“I live and die by your website!” ~ a coordinator in Washington
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When should teachers take the time to build an advanced version of something? And when should they just let students move along?
So many of us say, “I want to challenge my students!” But, would you want a job that you describe as “challenging”?
How knowing your material well easily becomes a curse… and what to do about it!
Many “hands-on” activities limit students by stopping at a low level of thinking. Here’s how to fix it.
A collection of helpful tips about differentiating through pre-assessment.
Your advanced students already know half the material. Here’s how to move them forward instead of making them wait.
Stop starting at grade level and stretching up. Start high and scaffold down. It’s simpler, and it actually works.
Shrink the curriculum down to what students actually need to learn. Then use the freed-up time for something better.
Is creating nine, two-sentence tasks really an effective way to differentiate?
A few quick tips on how to better use graphic organizers to support higher-order thinking.
