Ann Tomlinson and Caroline Cunningham Eidson
• Differentiation in Practice Grades 5–9: A Resource Guide for Differentiating Curriculum – Carol Ann Tomlinson and Caroline Cunningham Eidson
• Differentiation in Practice Grades 9–12: A Resource Guide for Differentiating Curriculum – Carol Ann Tomlinson and Cindy A. Strickland
• Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching – Carol Ann Tomlinson
• Leadership for Differentiating Schools and Classrooms – Carol Ann Tomlinson and Susan Demirsky Allan
• How to Differentiate Instruction in Academically Diverse Classrooms, 3rd Edition by Carol Ann Tomlinson
• Assessment and Student Success in a Differentiated Classroom by Carol Ann Tomlinson and Tonya R. Moon
• How To Differentiate Instruction In Mixed Ability Classrooms 2nd Edition – Carol Ann Tomlinson
• How to Differentiate Instruction in Academically Diverse Classrooms 3rd Edition by Carol Ann Tomlinson 
• Assessment and Student Success in a Differentiated Classroom Paperback – Carol Ann Tomlinson, Tonya R. Moon
• Leading and Managing a Differentiated Classroom (Professional Development) 1st Edition – Carol Ann Tomlinson, Marcia B. Imbeau
• The Differentiated School: Making Revolutionary Changes in Teaching and Learning 1st Edition by Carol Ann Tomlinson, Kay Brimijoin, Lane Narvaez
• Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom  – David A. Sousa, Carol Ann Tomlinson
• Leading for Differentiation: Growing Teachers Who Grow Kids – Carol Ann Tomlinson, Michael Murphy
• An Educator’s Guide to Differentiating Instruction. 10th Edition – Carol Ann Tomlinson, James M. Cooper
• A Differentiated Approach to the Common Core: How do I help a broad range of learners succeed with a challenging curriculum? – Carol Ann Tomlinson, Marcia B. Imbeau
• Managing a Differentiated Classroom: A Practical Guide – Carol Tomlinson, Marcia Imbeau
• Differentiating Instruction for Mixed-Ability Classrooms: An ASCD Professional Inquiry Kit Pck Edition – Carol Ann Tomlinson
• Using Differentiated Classroom Assessment to Enhance Student Learning (Student Assessment for Educators) 1st Edition – Tonya R. Moon, Catherine M. Brighton, Carol A. Tomlinson
• The Differentiated Classroom: Responding to the Needs of All Learners 1st Edition – Carol Ann Tomlinson

You may also like to read

• Creative Academic Instruction: Music Resources for the Classroom
• How Teachers Use Student Data to Improve Instruction
• Advice on Positive Classroom Management that Works
• Five Skills Online Teachers Need for Classroom Instruction
• 3 Examples of Effective Classroom Management
• Advice on Improving your Elementary Math Instruction

Categorized as: Tips for Teachers and Classroom Resources

Tagged as: Curriculum and Instruction ,  Diversity ,  Engaging Activities ,  New Teacher ,  Pros and Cons

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Podcast Articles , Truth for Teachers Collective   |   Jan 30, 2022

Let’s take a more intuitive approach to tiered and differentiated instruction.

By Tia Butts

High School ELA

I remember years ago when I was teaching and the term differentiation was a hot education topic.

Teachers were constantly told to provide differentiation in their lessons and at one point, in the district where I was teaching at the time, differentiation was included as an element in our evaluations.

Teachers were constantly told to differentiate and give examples of differentiated instruction (such as tiered assignments, flexible grouping, and student choice) but I don’t remember ever being told exactly what differentiation was.

It was not until years later (after taking a professional development course outside of my school district) that things clicked:

Differentiation is when we modify our lesson plans and instruction to meet students where they are .

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You can find out where students are by giving pre-assessments at the beginning of the school year or you can simply make that determination after you get to know them and grade several assignments.

Differentiation has always been something that should have been implemented in classrooms, but I think the need is more dire now than before considering that we have students performing on a range of different levels, and in most schools, virtual learning has impacted students, both positively and negatively.

Here are some simple suggestions for differentiating in large classrooms with diverse learners.

#1 Start with 3 tiered lessons/assignments and modify as needed from there

When we talk about meeting students where they are, teachers often think, Does this mean I’m expected to make a separate lesson plan for every student?

No, you don’t have to make a separate plan for all students, but you will have to do some extra legwork when you initially make lesson plans.

Tiered lesson plans will require you to break down each lesson into different levels.

For example, let’s say that you’re doing the initial lesson to introduce students to the narrative essay. A tiered lesson would require you to break this down into three parts – early learners, ready learners, and advanced learners. Here is what the individual lessons might look like if you plan an activity, for example, to introduce narrative writing:

• Early Learners –  Look up the definition of narrative. Describe in 4-5 sentences what an interesting narrative might be about.
• Ready Learners – Look through an example of sample student narratives. For two of the narratives, create a plot diagram and identify the strongest examples of figurative language.
• Advanced Learners – Look at samples of published memoirs. Think of a topic personal to you and write a paragraph that mimics the style of one of the authors.

