Pages 136-140:
I believe I do understand the concept of Tiering, but I think I'm a little fuzzy on "The Equalizer Graphic" (pg. 137) and how to use it or apply it. Maybe you went over that in class on Monday (?). Would you be able to clarify that for me in a post or in class? Sorry if you've already gone over it and I missed it. :[
Pages 130-135:
Examples on pgs. 131 & 132 are tiered. I believe RAFT is an example of tiering on a deeper level. What I mean by that, and what I think I'm getting from the RAFT examples, is that the students have more flexibility in how they show what they have learned because they can personalize their learning (Content to Interest?). Then, by having a variety of different leveled information (based on what the student's found interesting about their topic through the Role they chose and their readiness level), presented to the other students, the learning is enhanced for everyone. I believe a deeper understanding would occur, especially when students are able to make personal connections to their topic and share it with others. The differentiated learning styles, understandings, and interests of the students will be evident in what information they present because it will be personalized. I think the RAFT is an excellent tiering tool because it accommodates the individual learner. I love that it also allows the student to be creative and really put their imagination to work. Allowing for creativity and imagination can bring more to the table, so to speak, in understanding more of what the student knows and understand and is able to do (KUD).
Pages 149-162:
Learning Contracts (pg. 149) can be tiered because they're based on the individual learner and their particular needs.
ThinkDots can be used to respond to learner readiness and be used with tasks at varying levels of difficulty. I like this type of activity because it turns the learning into sort of a game (using dice). I think students would respond well to this type of format. Their affective filter would be lowered because the "game atmosphere" lowers any anxiety a student may have about their level of understanding. The students would be involved in what they are doing (or their group) and not worry about what level of difficulty they or anyone else was on. That would be my assumption anyway. :]
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Since our class on Oct. 14, I've discovered some much better ways to clarify tiering... so I'm afraid we're going to have to spend a little more class time on it. But I'll try to make it GOOD, CLEAR, and farily INTERESTING!
Your comments about whether or not the different strategies were tiered reflect an EXCELLENT understanding of differentiation in general, and a growing understanding of tiering.... I can help clarify it, and then, LOOK OUT.... you'll be SO POWERFUL as a teacher (although, you already are...). I guess you'll just be more powerful as a differentiating teacher! As I read all the way through what you wrote, I can see that you ARE just about "there" with your understanding of tiering. Whew!
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