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Journals Home > Gifted Child Today > Volume 27 |  Issue 2 > Article Abstract
 

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  • Volume 27
  •  Issue 2
  • Publication Date: Spring 2004



Tiered Lessons: One Way to Differentiate Mathematics Instruction

Rebecca L. Pierce and Cheryll M. Adams

The movement toward inclusion has impacted classrooms by requiring teachers to respond to a broader range of academic needs. How can we possibly reach all the students in our classrooms when they are academically diverse, have special needs, are ESL learners, or have some combination of any or all of these factors? An answer to this question lies in differentiating instruction. Working in the Burris Laboratory School, an inclusion school using a resource consultation model to serve the needs of all its students, we have found that using tiered lessons is a viable method for differentiating instruction.


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