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?
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.
I am frequently asked about research supporting gifted programs. Is there evidence that putting gifted kids together is a good thing? The short answer: yes.
It’s so easy to assume gifted kids will be the academic leaders in a classroom. Beacons of light for the other kids to follow. Dina Brulles and Susan Winebrenner explain the problem…
The Differentiator has been re-written from scratch with more power and flexibility, plus a clean new look. Experiment to create differentiated objectives for students of all levels. Plus, it works great on an iPad now!
If you’re attempted to differentiate your math program through preassessment, I’m sure you’ve stumbled across students who have already demonstrated mastery of an upcoming unit. Typically, we try to come up with something deep and meaningful for these students to work on while we instruct the class. This, however, is a tricky problem with no simple solution.
Starting with an IKEA catalog, a hotel furnishing math project was born. Use this project as a tool to differentiate your math instruction and impart some practical knowledge on your students.
Looking for some ways to challenge your advanced mathematicians? If you’d like to keep them on the same topic as the rest of your class, consider increasing the complexity of your current unit. If they’re in need of more advanced curriculum to keep their creativity flowing, try to bring in novel ways of looking at math.