Practical, ready-to-use examples

Example 1 — Math: Equivalent Fractions (one lesson)

Core goal: Students understand equivalent fractions and can represent them.

• Bronze (Scaffolded)
  • Materials: Fraction strips, visual cards
  • Task: Use strips to build 1/2 and find 2 equivalent fractions. Complete a worksheet matching visuals to fractions.
  • Supports: sentence stems, guided questions.
• Silver (Practice)
  • Materials: Number lines and fraction tiles
  • Task: Convert given fractions to equivalents and explain method in 3 short steps. Solve 8 problems.
• Gold (Transfer)
  • Task: Create a real‑life problem (recipe, measurements) where you must use equivalent fractions. Model solution and write a short explanation / video.

All tiers submit an exit slip: “One thing I learned + one question I still have.” That exit slip informs your next formative step.

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Example 2 — Language Arts: A short story unit

Core goal: Identify theme and cite evidence.

• Bronze
  • Read a short adapted version; teacher-guided annotation with prompts.
  • Task: Fill a graphic organizer (theme, 3 supporting quotes, one connection).
• Silver
  • Read original version; annotate independently.
  • Task: Write a paragraph explaining the theme and 3 textual supports.
• Gold
  • Read original; analyze subtext and possible alternate endings.
  • Task: Create a short podcast or video discussing different interpretations; include textual evidence.

Choice: students can pick Bronze/Silver/Gold OR pick product (poster / essay / podcast) while teacher ensures rigor through differentiated rubrics.

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Example 3 — Science lab: Forces & Motion

Core goal: Design an experiment to show how mass affects acceleration.

• Tier A (Guided lab)
  • Use prescribed materials and step-by-step protocol. Students collect data, fill charts, answer guided questions.
• Tier B (Independent investigation)
  • Choose variables, design method with teacher approval, run tests, plot graphs, interpret results.
• Tier C (Extension)
  • Model data mathematically, propose real-world application (e.g., safety in vehicle design), or design a follow-up experiment and justify it.

Use collaborative roles (recorder, data analyst, reporter) rotated so all students gain scientific process skills.