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.
One way to emphasizing Thinking over mere Remembering is to consider the level of abstraction we’re asking students to use. You might think of abstraction as a spectrum from highly specific, concrete details to really big (but vague) ideas.
Understanding how to move students from abstract to specific and back again is a key to differentiating for the gifted. Reading through a pal’s dissertation gave me a new way of applying this to Depth and Complexity…