Mod 8 Discussion: Tiering and Scaffolding in My Classroom

I would adapt the use of graphic organizers and provide different levels of scaffolding as students demonstrate more understanding and independence.  For example, when multiplying large numbers, we use two different strategies for multiplying--area model and partial products.  I have a graphic organizer that is a complete guide to multiplying larger numbers (2, 3, 4, digits times 1 or 3 digits) using area models with directions.  That could be the starting point (the highest tier for scaffolding) for multiplying greater numbers.  I would slowly remove aspects of the graphic organizer as students demonstrate understanding (I.e. the directions, the lining the numbers up on the side to add, etc.).  Students would no longer need scaffolds or graphic organizers when they demonstrate the ability to independently solve multiplication equations without any supports or scaffolds.