I’ve been revisiting this lovely excerpt from Carol Ann Tomlinson’s article “Meeting Needs in Regular Classroom” and a few words really stood out to me…
To me, the ultimate goal in crafting a differentiated task is something that: Scales easily, whether for students who struggle with the content or those who are experts. (Read low floor, high ceiling for more explanation) Requires little teacher prep (of course). Works across many grade-levels and content areas. Students do lots of thinking (and […]
Sometimes we need to speed up to serve gifted kids. Sometimes we need to slow down.
When you’re planning a task that for a wide range of students, the terms “floor” and “ceiling” are easy shortcuts to increase the range of success for all kids.
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.