1. At what point in your teaching does “micro” differentiation seem to be adequate to address changes in your classroom? When is it not enough?
2. Why is a “quantitative” approach to differentiation unlikely to work for advanced learners? For learners who struggle?
3. In what ways is differentiation likely to be “organic” based on both teacher growth and the passage of time in a given classroom?
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ReplyDeleteQuanitative approach to differentiation is unlikely to work due to the students who may complain the have more work. They may say it is not fair.I have been implementing differentiation in my class this year. I had to start off talking about the fairness. I read in a book and use a great quote, "Fair does not mean doing the same thing" "Fair is learning something new every day". The quality of the work needs to fit the need of each student. Kara
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