Yes, tiered assignments require you to do work ahead of time, but if you have students that are functioning on varying levels (which is very likely) this extra work will probably be worth it.

#2 Provide more student choice in the content rather than the assessment

I still remember being a high-school student and being forced to read the same book as the rest of my peers in my class. Luckily, times have changed. The idea of meeting students where they are also includes making accommodations based on student interest.

Our 10th-grade English team decided that we wanted to get students into reading more, but we gave students a choice of reading instead of selecting just one book for the class to read. I thought trying to force students to read (since they probably had not read significantly since the pandemic) would end in significant behavior problems, but it didn’t.

In fact, students were engrossed in reading every time we had time to read in class.

I was blown away by how much they were engaged in silent reading. It took me a while, but I realized that they were engaged because they chose a book they were interested in reading.

Choice is not only for reading. Student choice boards are a great way to give students the feeling that they are in control and have a choice in what they do. However, the teacher is still able to adapt a choice board so that while the options may be different, the same standards and objectives are being fulfilled.

For example, Think-Tac-Toe is a great idea. The teacher sets up a board (like a Tic-Tac-Toe game) and has the student pick three options in a row vertically, diagonally, parallel, and perpendicular. This is a great activity for smaller assignments.

It’s simpler to provide choice in content than in assessment, so when possible, use the same rubric for all assignments, regardless of the choice in content, if your rubric is skills-based.

#3 Offer a mix of digital and paper assignments rather than assuming all students prefer tech and are proficient at it

Another way that you can differentiate to appeal to students’ preferences is to give a healthy balance between written work and digital work. Even in our technologically dominated world, some students (and adults) still prefer pen and paper at times. In fact, some people feel that they are able to perform better if they write their assignments down.

I admit that I recently became very obsessed with going 100% digital, but I don’t think it was always the best instructional decision to make for my students. After many months of staring at a computer screen, many students returned to in-person learning feeling burned out on technology.

As teachers, we often put EVERYTHING online but expect the students to limit themselves on their cell phones. However, when we create a balance between the assignments that are on paper and on the computer, we give ourselves control over which days are digital and which are not.

I recently did some things differently in my classroom. I originally had my students submitting all assignments online, but at a certain point, I just started to have a computer burn-out.

On a regular basis, there was always some type of technical glitch that only seemed to slow us down even more. Some students needed to reboot their computers, some had intermittent Internet issues, and then some had to keep shifting back and forth to charge their computers.

So, I decided to just go back to the basics and have students write the rough draft of their upcoming essay on paper. I initially did it just as a time-saver — at least then there would be no issues with having to wait for them to take out computers or having to deal with managing those that forgot their computer or charger.

This paper and pencil rough draft lesson ended up being one of the most productive days I had experienced in weeks. I think that based on what my students needed, time away from the computer on that day was essential.

The one thing that also adds differentiation to these types of lessons is scaffolding personalized for that group of students.

I didn’t just have students get out a piece of paper and start writing. I had pre-printed papers with templates that helped them write the rough draft and under each template (that focused on individual paragraphs) there was space for the students to write. This scaffolding was necessary for my group of students, which are mainly reluctant writers and ESOL students.

#4: Use pre-assessment scores to guide instruction, but never devalue informal assessment 

Using pre-assessment scores (or any other baseline data) to guide instruction is the most important factor because differentiation is based on data. If you plan to use data from the very beginning, use a pre-assessment as your baseline data.

You can then use those scores to break students up into tiers (early learner, ready learner, advanced learner) and to put them in flexible groups.

You could even use these tiers to help you make a seating chart that mixes all learners together. For example, when doing shoulder partners, you could put a ready learner and an advanced learner together, or an early learner and a ready learner together.

The best part is you don’t have to do this in the beginning of the school year, I’m usually so busy then trying to get to know students that I don’t use the first pre-assessment or test for differentiation. I like to take the time to get to know the students first so that I can look at the dynamic of how they work together before grouping.

So it’s fine to start using certain data as a baseline, but it doesn’t have to be in the very beginning. As long as you use your student scores to guide instruction as you teach, you are differentiating.

It’s fine to use a more intuitive approach to your differentiation instead of always relying on data. You know your students and who’s struggling, and you can prepare lesson scaffolding even without data “proof” that students need it.

Right now, differentiation is essential because diversity is ever increasing in classrooms. These examples are perfect for any teacher that is just starting to use differentiation and doesn’t want it to be too complicated.

Differentiation can become much more complex, but these are great ideas to implement if you want to meet students where they are but slowly become more familiar with how differentiation can help you personalize instruction to fit your students’ needs.

