This post was written by my pal Beth Andrews, who you can find at Academic Bloom, as @blandrews on Twitter, or just send her an email: email@example.com Classroom literature is typically selected based on what we (teachers) love to read and have available. Since preferences can be so personal, it’s unlikely that what we find […]
A reader wrote in, asking how to differentiate for a task like reading analog clocks. What to do with a student who has mastered this skill?
Differentiation is all about balancing the complexity of a task with the skill of the learner.
I am frequently asked about research supporting gifted programs. Is there evidence that putting gifted kids together is a good thing? The short answer: yes.
The Differentiator has been re-written from scratch with more power and flexibility, plus a clean new look. Experiment to create differentiated objectives for students of all levels. Plus, it works great on an iPad now!
Some little genius might suggest the environmental impact of creating bricks versus using the easily renewable sticks and straw. Perhaps there is a negative economic effect of using bricks for a house. Now students can evaluate the choice in a whole new light. And all we did was add a couple words to the question.
If you’re attempted to differentiate your math program through preassessment, I’m sure you’ve stumbled across students who have already demonstrated mastery of an upcoming unit. Typically, we try to come up with something deep and meaningful for these students to work on while we instruct the class. This, however, is a tricky problem with no simple solution.
Starting with an IKEA catalog, a hotel furnishing math project was born. Use this project as a tool to differentiate your math instruction and impart some practical knowledge on your students.
Looking for some ways to challenge your advanced mathematicians? If you’d like to keep them on the same topic as the rest of your class, consider increasing the complexity of your current unit. If they’re in need of more advanced curriculum to keep their creativity flowing, try to bring in novel ways of looking at math.
Like all HM comprehension skills, “Making Inferences” appears yearly beginning in kindergarten, so I know my 6th graders have had practice, and may have mastered, the skill. To differentiate, I turned to Sandra Kaplan’s model of “thinking like a disciplinarian.” Students will be expected to think from the perspective of an expert, making well-informed inferences.