Tiered Lesson Planning Process

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why does tiered lesson planning work?

make additional adjustments for students working towards proficiency

vary modalities and learning environments

consider adjustments for on-level learners

plan with highest level learner in mind

tiered lesson planning process

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. Tomlinson (1995)

Lisa VanGemert article

"It's easier to think of how to adjust for less challenge than to take a simple task and try to make it more challenging. The clone-and-adjust method becomes so intuitive and smooth over time that teachers can make the adjustments in just a few minutes per lesson plan. Gifted learners aren’t at the mercy of having a teacher finish a lesson plan and then decide if they have time to think of them or not. It helps struggling learners as well, because as teachers increase their ability to clone-and-adjust, they become more adept at considering what adjustments are needed and effective."

Repeat the adjustment step for learners who need scaffolding or who have IEP or 504 accommodations. What do you need to add or take away? What supports will you provide? How can you adjust the learning experience so they are able to engage in a meaningful way?

Experiences You May Include

Whole group Small group Single-strand instruction Partner work Independent differentiated work *Remember, tasks for the high-level learners should not demand more work but rather different work!

• What of this can my on-level learners do without adjustment?
• What do I need to add or take away?
• If they would struggle with x, what could they do instead?
• Do they need more support (different materials? manipulatives? more detailed directions? an example? a tutorial video? more/fewer constraints?)

Make adjustments for on-level learners

Look at that lesson carefully and consider what adjustments need to be made to allow your on-level students to complete it successfully. Ask yourself:

Consider the needs of your highest level learners in relation to the learning objectives.What can these students do? How do they think? Remember: It’s not about what they’re doing: it’s about how they’re thinking. Students in all tiers don't necessarily need to be doing different things!

Set Learning Objectives. Design!

Identify key concepts, skills, and essential understandings that you want all students to achieve. These elements become the basis for your on-level tasks.