Why I now strike the phrase “have a discussion” from my lesson plans.
Specific Examples of “Anti-Techniques”
I used to create extension menus, thinking they were an essential tool for differentiation. Overtime, I’ve changed my thinking. Here’s why.
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 used to think that adding “explain why” to the end of a question somehow made it higher-level. But now I see two problems in asking students to “explain their thinking”.
Here’s the most common mistake I’ve seen in implementing depth and complexity: the “fill in the blanks” worksheet.
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…