“I want to challenge my students” is about the most common goal out there. Unfortunately, it’s not quite right.
I used to create extension menus, thinking they were an essential tool for differentiation. Overtime, I’ve changed my thinking. Here’s why.
Looking for some recommendations for a book study or reading group? Here are some of my favorites (although not necessarily directly about education!).
When differentiating, it’s helpful to note where on the “spectrum of abstraction” your content lies. Then, see what happens when you move that content to be more abstract or more specific. It often unlocks lots of new opportunities for thinking.
Being able to generate many possible answers is key to high-level thinking. So why don’t we ask students to do it more often?
Lisa Van Gemert gave me a copy of her new book: Living Gifted. Here’s what’s inside…
One of the most significant barriers to differentiating for gifted learners is a misunderstanding of the purpose of grade-level standards. People see grade-level standards as a maximum. The truth is the complete opposite.
Offering students choice looks like differentiation (since they are doing something different), but I just don’t think it cuts the mustard. Here’s why…
In this section, we introduce two more prompts of depth and complexity: ethics and multiple perspectives.
In this section, we’ll learn about two more prompts of Depth and Complexity that pair beautifully: Rules and Patterns. Because they share some similarities, I like to introduce them together and lean heavily on what makes Rules and Patterns different. Patterns The Patterns thinking tool prompts students to look for repeating elements within a topic […]