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Abstract - Jen P.
__Fair Isn’t Always Equal__ author Rick Wormeli opens Chapter 5 with a math problem. He proceeds with examples of how to modify the problem according to readiness levels. By definition, tiering is adjustments to the readiness levels of students, not necessarily learner interests or profiles, although these are important. Wormeli claims that a teacher should expect every student to fulfill the standard and nothing less, so start at grade level assignments and modify from there. Wormeli also advises teachers to respond to students when tiering and making modifications, but not to tier everything, and also to keep focused on the concept or task at hand. Wormeli then explains ways to increase the complexity and the challenge of assignments and assessments. Some tips in the chapter include adding something unexpected and working with advanced resources. Wormeli states that teachers should always continue to improve. He gives specific examples of tiering and describes “Tomlinson’s Equalizer,” which is a continuum that teachers can use to evaluate and modify the level of challenge of assessments and assignments (pages 60-61). Adjustments can also be made using this system. Next is a detailed description of a series of tools that can be used to facilitate tiering, including by not limited to Learning Contracts, Tic-Tac-Toe Boards, RAFTS, and One-Word Summaries. Wormeli closes with the thought that, with practice, tiering becomes easier.

Synthesis - Jen P.
There were some common themes among responses. Many agreed that [|tiering] has to do with starting at the grade level standard and then making any necessary modifications. Students also appreciated how dynamic the given tiering tools could be. Most importantly, the different tools to use for tiering. These tools are Learning Contracts, which were very popular among the responses, [|Learning Menus], Tic-Tac-Toe Boards, [|Cubing], which was also popular, Summariation Pyramid, [|Frank William's Taxonomy of Creativity], RAFT(S), Change the Verb, and One-Word Summaries.

Rachel B.
This chapter explains the idea of tiering. This is how teachers respond to students’ needs in regards to assessing and assignments. What I learned through reading this chapter is that teachers should be aim no higher or lower than that of benchmark. Also, students learn most easily when the material is broken down into a list, which makes tiering a lot easier. I found the most interesting part of this chapter the many creative ways to tier students. Tomlinson suggested some of the following ideas: summarize pyramid, Frank William’s Taxonomy, cubing rafts, change the verb, one-word summary, learning contracts, learning menus, and tic-tac-toe. As a teacher this chapter impacted me in the sense that I will be able to use the suggested creative ways to tier students, and I also have a better understanding of what tiering means which will enable me to make good decisions for my students and their well-being.

Jen T.
This chapter was intense. All of the assessments seemed like they would work. I specifically liked the cubing one. I think it would be a great way to assess what students have learned, and also let them get creative. In my limited experience with tiering (at Mt. Blue), my mentor teacher stressed the fact that even though his classes were tracked differently, every student did the exact same work. He didn’t tweak any of his worksheets for his CPI track, but he did explain more of the information instead of asking the class what they thought the answer would likely be. I can see how both sides are effective; I just don’t know which side I agree with more and why.

Rachel F.
Chapter 5 is definitely jam-packed with useful information regarding tiering. Every teacher must go into a classroom and expect to have many different learning styles, intelligences, and readiness levels. It is important to have the same goal for your unit and for every student. However, you are going to have students that are below the grade level and above the grade level. To start addressing these differences, you should always first design your lesson on the grade level because this way you can raise or lower the challenge level afterwards. Not starting at this level will sometimes result in a negative distortion of original goals. To help examine and therefore adjust the challenge level of assignments and assessments, many teachers may use Tomlinson’s Equalizer. Using a series of nine continuums, teachers consider their assignments and assessments in each of the nine. This way, the teacher is better aware if they are on the right page. Some great activities that accommodate tiering are Learning Contracts, Learning Menus, and Tic-Tac-Toe boards. With each, the teacher gives the students options of tasks to complete. They are all great ideas because they allow for customization for each student. I will remember all of this information when I first step into my classroom. I will realize that not all of my students will be on the same page so I will have to make adjustments. Using templates like learning menus is an awesome way to give students a say in their work and to personalize each students’ course-work.

