Tiering: Sites of Opportunity for Differentiation
Nancy Maynes, Lynn Julien-Schultz

Abstract
This paper provides a vision for addressing differentiated learning within the phases of lessons to approach students’ needs in a classroom. Based on this approach to differentiation, a model for the phases of instruction for both direct and indirect methods of teaching is examined and the sites of opportunity for tiering within the model are identified. Finally, examples of how a tiered lesson plan would function, by taking instructional advantage of each of these sites of opportunity within a lesson, are provided. Implications for how lesson planning is taught within Faculties of Education are examined.

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