Using Tiered Assignments for Differentiated Instruction

Using Tiered Assignments for Differentiated Instruction
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  • 0:04 Differentiation
  • 0:54 Altering Assignments…
  • 1:39 Providing Assignments
  • 2:33 Differentiating by…
  • 3:10 Lesson Summary
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Lesson Transcript
Instructor: Kerry Gray

Kerry has been a teacher and an administrator for more than twenty years. She has a Master of Education degree.

In this lesson, we will learn how to differentiate instruction by providing tiered assignments that meet student's needs based on achievement levels or learning style.


What is differentiated instruction? Differentiated instruction ensures that every student is challenged according to his or her instructional level or learning style. There are a variety of ways that we as teachers differentiate for our students including flexible grouping, offering them choices, and asking open-ended questions. Another way to differentiate instruction is through tiered assignments. Tiered assignments cluster students according to levels of achievement so that each student is able to work within his or her zone of proximal development (ZPD), or instructional level. Tiered assignments may be structured according to challenge level, complexity, outcome, process, product, or resources. In this lesson, we'll examine each of the ways to tier instruction.

Altering Assignments for Students

When differentiating instruction by challenge level, teachers use Bloom's Taxonomy to provide different assignments to students based on their ability. For example, students at the lowest performance level may reproduce a science experiment while students at a higher level might use the information they've learned to create an entirely new experiment.

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