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Stop working off a deficit model with 3 assessment ideas that support student individuality

By Angela Watson

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Jan 30, 2015

The easiest, simplest way I’ve found to differentiate instruction

By Dr. Laura Fitzpatrick

Sep 26, 2021

6 high-impact, low-burnout strategies to differentiate your lessons for neurodivergent kids

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{{item.title}}, my essentials, ask for help, contact edconnect, directory a to z, how to guides, teacher standards and accreditation, strategies for differentiation.

There are critical considerations to reflect on before implementing differentiation strategies - to aspects of content, process and product - in direct response to a student’s readiness, interests and learning profile.

Bringing it all together

Critical considerations.

Before introducing strategies for differentiation, it is important to note 3 interrelated considerations for teachers who wish to differentiate instruction.

1. Differentiation that is founded in ineffective classroom practice cannot succeed.

Trivial and fluffy curriculum remains trivial and fluffy, even after differentiation. Varied versions of an ill-focussed product are no more helpful. A pernicious classroom environment cannot invite learners to be comfortable with themselves and one another. A teacher who does not see assessment as a continual window into the needs of his/her students has little sound footing from which to differentiate instruction. A teacher who cannot learn to trust and share responsibility with his/her students, would, at best have students seated in rows and completing varied worksheets silently and alone.

2. Differentiation is more than a strategy or series of strategies – it's a way of thinking about teaching and learning.

…..teacher growth in differentiation is not so much about introducing tiered lessons, independent study alternative forms of assessment – or even moving to multi-text adoption. Practising quality differentiation is much more about knowing what matters to teach, realising that learning happens in us rather than to us, continually reflecting on the ‘particularness’ of each of our students, and pondering how to develop both the commonalities students share as humans and the singularities students bring to us as individuals. If we as teachers understand the nature of our art more fully and deeply, more differentiation would likely evolve from that understanding. Learning some new ‘tricks’ with little sense of why they matter is less helpful.

3. Movement towards differentiation in teaching is movement towards expertise.

Regarding differentiation, teachers can say, “I already do that”. Most teachers at some times and in some ways obviously adapt or adjust for students’ learning needs. The truly expert teacher understands, however, that even after a dozen careers in the classroom he/she could still learn more about his/her subject and his/her learners and how to link each learner and subject with power and joy. … expert teachers teach students the most important things in the most effective ways.

(Tomlinson & Allan 2000)

What and how to differentiate

Effective differentiation takes place when teachers adjust aspects of content, process and product in direct response to a student’s readiness, interests and learning profile. Teachers may also modify the learning environment in direct response to a student’s learning profile.

‘What’ and ‘how’ teachers differentiate depends on the needs of the students in the class at any one time.

The following diagram illustrates the connections between classroom elements and student characteristics and the multiple opportunities teachers have for differentiation. It shows that teachers can adjust classroom elements - content, process and product - in direct response to a student’s readiness, interests and learning profile. Teachers can also modify the learning environment in direct response to a student’s learning profile.

Tiered instruction

Tiered instruction is when teachers make slight adjustments within the same lesson to meet the needs of students.

All students learn the same fundamental skills and concepts but through varying modes and activities.

The tiers need to challenge students appropriately at their ability levels. The teacher’s challenge is to make sure all tasks, regardless of tier level, are interesting, engaging, and challenging.

Activities and assignments can be adjusted by:

• level of complexity
• amount of structure
• materials provided
• time allowed
• pacing of the assignment
• number of steps required for completion
• form of expression, for example letter, essay, report, research paper, short story, speech
• level of independence required.

The 6 ways to tier a lesson

• tier by challenge level - Bloom’s Taxonomy
• tier by complexity - when you tier by complexity, you address the needs of students at introductory levels as well as the needs of students who are ready for more advanced work
• tier by resources - when you choose materials at various reading levels and complexity of content, you are tiering assignments by resources
• tier by outcomes - students use the same materials but the end products vary
• tier by process - the end products are the same but the ways students arrive at those outcomes may vary
• tier by product - group by multiple intelligences or learning styles followed by assignments that fit those preference.

1. Tiering by challenge level

Use Bloom’s taxonomy as a useful guide to develop tasks at various challenge levels.

An example is activities for book talk presentations:

• list story elements (knowledge)
• book summary (comprehension)
• support a conclusion about a character with evidence from the book (application).
• discuss the theme or author’s purpose for writing the book (analysis)
• create a new ending for the story (synthesis)
• critique the author’s writing and support your opinion (evaluation).

2. Tiering by complexity

When you tier by complexity, you provide varied tasks that address a student’s level of readiness, from introductory levels to more abstract, less concrete, advanced work.

Be careful to provide advanced work to the higher level student, rather than just more work. An example is after whole group class reading of a current events issue in a magazine such as global warming, students complete a related activity differentiated by complexity.

• Tier one: Students are asked to write a public service announcement using jingles, slogans or art to convey why global warming is a problem and what people can do to prevent it.
• Tier two: Students conduct a survey of peer awareness and understanding of global warming. They design a limited number of questions and decide how to report their results such as with charts or in a newscast.
• Tier three: Students debate the issue about the seriousness of global warming with each side expressing a different viewpoint. They must provide credible evidence to support their opinions and arguments.

