• a differentiated instructional strategy in which all students work toward the same goal, but activities are geared toward each students level of understanding.

  • assignments are designed for different abilities and learning styles.

  • students work at varied degrees of difficulty on their tasks, they work on the same "big ideas" but at different levels of thought.

  • tiered instruction is a means of teaching one concept and meeting the different learning needs in a group.

Tiered assignments should be:

-Different work, not simply more or less work

-Equally active

-Equally interesting and engaging

-Fair in terms of work expectations and time needed

-Requiring the use of key concepts, skills, or ideas

6 Categories of Tiering

1. Tiering by Challenge Level: Developing different tasks at varying challenge levels and using Bloom's taxonomy as your guide (knowledge, comprehension, application etc.)

2. Tiering by Complexity: Tasks are varied in order to reflect students readiness. Tasks vary from introductory to more concrete and abstract advanced work. One thing to be aware of when tiering by complexity is that you give more advanced students higher level work and not just more work.

3. Tiering by Resources: By using materials at different levels of reading or complexity you can tier dependent on resources available. Students can still do the same activity they just use different resources to get to the same outcomes.

4. Tiering by Outcome: Students use the same materials, but use them to complete different work.

5. Tiering by Process: Students use different processes in order to achieve the same outcomes.

6. Tiering by Product: By using Gardner's multiple intelligences groups are created to reflect learning preferences or student interest.

6 levels was adapted from:

Definitions from: