This chapter talked about tiering according to students’ readiness. Tiering seems very straight forward and very complex all at the same time. This concept worries me a little because I am worried about having to juggle multiple different students’ assignments at one time. I also worry about using this concept discreetly, how do you give students differing assignments without singling them out? I’m also not quite sure I understand the difference between tiering and differentiation. They seem very similar when reading about them, and I wonder what the difference between them is. Although tiering seems complex I’m sure that just like differentiated instruction, tiering sounds a lot harder in writing than it is when you’re actually doing it. I really enjoyed the different ideas that allowed students to choose their assignments. I specifically like the idea of the RAFTS and the Learning Menus. I feel that this would be a much simpler way of tiering, because the students could choose the assignment that they feel they could do the best on. On top of that it would give students a choice in their school work, which will make them more likely to be interested in it and do well on it. As a teacher I now know that I need to tier my assignments according to my students’ readiness levels. I can do this in many ways, I could simply reword a question to be more complex, or I could provide my students with learning menus that allow them to choose a task that they feel is appropriate for them.
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