Differentiation

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

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

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

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

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.

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

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

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

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

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

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