3. Tiering by resources

Use materials at various reading levels and complexity to tier by resources. Students using tiered resources may be engaged in the same activity or they may be working on a different, but related activity.

4. Tiering by outcome

Students all use the same materials but what they do with the materials is different. An example is pattern block maths:

• Tier one: Identify all the ways you can group your pattern blocks.
• Tier two: Identify all the different patterns you can make with your pattern blocks.
• Tier three: Create a bar graph to show all the different kinds of pattern blocks in your bag.

5. Tiering by process

Students work on the same outcomes but use a different process to get there. An example is: What are the characteristics of a hero?

• Tier one: Make a chart of specific heroes and what they did to make them become a hero.
• Tier two: Choose two or three heroes and compare them in a Venn diagram.
• Tier three: List personal characteristics exhibited by heroes and rank them from most to least important.

6. Tiering by product

Groups are formed based on learning preference using Gardner’s multiple intelligences. For example: For a unit on the solar system - the study of rotation and revolution of the earth.

• Tier one: Create a flipbook, diagram, or model showing the rotation of the earth around the sun (visual-spatial).
• Tier two: Position and move three people to demonstrate the concept of the revolution and rotation of the earth with respect to the moon and sun (bodily-kinaesthetic).
• Tier three: Make a timeline of a year detailing the position of Queensland with respect to the sun (logical-mathematical).

How to create a 3-level tier

• Identify key concepts, skills and essential understandings that you want all students to achieve. These elements become the basis for your ‘on-level’ tasks.
• Identify how you will cluster groups/activities. Although you can create multiple levels of tiers (2-6), keep the number of levels consistent with your group of students. For example, don’t make 3 tiers if there are only 2 groups of students exist in your classroom (those working at the appropriate level and those students who require extra support).
• Select elements to tier (see ‘Six ways to tier a lesson’ above).
• Create your ‘on-level’ tier (tier one).
• Design a similar task for learners who require extra support. The task should make adjustments based on student readiness (tier two).
• If needed, develop a third, more advanced activity for learners who have already mastered the basic standard or competency being addressed. Make sure the task actually requires higher-level thinking than the ‘on-level’ tasks. The advanced tier shouldn’t just be more of the same thing (tier three).

As you construct the tiers make sure that in order for students to accomplish a higher level, they must also have an understanding of the lower levels.

Compacting is the process of eliminating teaching or student practice if students have already mastered a concept or skill. For example, a year 3 class is learning to identify the parts of fractions, and diagnostics indicate that 2 students already know the parts of fractions. These students are excused from completing the identifying activities and are taught to add and subtract fractions.

Steps for compacting

• identifying the learning objectives or standards that all students must learn
• offering a pre-test opportunity or planning an alternate path through the content for those students who can learn the required material in less time than their age peers
• planning and offering meaningful curriculum extensions for students who qualify
• eliminating all drill, practice, review or preparation for students who have already mastered such things
• keeping accurate records of students’ compacting activities.

A layered curriculum

The layered curriculum approach features a 3 layer model (like a pyramid) where students start with basic learning and skills (layer C) and move to use higher-level thinking skills (layer B and then layer A) as they work through the layers. Developed by educator and author Kathie Nunley (2006) the approach came as a response to her classroom experiences with high school students.

Layer C - the foundational level

The base level of competency, layer C, is basic learning and skills. This layer reflects what every student must be able to know, understand, and do. At this level, students gather information and add it to their bank of knowledge.

Layer C reflects what all students must do and the activities ask students to collect factual information.

Layer B - the middle level

The middle level of competency, layer B, is application. This is where students apply and manipulate the information.

Layer B provides students with the opportunity to apply, manipulate and play with the information they gathered while completing C layer activities. Typically, this layer requires students to apply, manipulate, discover, hypothesise and prove, demonstrate or problem solve.

Layer A - the top level

The top-level of competency, layer A is critical thinking. This is where students evaluate and think critically about an issue. Nunley says the purpose of layer A is to teach students critical thinking skills and to apply their classroom learning into their daily lives. Layer A consists of questions that ask students to analyse a topic. Frequently, no right or wrong answer exists.

Nunley emphasizes that all layers should provide students with some control over their learning. She suggests a menu-like approach to the tasks in each layer. The approach allows students to pick and choose from the available options provided by the teacher.

A menu offers students a way to make decisions about what they will do in order to meet class requirements. A menu could be for a single lesson, a week-long lesson or even a month-long period of study. Once the teacher has decided on what the essential understandings and/or skills are, they can begin to create a menu.

Steps for creating menus

• Identify the most important elements of a lesson or unit.
• Create an imperative or required assignment or project that reflects the minimum understanding you expect all students to achieve.
• Create negotiables which expand upon the ‘main dish’ or imperative assignment or project. These negotiables often require students to go beyond the basic levels of Bloom’s Taxonomy. For example, they often include activities that require synthesis, analysis or evaluation.
• Create a final optional section that offers students the opportunity for enrichment. The optional section often reflects activities that students can use for extra credit.

