Tiered lessons are ones in which teachers assign tasks at varying levels of complexity about the same content. For example, if a math class is learning about subtraction, some students may be working on subtracting two-digit numbers while others may be solving word problems using subtraction and yet another group could be learning about regrouping. The objective of the lessons is the same, but the way the students approach the assignment is different, based on their readiness for a particular skill.
Another strategy used in differentiated instruction is compacting, which is when a teacher assesses the knowledge a student already has about a given topic and makes a plan for what the student still needs to learn, excusing the student from studying material he already knows. The additional time is used for enrichment lessons for the student. For example, if a math class is learning about fractions and a teacher recognizes that a small group of students already understands how to identify fractions, they could be assigned tasks to practice adding and subtracting fractions.
Small group instruction is essential to differentiation, but the groups need to remain flexible and not fixed. During some tasks students may be assigned a group based on their readiness for a particular lesson. At other times students may choose their own groups based on their interests. For example, if a class is studying measurement, a teacher could be working with a group who has been having difficulty reading a ruler while other students are participating in learning centers, choosing how they would like to work on measuring. One center may have objects to measure with rulers, another may be practicing measuring with non-standard units and another may be involved in a measurement estimation activity.
At times a teacher may use choice boards for differentiation while teaching math concepts. Choice boards contain a list of possible activities students may complete while studying a given topic. The activities represent a variety of learning styles so that students may choose tasks that interest them. For example, when learning about multiplication, students can choose to participate in a hands-on activity using manipulatives to model multiplication or practice multiplication flashcards with a partner or watch a video explaining the process of multiplication.