“Everything is so linear, but this makes me think diagonally!” ~ a student describing Byrdseed.TV
Is creating nine, two-sentence tasks really an effective way to differentiate?
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.
Stop starting at grade level and stretching up. Start high and scaffold down. It’s simpler, and it actually works.
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.
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”?
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!