Wormeli (2006) suggests placing the menu options in a restaurant menu style (see below) that could include an ‘appetisers’, a ‘main dish’, ‘side dishes’, and even ‘desserts’. He suggests the following format.

• a list of assignments or projects
• students select one item to complete.
• an assignment or project that everyone must complete.
• students select two items to complete.
• optional but irresistible assignments or projects
• options should be high interest and challenging
• students choose one of these enrichment options
• level of complexity.

Cubing requires students to look at a topic from 6 different angles. Teachers often create a visual cube that serves as a starting point when they want students to analyse or consider various aspects of a topic. Cubes can be used as an after-reading strategy that requires students to think critically about a topic. When students work with cubes they apply information in new ways. Cubes can be differentiated by interest and readiness.

Introducing the strategy to students

One of the best ways to introduce cubing is to apply the activity to a common or familiar object. Select an object appropriate to the age and interests of the students, distribute the object to students and then assign groups to look (or study) the object from several angles.

Students work in assigned pairs or groups. If desired, the groups can be created by readiness levels since the cubing perspectives below begin at the least complex level and become increasingly complex. Using the object as the topic, ask students to:

• describe it – what does it look like?
• compare it – compare the object with something else/ what is it similar to or different from?
• associate it – what do you associate the object with/ what does it make you think about?
• analyse it – describe the object’s parts/ how is it made?
• apply it – what can you do with the object/ how can you use the object?
• argue for or against it – what is an argument for or against the object?

Give students about 10 minutes to build a mini-presentation, then one student in each group presents to the class.

Steps for cubing

Select a topic, for example, World War 1 (WW1). Decide in advance how much time you want to devote to the cubing process. Informal cubing activities can easily be accomplished within a class period. However, activities can be extended if research is required.

Create groups based on readiness or interest.

Assign each group a perspective from which to explore the topic:

• describe WW1
• compare the WW1 to another war
• associate the WW1 with other issues, topics, or concerns
• analyse the WW1 by discussing the events and decisions that led to the war
• apply the lessons you’ve learned from studying WW1. How does learning about WW1 help you understand events, issues, topics, and decisions that still exist today?
• argue for or against WW1. Should the war ever have been fought? Take a stand and list your reasons.

After the designated amount of time, ask representatives from each group to present their perspectives.

Adaptations

Cubing, looking at a topic from 6 different angles, can be adapted. Adaptations can include:

• Design cubes based on interest or learning profiles.
• Use the cubes for independent work. Require students to complete each element on the cube but allow them to pick and choose the order in which they complete the activities.
• Use the cubes as dice which students roll.
• In maths, create problems for students to solve. One problem is printed on each side of the cube.
• Knowledge - students recall and cite content
• Comprehension - students demonstrate their understanding of the content
• Application - students use their knowledge and skills in a different way or situation
• Analysis - students break down topics into pieces and analyse them
• Synthesis - students consider aspects that seem to contradict each other and form something new
• Evaluation - students use their previous learning to judge the value or success of something guided by specific criteria.

Tic-Tac-Toe choice boards

Tic-Tac-Toe choice boards give students the opportunity to participate in multiple tasks that allow them to practice skills they’ve learned in class or to demonstrate and extend their understanding of concepts. From the board students either choose or are assigned 3 adjacent or diagonal tasks to complete.

Choice boards address student readiness, interest or learning preferences - and are easily adapted to a subject area.

Steps for tic-tac-toe

• Identify the outcomes and instructional focus of a unit of study.
• Use assessment data and student profiles to determine student readiness, learning styles, or interests.
• Design nine different tasks.
• Arrange the tasks on a choice board.
• Select one required task for all students and place it in the centre of the board.
• Students complete three tasks, one of which must be the task in the middle square.

The 3 tasks should complete a Tic-Tac-Toe row.

Tic-Tac-Toe choice boards can be adapted. Adaptations include:

• Allow students to complete any three tasks - even if the completed tasks don’t make a Tic-Tac-Toe.
• Assign students tasks based on readiness.
• Create different choice boards based on readiness (struggling students work with the options on one choice board while more advanced students have different options).
• Create choice board options based on learning styles or learning preferences. for example, a choice board could include 3 kinaesthetic tasks, 3 auditory tasks and 3 visual tasks.

Sternberg’s intelligence preference

You can assess students according to Sternberg's intelligences:

• Analytical - linear – schoolhouse smart - sequential
• Practical - street-smart – contextual – focus on use
• Creative - innovator – outside the box – what if

An idea to assess students in this way is possible through the following scenario:

'Imagine you are driving with your parents and they are listening to the radio. An interesting discussion starts about something you do not know. As you listen, you get more and more interested - and what do you most want to know?

