This is a follow up to a previous article about examples of “differentiation” in textbooks. We’re going to look at some bad patterns, or, to use a more precise term, “anti-patterns“. Examples of Anti-Patterns An anti-pattern is something people perceived as a positive solution, despite it having major flaws, plus a much better solution should […]
In a time when teachers feel prohibited from writing their own lessons, many are limited by what their textbooks offer. So what, exactly, do textbooks offer in terms of differentiation for gifted learners?
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.
Any time we complain that a kid always or never does something, we should consider this same question: has anyone ever taught them how?
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: firstname.lastname@example.org 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.