Learn to recognize “hands-on” activities that stop at a low level of thinking.
Recognize when we can just remove a scaffold versus when we can really go deeper.
A collection of helpful tips about differentiating through pre-assessment.
How to better use graphic organizers to support higher-order thinking.
To create a differentiated task, start with high expectations and scaffold down.
Creating nine tasks is not an effective way to differentiate!
Educators will become familiar with the fundamental principles underlying differentiation.
Educators will learn to differentiate their classroom environment for a variety of students.
“Challenging” tasks are often merely hard. What if we aimed for “Interesting” instead?
How knowing your material well easily becomes a curse… and what to do about it!