• Do you want to know all the little details that go into it?
• Do you want to know how it is being used?
• Do you want to know only enough information to think of other things to do?'

Students who choose the first question fall into the analytic intelligence, the second corresponds to the practical and those who choose the final question are the creative learners.

Example 1: matter

• Know: there are 3 states of matter - solid, liquid, and gas
• Understand: all matter has both mass and volume
• Do: distinguish each state of matter from the others and show how each changes to the others.

Analytical:

• Choose 3 items from our classroom that are all in different states of matter. Show how each item is in a different state of matter in comparison to the other two items. Use terms like mass and volume to explain your answer.
• Use the idea of water, ice and vapour to create a chart to show how these 3 things change from one state to another. Include condensation, evaporation, melting point, freezing point, expanding and contracting in your chart.
• Create 3 imaginative items to demonstrate different states of matter. Make an illustration of each item and explain why each one fits into the state it is in. Use mass and volume in your explanation.
• Make a visually appealing poster to teach primary students how each state changes into the other states. Be sure the way you teach is original. Show condensation, evaporation, melting point, freezing point, expanding and contracting in your poster.
• There are 3 mysterious objects in a box on a museum shelf. Their states of matter are not yet identified. Your task is to figure out the state of matter for each one. Design a museum exhibit for these. Use the terms mass and volume in your exhibit signs.
• There is a close friend of yours who does not understand how one state of matter changes into another. You want to help your friend out. Write out how you would explain to your friend using all these terms: condensation, evaporation, melting point, freezing point, expanding and contracting. Make your explanation as clear as you can.

Example 2: geographical terms

• Know: geographical terms such as isthmus, delta, peninsula, river and island
• Understand: landforms and bodies of water affect human movement and influence the development of cities
• Do: locate and label specific landforms.

Analyse how landforms produce economic advantages that establish settlements. After students have read and taken notes on the chapter, the teacher reviews, with the whole class, the basic information on landforms. Then, students are given a choice of 3 assignments to be done individually or in groups of 2 or 3.

Create clues or a set of directions to help us identify and locate at least 8 landforms on the map (given in the textbook or on a map provided by the teacher). Clues/directions should also be based on population and economic growth and changes.

Develop a map of a new world that has at least 8 different types of landforms and/or bodies of water. For example, using labels determine how these sites would grow due to the economic possibilities of these geographical features and predict population growth over a period of time.

Using these 8 given cities (or you may choose other cities after approval by the teacher) demonstrate how landforms and bodies of water contributed to the development and movement of people to this site over a period of time. You may use overlay transparencies or models to show the areas and growth.

• Heacox D. (2002) Differentiation Instruction in the Regular Classroom: How to Reach and Teach All Learners, Minneapolis, MN: Free Spirit.
• Heacox, D. (2005). Promoting Student Independence and Responsibility in Academically Diverse Classrooms. 2005 ASCD Annual Conference. Orlando, FL.
• Nunley, K. E. (2006). Differentiating the High School Classroom: Solution Strategies for 18 Common Obstacles. Thousand Oaks: CA: Corwin.
• Tomlinson, C. A., & Allan, S. D. (2000). Leadership for Differentiating Schools and Classrooms.
• Wormeli, R. (2006). Fair Isn't Always Equal: Assessing & Grading in the Differentiated Classroom. Portland, ME: Stenhouse.

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April 17, 2024

AI Can Transform the Classroom Just Like the Calculator

AI can better education, not threaten it, if we learn some lessons from the adoption of the calculator into the classroom

By Michael M. Crow , Nicole K. Mayberry , Ted Mitchell & Derrick Anderson

Moor Studio/Getty Images

The rapidly expanding use of ChatGPT and other artificial intelligence tools has fired up a fervent debate in academia. On one side of the debate, professors and teachers are concerned over the future of postsecondary learning and threats to traditional disciplines, especially within the humanities , as headlines warn of “The End of the English Major.”

Nevertheless, AI is here and about a third of teachers, from kindergarten through high school, report using it in the classroom, according to a recent survey . While many of our colleagues in higher education policy, science policy, and university design criticize or dismiss generative AI, we are instead decidedly optimistic it will follow a pattern seen in other technologies that have enhanced educational access and success. We believe that when new technologies are embraced, core aspects of learning, including curriculum, instruction and assessment, can be revolutionized. We are optimistic about AI, but we don’t see it as a hero. Students and instructors are still the heroes of human learning, even when AI is involved.

History supports this view. From the Gutenberg press to online math classes, technologies that improve access to quality learning opportunities are routinely dismissed by critics and skeptics, especially by those who hold the reins in the classroom.

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Consider the calculator. A survey in the mid-1970s carried out by Mathematics Teacher magazine found that 72 percent of respondents—mainly teachers and mathematicians—opposed equipping seventh graders with calculators. Highlighted in 1975 in Science News , this survey mirrored the broader discourse of the Sesame Street era concerning the introduction of calculators into classrooms, just when costs were approaching the point that some schools could afford to have up to one calculator per student.

