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…
I get lots of questions from overwhelmed folks who have suddenly landed in a new job in gifted ed and have had little training. “Where do I even start!?” is a very common cry. Here are three places to begin differentiating for gifted kids.
Wondering what to do with your early finishers? This is the wrong question!
There’s lots of faux-differentiation out there. In this article, I catalog a few anti-patterns: tactics that look like differentiation, but are actually quite the opposite.
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…
How a small change, with very little effort on the teacher’s part, leads to a delightfully complex task that can suitably challenge students of all ability levels.
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.