When planning a tiered activity in a gifted education classroom, what is the first step?

Selecting the concept, skill, or generalization to be addressed is indeed the foundational step in planning a tiered activity in a gifted education classroom. This initial choice sets the entire direction for the learning experience, ensuring that the activity is aligned with the educational goals and objectives tailored to the students' needs.

The significance of identifying the right concept or skill lies in its role as the focal point around which the entire activity is structured. It helps educators determine the complexity of tasks and the depth of understanding required for each tier. By establishing the primary educational target first, teachers can more effectively address diverse learning styles and readiness levels within the classroom.

The subsequent steps, such as grouping students or identifying resources, are crucial but come after the concept has been defined. This sequence ensures that all planning efforts can be effectively aligned with the chosen content, creating a cohesive and purposeful learning experience for students at varying levels of understanding and ability.