Tiered Instructions Approach
A class of twenty students is presented for the employment of tiered instructions approach. The different subgroups in the class include the students who write well and those that are struggling in their writing. An assumption is, however, made that every student has a particular weakness so that the grouping can be useful. The class of twenty students has students with varying degrees of learning ability. Tiered instructions will be used to come up with a strategy that will aid the learners throughout classwork. In the tiered instructions method, the students are grouped according to different factors, and then they are allowed to carry out a task in their groups. The groups are then dissolved, and the students allowed to share their experiences in the groups. The method used to group the students determines the time a student will take to reach their highest potential without unnecessary pressure.
The twenty students are grouped according to the level of readiness. First, I will assess whether, after the grouping, students will reach their degree of success faster. Eventually, the students will have sufficient time to perfect the heir areas of weakness (Hinton, Buchanan & Rudisill, 2016). The best strategy is to come up with four groups of five students with different levels. Each group in the class will comprise at least one student who is either gifted and writes exceptionally well or a student who writes above grade level and need new challenges. Then the other students will be divided uniformly across all levels and then encourage them to share their experiences concerning their narrative story. Moreover, the readiness of the student to share their experience will determine the group into which they will be assigned. For example, a student who appears to be not ready for the task will be placed in a group that comprises of extremely prepared students.
Groupings are always based on the possibility of peers learning from each other. However, an accommodation method is developed so that the students benefit entirely from me as their teacher. First, I create different tasks for each group based on several factors. The first factor to consider while coming up with the tasks is to check for the readiness of the students in each group. Readiness in this concept ensures that students are kept active throughout the lesson. In this case, students who are incredibly ready to talk are given a narrative task where the students are required to narrate orally an experience they have had in the previous week. The strength of each student is assessed, and the students advised accordingly concerning the strengths and weaknesses.
The students who are not ready to talk are tasked with a written task under a restricted period to create reinforcement. The quantity of the content is not used as a method of assessment, although the quality of the work delivered is given special attention. As the teacher, I take an initiative of allowing the students to have a check on each other’s work and explaining the weaknesses and strengths associated with every task. After swapping the tasks among the students, I will then ask for the comments of the students concerning the quality of their peers’ works. After that, I will combine the groups and make a joint assessment.
The main reason for combining the groups is to enhance readiness for the second round of the task. I will then ask the students to report what they have loved during their first task (McTaggart, 2018). Also, the skills gained from the groups will be applied at individual levels in the next task. Generally, the students are expected to become anxious to enjoy the tasks that they have not already done. Then, the assignments are interchanged with the group that had written, taking the narrative task. The second group is required to engage in a writing task and the procedure repeated until every student is comfortable with the tasks. The English learners are assisted to bridge the gap between English and their native language in the groups. Also, the students are allowed to engage in a question and answer session that aims at addressing the weaknesses that have been left unaddressed during the tasks.
In sum, the method used to group the students determines the time a student will take to reach their highest potential without unnecessary pressure. The different subgroups in the class include the students who write well and those that are struggling in their writing. The strength of each student is assessed, and the students advised accordingly concerning the strengths and weaknesses. The tasks are subjected to different tasks according to the level of readiness, although every student is expected to undertake the task. After every student has taken the task, the weaknesses and strengths are addressed to help the students to get solutions for their shortcomings. Generally, tiered instructions are useful where a class consists of students with different learning abilities.
References
Hinton, V., Buchanan, A. M., & Rudisill, M. (2016). A conceptual model of structured support in physical education. Preventing School Failure: Alternative Education for Children and Youth, 60(3), 259-266.
McTaggart, S. L. (2018). The Effects on Completion Rates and Comprehension using a Blended Flipped Classroom with Tiered Instruction in Accounting and Computer Applications High School Classroom.