Karin
This chapter focused on the importance of differentiating assessment based on your students’ level of proficiency. It suggests that one should always develop the rubric based on the standard, and then adapt the standard for those who are not ready to achieve at the standard, and also for those who are ready to achieve more highly. Start with using these in the classroom, and then eventually lessen the gap in the tiers until they are virtually non-existent. This method will have a great impact on my classroom because it is essential for creating a differentiated classroom. Tiering assessment will allow for the students to achieve at their level without feeling overwhelmed or bored. I am just worried about how I should identify these students in my classroom – which students should be put in which category? Can the students change levels based on topic proficiency?

Courtney
Chapter five was all about tiering, what it is and assessments that can go along with it. Tiering is a really big part of creating differentiation in the classroom. The book defines tiering as "we are primarily emphasizing the adjustments we make in assessments according to students' readiness levels" (56). There are going to be advanced students, grade level students, and early readiness students and on any given assignment tiers can be created to adjust to what the student is capable of, where it is challenging them just enough. A few examples of tiering assessments were a learning contract and RAFT(S). A learning contract is where that teacher and student come up with a contract of assignments and dates for completion, also there behavior tasks on there as well and consequences if the contract is not fulfilled. RAFT is where there is are columns from each RAFT (role, audience, format, topic) subject. The students picks one from each column to create a unique assignment for themselves. Both of these assessment are both creative and really allows the student to have some say over what they are doing in school, teiring not only allows for differentiation but for choices for the student as well.

Megan
This chapter was crazy. There are assessments coming at you from every which way it was hard to make sense of it all. There were some assessments that stood out. I’m all about giving students choices when it comes to assignments so right away I was drawn to the tic-tac-toe boards. I like that you can give the students choices about what they want to do but at the same time the teacher has control of what threesomes a student can choose. I also loved the idea of cubing. I thought it would be awesome games in the classroom. For example, if you’re doing a review you can split the class up into and using the cube the student can describe, compare, analyze, argue, etc the topic. I also thought the concept of having a contract was interesting. It’s definitely something I think I would try out but I don’t think I would use it often. It would have to be for a fairly big project and the student would have to show me that they want to do the work and are committed to the work, especially if the work they’re doing is different from what the rest of the class is doing. My only concern is that other students in the class would complain and ask why certain students are not doing the same work. I’m not entirely sure how to go about it but it’s definitely something to think about.

Jen P.
I appreciated that this chapter explained some ideas of what to do for students at differing ability levels, such as early readiness students and advanced readiness students (page 56). Pointers are always very helpful. This chapter is filled with good little tidbits to help me in my every day teachings. At first glance, of the sample tiering of tasks, my favorite would probably be “cubing,” which can be found on page 66. It is creative, physically interactive, and really makes students think. That the students get to make something and have it be three-dimensional makes the planning fun. The book suggests having students write about the prompts that fill each side, but I could have so much more fun with it. Under a historical concept, a student could use the prompts on the cube and proceed to give an oral presentation via Garage Band, make an iMovie or even make a fun historical comic with Comic Life. It is not that the other tiering assessments are not wonderful, but I like this one in particular because I was immediately flooded with tons of ideas on how to use it. I will certainly try it in my classroom!

Stephanie L.
Chapter 5 of this wonderful book focuses on the importance of tiering assessments. Before I read this chapter I had no idea what it meant to "tier assessments". I thought it had something to do with creating rubrics, but now I realize that it has to do with making sure students are assessed based on their individual readiness levels. It is about successful scaffolding and paying attention to the students. This chapter provides examples of how to take a grade level task and make it more challenging for students who are looking for a challenge, and easier for students who are struggling with the material. I really liked the idea of the tic- tac -toe boards. It is easy to vary the level of difficulty but still create it so the students learn what they need to learn. I have completed assignments like this one before and certainly got a lot out of them. It will be something that I can implement into my future classroom!

