In chapter 5 the writers discuss how to "tier" a students assessments or problems to that particular student's readiness level. This is something that goes two ways. It does no only mean toning something down for someone who isn't quite at the expected readiness level, it also means toning it up for those who are past it, that way everyone can be nurtured and no one gets left behind, or doesn't get to meet their full potential. The book goes into detail on how to do both of these, while avoiding some of the pitfalls that could come with. It also goes into learning contracts, a tool where the teacher can set the standards of what they want the student to meet, but the student gets the opportunity to negotiate due dates, and things of that nature. It goes into many other styles of tiering as well.
I particularly enjoyed this chapter because I always new that I would have to find a way to make sure that students who were not as ready as other students could still learn and perform well in my class, as well as cater to those students who were ready to move behind the normal class average. This chapter gave me some useful tips and strategies so that I will be able to do so.
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