- HOME
- Table of Contents
- Resume
- Philosophy Statement
- 1. History of Jewish/General Education
- 2. Assessment
- 3. Curriculum
- 4. Language Development/Hebrew
- 5. Personal Development of Teachers
- 6. Collaboration/Community
- 7. Technology
- 8. Learning and Cognition
- 9. Evidence-Based Practice
- 10. Child Development
- 11. Content Knowledge
- 12. Ethics and Values
- 13. Instructional Methods
- Inspiration/Chizuk
- Post-Observation Reflections
TIERED
INSTRUCTION
Possibilities to Adjust:
Level of Complexity
Amount of Structure
Materials
Time/Pace
Number of Steps
Form of Expression
Level of Dependence
Students may become overwhelmed, intimidated, and stressed by information or assignments, especially when presented in large clusters or in a pressured setting. Even more so, students with learning disabilities need to be allowed more time, space, flexibility and creativity in learning and working.
Teachers must begin teaching by addressing what students know, to create associations, while motivating them to progress further in both content knowledge and skills. By setting high standards, we hope that students will strive for and reach new heights. But how do we bridge the gap between what they know and what they must still learn?
One strategy is by tiering information, or introducing in smaller bits or levels. This helps make content more palatable, easier to understand and absorb, and able to associate with prior knowledge. Students of all learning styles and abilities are able to learn at a reasonable and realistic pace, growing and developing slowly-and-steadily in both content and skills.
This is similar to scaffolding, in which content is presented within a student's Zone of Proximal Development; the level of difficulty is gradually increased as students realize they are capable of more challenging work. Hopefully, they rise to the occasion, and feel confidence and motivation to keep learning and succeeding.
INSTRUCTION
Possibilities to Adjust:
Level of Complexity
Amount of Structure
Materials
Time/Pace
Number of Steps
Form of Expression
Level of Dependence
Students may become overwhelmed, intimidated, and stressed by information or assignments, especially when presented in large clusters or in a pressured setting. Even more so, students with learning disabilities need to be allowed more time, space, flexibility and creativity in learning and working.
Teachers must begin teaching by addressing what students know, to create associations, while motivating them to progress further in both content knowledge and skills. By setting high standards, we hope that students will strive for and reach new heights. But how do we bridge the gap between what they know and what they must still learn?
One strategy is by tiering information, or introducing in smaller bits or levels. This helps make content more palatable, easier to understand and absorb, and able to associate with prior knowledge. Students of all learning styles and abilities are able to learn at a reasonable and realistic pace, growing and developing slowly-and-steadily in both content and skills.
This is similar to scaffolding, in which content is presented within a student's Zone of Proximal Development; the level of difficulty is gradually increased as students realize they are capable of more challenging work. Hopefully, they rise to the occasion, and feel confidence and motivation to keep learning and succeeding.