Tiered Assignment Strategies For Improving Grade 7 Drama Students

An inclusive teaching and learning can be defined as “[a] design and delivery of teaching, learning and assessment methods that allow all students to engage meaningfully with the curriculum and achieve their full potential” (Gravestock, n.d, para. 2). In relation to this, I believe that my applied research proposal that focuses on the implementation of the Tiered Assignments strategy to improve my Grade 7 Drama students' comprehension of nonfiction texts is supporting the broader objective of inclusive teaching and learning.

Lewis and Batts (2005, as cited in Hogan, 2009, p. 12) stated that "Tiered Assignments are assignments designed at different levels of complexity according to students' readiness level" (p. 29). In other words, the Tiered Assignment strategy involves offering students a range of learning activities, with varying levels of difficulty and complexity, that are designed to target different students' needs and abilities. Thus, by examining how effective this strategy is in improving Grade 7 Drama students' comprehension of nonfiction texts, I am contributing to the development of teaching practices that are more inclusive and that recognize the diverse learning needs of students. Additionaly, my applied research proposal can also

The research proposal was well-crafted and specific, centered on the implementation of the Tiered Assignments strategy for enhancing Grade 7 Drama students' comprehension of nonfiction texts. The research questions, objectives, and hypotheses are well-formulated and suitable for the research subject. Additionally, I can say that the literature review is comprehensive and relevant to the research question and objectives. It is up-to-date, and the sources are reputable. Moreover, my professor indicated that the selection of instruments used to collect data and the statistical analysis method utilized are appropriate and free of any