These are some 🏛️ big ideas behind differentiation. Before we start designing and differentiating lessons, we should make sure that we're thinking about our students in the right way.
Aim for High Ceilings and Low Floors
To differentiate, aim for one complex task that is well-scaffolded, not three completely different tasks. Aim high and scaffold down.
Are Students Thinking or Merely Remembering?
The more I started looking, the more I realized that most of my questions asked students to remember, not actually think.
Why "Challenging" Isn't Quite The Right Goal
"I want to challenge my students" is just about the most common goal out there. Unfortunately, I think it's not quite the right word…
Differentiate Like A Playground
Here's why I *never* approach a lesson as being "for a grade." Instead, I think of a lesson as I'd think of baseball, chess, or the piano.
I Didn't Need *More* Ideas
As a teacher, I'd start by grabbing new ideas. But I didn't need more ideas. I already had too many!
Next: Once you're feeling confident with these principles, you could read about some techniques of differentiation →