I love to use fractions as my test content to see if a technique really works. Fractions are, I think, one of the trickiest topics for students to understand and for teachers to make interesting.
Differentiation TechniqueThe Spectrum Of Abstraction
Read The OverviewMoving Between the Specific and Abstract
When differentiating, it's helpful to note where on the "spectrum of abstraction" your content lies. Then, see what happens when you move that content to be more abstract or more specific. It often unlocks lots of new opportunities for thinking.
Specific Examples of “The Spectrum Of Abstraction”
Let’s start with a puzzlement, ask kids to generate an abstract statement, and then find evidence that their statement works across several different areas.
Here’s are the steps for running an inductive lesson based on Hilda Taba’s model of Concept Formation. Plus a sample lesson about the Nile River.
Discovering what is interesting and unexpected about a triangle’s angles. What twists have I unintentionally spoiled for my students over the years?
It’s easy to fall in love with chasing the newest technology to use in the classroom. But sometimes, the perfect tool is a plain old calculator. We’ll be using this tool to develop curiosity about math.
Using Hilda Taba’s model of inductive thinking, use your students’ prior knowledge to develop a statement about expected class behavior.
Let’s look at a couple ways to bring inductive thinking into word studies. We’ll examine simple plural rules all the way up to etymology of foreign words in English.
Sure, these may be games at heart, but you can take them to the next level by requiring students to develop strategies, write them out, and then use them to challenge you to a match! Unlike a game of chess, each of these activities are incredibly simple, so students can quickly formulate and test strategies.
With inductive learning, we still define terms, explain rules, and practice, but the order is different. We’re harnessing gifted students’ natural abilities to enhance our lessons.
Science should be more than memorizing facts. Let’s spice it up and push our students from the doldrums of remembering to the soaring heights of evaluation. While it’s true that this will take longer than just following a textbook, we’re not just teaching facts, we’re equipping students with the ability to make well-informed judgements.