Chapter 5 FIAE

For chapter 5, tiering is discussed as a simple way of increasing complexity as well as managing student different levels of skill.  The author cautions that we do not always need to tier subjects and that it is critical to focus on only one aspect of the learning for each tier.  For me that puts in perspective the point of higher and lower tiers.  The lower tiers do not mean just “easy” or “basic” they are foundational work that can be advanced upon step by step.  The author brought up an interesting idea of including the students in what levels of the tier they want to work on and the parameters of that tier.  The teacher also has the possibility of providing multiple formats or choices along each tier to give the students more to work with.  This could be helpful in the classroom as student feedback would gage how quickly they are moving along the tiers or how the succession of tiers need to be slowed down for them to catch up.  Learning menus seemed like an amazing idea.  The teacher would give the students a number of potential tasks to be completed.  The students would then be able to pick and choose the projects or assignments they wanted to work on and complete by a certain date.  The learning menus seem like a great idea for students who like to know what work they need to complete in advance and can plan accordingly.  I am curious to see whether or not students who need continuous due dates would find the menus difficult to accomplish.