I used to create extension menus, thinking they were an essential tool for differentiation. Overtime, I’ve changed my thinking. Here’s why.
Read The OverviewWhat Differentiation Does NOT Look Like
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.
Specific Examples of “Anti-Techniques”
“Engagement” is a nice by-product of a well-designed lesson, but it sure isn’t our actual goal as educators.
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.
Why I stopped looking for “real world” problems and started aiming for “interesting.” The real world is often tedious and annoying. Interesting never is!
I love Margaret Robertson’s piece about how typical gamification items like badges and levels completely miss the point of what makes games great. Take a look.
“Passion” is kind of a ridiculous expectation when you think about it.
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…