Chapter 5

This chapter is about how to tier assignments so that each learning group of students is learning the new concept but are still being challenged. It is important when teaching a particular subject to leave room for thought and questions by the students. Teachers spend nearly seventy percent of their time speaking to the class. With the linguisitc part taken care of, the chapter deals with how to teach in ways that reflect all the other multiple intelligences. Tiering is how teachers adjust assessment levels based on a group's readiness, interest, and learning profiles. If we're going to differentiate in the class, we should consider doing a similar practice with the assessments to make sure all the students are able to fairly convey their understanding and mastery of the material.

We all agreed how this is helpful to the students, and how it is helpful to us as teachers in seeing what is understood. It brought some of us back to both good and bad experiences in high school, and offered ideas on what we has teachers can do in the classroom. It offers many strategies and ways to integrate MI into a curriculum, including an activity relating to inventions. We found the section on RAFT(S) very similar to GRASPS, which expressed the importance of a role and audience in a student's assessment.