If Hazel tiers by outcome, she uses the same materials and overall objectives but differentiates according to what students will do with these materials.For example, she may have a goal for all students to recognize different dinosaur footprints and be using plaster models of them.For the dinosaur assignment, she may have students in tier one create a brochure telling why dinosaurs are extinct, tier two may design an imaginary interview with a dinosaur, and tier three debate reasons for extinction.Tags: Essays On Dumpster Diving Lars EighnerThe Best Argumentative Essay TopicsSolving Quadratic Equations ProblemsEnglish For Writing Research PapersEssay Team DynamicsCreative Writing School RankingsEssay Questions About The ConstitutionWhich Of The Following Is Not Included In An Essay'S Introduction Paragraph
When Hazel differentiates by complexity, she makes sure tasks for higher tiers are more challenging, not just more work.
She levels work according to students' ability levels.
She also made sure research materials, such as tablets and laptops, had search programs all students could understand.
This way, no matter what level a student is on, they're able to find answers that make sense to them and that they can use to succeed.
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All tiers have work that is interesting, engaging, and motivating.
Lower levels don't simply get less work or higher levels more; rather, Hazel focuses on adjusting the types of assignments to match learners' needs, not simply lessening the workload.
Higher levels, like analyzing and synthesizing, are given to higher tiers.
In our dinosaur example above, lower tier levels simply listed theories, while higher levels applied their research, analyzing, and synthesizing.