Calculators met resistance from educators who feared an overdependence on technology would erode students’ math skills. As one professor observed of students and calculators, “I have yet to be convinced that handing them a machine and teaching them how to push the button is the right approach. What do they do when the battery runs out?”

It is easy to see how the case of the calculator mirrors current concerns about generative AI. The College Board made a similar argument in an article published last spring that mused about the “ Great Calculator Panic of the 1980s and ‘90s. ” Critics of AI in the classroom argue that students might never learn to write or respond to written prompts independently if they can simply ask an AI to do it for them. The hypothetical scenario where the Internet or servers are down raises fears that students would be unable to write a simple sentence or compose a basic five-paragraph essay.

Narrow arguments over essay integrity and potential declines in learning quality miss the broader perspective on how this technology could positively reshape curriculum, instruction and assessment.

In classrooms, technology, curriculum, instruction, and assessment evolve together to reshape education. We see this historically with calculators and are now witnessing it unfold in real time with the emergence of generative AI tools.

The introduction of calculators into classrooms didn't set in motion the demise of mathematics education; instead, it significantly broadened its scope while inspiring educators and academics to rethink the educational limits of mathematics. This shift fostered a climate ripe for innovation. Looking at today’s math landscape and what existed in the 1970s, we would be hard-pressed to consider the past superior to the present, to say nothing of the future. Today, high school students use (and more importantly, comprehend) graphing calculators and computers better than undergraduate engineering students in university labs could only a generation ago. Today’s math learning environment is observably more dynamic, inclusive and creative than it was before ubiquitous access to calculators.

In a parallel vein, generative AI promises to extend this kind of innovation in critical thinking and the humanities, making it easier for students to grasp foundational concepts and explore advanced topics with confidence. AI could allow for customized learner support —adapting to the individual pace and learning style of each student, helping to make education more inclusive and tailored to specific needs. Generative AI can better the humanities by making reading and writing more accessible to diverse students, including those with learning disabilities or challenges with traditional writing methods.

Just as calculators led us to reevaluate legacy teaching methods and embrace more effective pedagogical approaches, generative AI calls for a similar transformation in how we approach assignments, conduct classes and assess learning. It will shift us from viewing the college essay as the pinnacle of learning to embracing wider creative and analytical exercises, ones facilitated by AI tools.

The successful integration of calculators into math education serves as a blueprint for the adoption of generative AI across the curriculum. By designing assignments with the expectation that generative AI will enhance rather than shortcut them, educators can foster learning that values creativity, critical thinking and efficient study. This shift necessitates a broader, more adaptable approach to teaching and learning, one that recognizes the potential of technology to elevate educational standards and broaden access to knowledge.

This history points to broader questions over the efficiency and fairness of long-standing educational mechanisms. Take, for example, college admissions essays , which are known to perpetuate bias in university admissions . What if AI allowed us to reconceptualize the tools for students to demonstrate their aptitude and college preparedness? What if AI could allow students to match their intended college major more accurately to the most supportive and corresponding place of higher learning? In academia, we shouldn’t focus solely on AI’s potential for misuse but also on its capability to revolutionize curricula and approaches to learning and teaching.

Far from fearing technological progress, history teaches us to embrace it to broaden and democratize learning . The greater challenge lies not in resisting change, but in leveraging these innovations to develop curricula that address the needs of all learners, paving the way for a more equal and effective education for everyone. Looking ahead, generative AI is not so much a problem to be solved, but instead a powerful ally in our efforts to make education meaningfully universal.

This is an opinion and analysis article, and the views expressed by the author or authors are not necessarily those of Scientific American.

For Earth Day, Try These Green Classroom Activities (Downloadable)

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Earth Day is April 22 in the United States and the day the spring equinox occurs in some parts of the world. It’s a day to reflect on the work being done to raise awareness of climate change and the need to protect natural resources for future generations. Protecting the earth can feel like an enormous, distant undertaking to young people. To help them understand that they can play a role by focusing on their backyards or school yards, educators can scale those feelings of enormity to manageable activities that make a difference.

We collected simple ideas for teachers and students to educate, empower, and build a connection with nature so that they may be inspired to respect it and protect it. Classrooms can be the perfect greenhouse to grow future stewards of the environment.

Click to Download the Activities

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Tiered Instructions:

Based on work by Carol Ann Tomlinson

Powerpoint from: www.montgomeryschoolsmd.org/curriculum/.../ Tiered Instr.ppt

Basic Information from http://www.derry.k12.nh.us/dvs/staff/cmccallum/differentiation/tiered.pdf

Tiered Assignments

In a differentiated classroom, a teacher uses varied levels of tasks to ensure that students explore ideas and use skills at a level that builds on what they already know and encourages growth. While students work at varied degrees of difficulty on their tasks, they all explore the same essential ideas and work at different levels of thought. Groups eventually come together to share and learn from each other.

