1.Tiered Instruction – Effective for managing diversity in the classroom.
Changing the level of complexity or required readiness of a task or unit of study in order to meet the developmental needs of the students involved. Use scaffolding strategies moving from simple to more complex. Gradual release of dependence.
2. Anchoring Activities
These are activities that a student may do at any time when they have completed their present assignment or when the teacher is busy with other students. They may relate to specific needs or enrichment opportunities, including problems to solve or journals to write. They could also be part of a long term project.
3. Flexible Grouping
This allows students to be appropriately challenged and avoids labeling a student’s readiness as a static state. It is important to permit movement between groups because interest changes as we move from one subject to another or one topic to another.
4. Compacting Curriculum
Compacting the curriculum means assessing a student’s knowledge and skills, and providing alternative activities for the student who has already mastered curriculum content. This can be achieved by pre-testing basic concepts or using performance assessment methods. Students demonstrating they do not require instruction move on to tiered problem solving activities while others receive instruction.
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