Differentiation

Your advanced students already know half the material. Here’s how to move them forward instead of making them wait.

When should teachers take the time to build an advanced version of something? And when should they just let students move along?

Is creating nine, two-sentence tasks really an effective way to differentiate?

When differentiating, most teachers simply start in the wrong place!

So many of us say, “I want to challenge my students!” But, would you want a job that you describe as “challenging”?

Shrink the curriculum down to what students actually need to learn. Then use the freed-up time for something better.

A few quick tips on how to better use graphic organizers to support higher-order thinking.

A collection of helpful tips about differentiating through pre-assessment.

Lisa explains how Log Cabin Living changed her classroom environment. Sort of.

Stop starting at grade level and stretching up. Start high and scaffold down. It’s simpler, and it actually works.

Many “hands-on” activities limit students by stopping at a low level of thinking. Here’s how to fix it.

How knowing your material well easily becomes a curse… and what to do about it!