Tiered assignments should be:

• -Different work, not simply more or less work
• -Equally active
• -Equally interesting and engaging
• -Fair in terms of work expectations and time needed
• -Requiring the use of key concepts, skills, or ideas

Basic Tiered Activity

Example: Completing a Character Map

Tier 1. (Low)

-How the character looks

-What the character says

-How the character thinks or acts

-The most important thing to know about the character

Tier 2. (Middle)

-What the character says or does

-What the character really means to say or do

-What goals does the character have

-What the character would mostly like us to know about him or her

-What changes the character went through

Tier 3. (High)

-Clues the author gives us about the character

-Why the author gives these clues

-The author’s bottom line about this character

Tiered Activities

Tiering can be based on challenge level, complexity, resources, outcome, process, or product. (Heacox, 2002)

1. Tiering by Challenge Level:

Use Bloom’s taxonomy as a guide to develop tasks at various

challenge levels.

Elementary activities for book talk presentations.

Lower levels of Blooms:

• -List story elements (knowledge)
• -Book summary (comprehension)
• -Support a conclusion about a character with evidence from the book (application)

Higher levels of Blooms:

• -Discuss the theme or author’s purpose for writing the book (analysis)
• -Create a new ending for the story (synthesis)
• -Critique the author’s writing and support your opinion (evaluation)

2. Tiering by Complexity:

When you tier by complexity, you provide varied tasks that address a student’s level of readiness, from introductory levels to more abstract, less concrete, advanced work. Be careful to provide advanced work to the higher level student, rather than just more work.

After whole group class reading of a current events issue in the Time for Kids magazine such as global warming, students complete a related activity differentiated by complexity.

Students are asked to write a public service announcement

using jingles, slogans, or art to convey why global warming is a problem

and what people can do to prevent it.

Students conduct a survey of peer awareness and understanding of global warming. They design a limited number of

questions and decide how to report their results such as with charts or in a newscast.

Tier three:

Students debate the issue about the seriousness of global warming, each side expressing a different viewpoint. The must provide

credible evidence to support their opinions and arguments.

3. Tiering by Resources:

Use materials at various reading levels and complexity to tier by resources. Students using tiered resources may be engaged in the same

activity, (such as find five examples of contributions made by Native Americans ), or they may be working on a different, but related activity. (such as one group researching plants of the desert, while another

researches animals of the desert).

4. Tiering by Outcome:

Students all use the same materials, but what they do with the

materials is different.

Example: Pattern block Math

• Identify all the ways you can group your pattern blocks.
• Identify all the different patterns you can make with your pattern blocks.
• Create a bar graph to show all the different kinds of pattern blocks in your bag.

5. Tiering by Process:

Students work on the same outcomes, but use a different process to get there.

Example: What are the characteristics of a hero?

• Make a chart of specific heroes and what they did to make them become a hero.
• Choose two or three heroes and compare them in a Venn diagram.
• List personal characteristics exhibited by heroes and rank them from most to least important.

6. Tiering by Product:

Groups are formed based on learning preference, using Gardner’s multiple intelligences.

Example: For a unit on the solar system, Study of rotation and revolution

of the earth.

• Create a flip book, diagram, or model showing the rotation of the earth around the sun (visual-spatial)

Position and move three people to demonstrate the concept of revolution and rotation of the earth with respect to

the moon and sun. (bodily-kinesthetic)

• Make a timeline of a year detailing the position of the New Hampshire with respect to the sun. (logical-mathematical)

References:

Heacox, D. (2002). Differentiating Instruction in the Regular Classroom. Minneapolis, MN: Free Spirit Publishing Inc.

Tomlinson, C. (1999). The Differentiated Classroom, Responding to the Needs of All Learners. Alexandria, VA: Association for

Supervision and Curriculum Development, (ASCD).

Tiered Activity Resources:

For more ideas and specific tiered activities that you can use in your classroom, check out the following resources, available in the PACE

department at Derry Village School: Coil, C. (2004). Standards-Based Activities and Assessments for the

Differentiated Classroom. Pieces of Learning.

Davidson, K. and T. Decker. (2006). Bloom’s and Beyond: Higher Level Questions and Activities for the Creative Classroom. Pieces

of Learning.

Tomlinson, C. (2003). Fulfilling the Promise of the Differentiated Classroom. Alexandria, VA: Association for Supervision and

Curriculum Development, (ASCD).

Witherell, N. and M. McMackin. (2002). Graphic Organizers and Activities for Differentiated Instruction in Reading. New York, NY:

Scholastic.

The following web sites can provide further information and examples.

Best Practices: Instructional Strategies and Techniques

http://www.saskschools.ca/curr_content/bestpractice/tiered/index.html

Tiered Lesson Plans

http://www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.html  

Tiered Instruction

http://www.derry.k12.nh.us/dvs/staff/cmccallum/differentiation/tiered.pdf

Tiered Instructions

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