Chapter 5 introduces the concept
of tiering in assessments. Tiering is the practice of changing the difficulty
levels to meet the needs of students. This is not based around multiple
intelligences, but it based around the skill levels of students. The chapter
discusses many ways to incorporate tiering into the classroom along with
assignments based on multiple intelligences.
Both
tiering and multiple intelligences are designed to meet the diverse need of
students. These concepts work together in many of the examples the book
provides. One of the examples that I liked was the “learning menu.” In this
type of assignment, there is a list of assignments that students can choose from
and some that are required. These assignments should include different projects
that meet the various needs of the class. The projects can range in difficulty
and in which intelligence they appeal to. I liked this idea because it gives
students some choice in what they do, while also being an effective way to
assess the students. Tic Tac Toe boards are another similar type of assignment
where students have choice in which projects to do, but must connect three of
them. This type of assignment can be tiered by having different versions of the
board or by including tasks of varying skill level.
Before
this chapter, I had never really thought about how a teacher might build up
difficulty in their assignments. I see now that it is a difficult but important
thing to do in order for students to learn. The text states that tiering is a
difficult practice for new teachers, but I hope that I will become proficient
at it throughout my career.
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