Geoff
This is one aspect of differentiated instruction I am not sure I will be able to implement very well: tiered instruction. I can’t really explain why; it’s just one of those “gut” feelings that shifts back and forth between “wow, I can hardly wait to do this” and “I don’t know if I //can// do this.” It is a feeling I hate, seeing as I seem to have it all of the time, but this chapter left me feeling so unsure of myself, and it might not have had anything to do with the chapter itself. Again, it’s just a “gut” feeling. I think Wormeli, as always, provides all kinds of examples for tiered instruction. I remember doing something to the effect of a learning contract in one of my high school classes (I don’t remember which one though), and I remember liking having the independence and ability to work at my own pace, and so learning contracts are something I would like to try. Learning menus sound pretty cool too; they seem like something that would go well with the activity centers that I hope enough room for in my classroom. I also like the RAFT model, and developing tiered instruction along those guidelines. So there a couple different things about tiered instruction that appeal to me in chapter five of //Fair Isn’t Always Equal//, the question is whether I can implement it in my classroom. Maybe it’s just me, but I felt like there was something about this chapter that made me wonder whether I’m capable of doing so.

John T.
Learning contracts are something that really stood out at me in this chapter. I think that allowing students the ability to work at their own pace is good, but I think the aspect of learning contracts that appeals to me the most is the fact that one must meet with the student individually and discuss goals one on one. This would strengthen teacher-student relationships as well as give the student something to look forward to. If the teacher is conscientious and can keep up to date with just what that student has been trying to work on, there can be no doubt that upon completion of the course the student will gain a sense of accomplishment, finding that they set goals with their teacher and reached them. I like how the book mostly focuses on behavioral goals and suggests that checkpoints should be used to keep up with the student's progress, but I also think that the contrast could be applied to academic work as well, perhaps with a group of students. This method is very open ended and I can see myself using it in the classroom.

Sara
This chapter was about tiering assessments. Tiering is integral to the differentiated classroom, and teachers should utilize the methods in this chapter. Tomlinson’s Equalizer especially stood out to me, its concrete approach makes tiering accessible and manageable in all classrooms. I also really liked the concept of learning contracts. While the teachers pick the content students are able define how they want to approach the work and the timeline in which they do it. This allows students to work at speeds that work for them and allow them to produce better work for they are not forced to stick to a standard approach. Students have many intelligences and these need to be taken into account when assessing. I never really thought about tiering, and perhaps that is because my teachers never used tiering. I think incorporating this approach into my classroom will make my classroom a better learning environment and of course help make it a differentiated class.

Tracey Hollingsworth
Chapter 5 - Tiering Assessments

Chapter five of //Fair Isn't Always Equal//, introduces tiering or the adjustment of assignments and assessments according to readiness levels, interests, and learner profiles. This book focuses on readiness levels. When tiering assessments, teachers should start on-grade-level in order to reduce the risk of distorting the final realistic goal. After the on-grade-level tier is created, teachers can increase the complexity and challenge in multiple ways. Some ways that teachers can have students extend their thinking are by using Bloom's Taxonomy, responding to open-ended situations, and defending their completed work. Teachers can have students choose their assignments by use of learning menus, tic-tac-toe boards, [|cubing], and one-word summaries. I really liked the idea of [|cubing], similar to rolling a die, students are prompted to describe, compare, associate, analyze, apply, or argue for or against a topic. While reading about cubing, I visualized a soft giant cube having each side a different vibrant color and the words in different crazy fonts. I think that in order to use this in my math class I would need to adjust the words on the cube, but I think it would be a fun way to get students out of their seats and participating.

Jordan
This chapter outlines the concept of tiering, in which the teacher adjusts assignments according to individual students levels of understanding. In this chapter, I really like the idea of utilizing RAFTS and giving students a "menu" that explains or lays out the different routes they can take to complete an assignment and be assessed. It is a way for students to be assessed or complete an assignment in their own way that is helpful to them. Using the RAFTS menu gives students a chance to show what they have learned by letting them make their own choices when it comes to creating their individual assignments and assessments, without the use of a test. Allowing room for different choices to be made helps with the idea of tiering, as students will select the role, audience, format, and time that is fitting to their level of understanding and that they want to address.