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ERIC Number: EJ1001819
Record Type: Journal
Publication Date: 2012-Oct
Pages: 9
Abstractor: ERIC
Reference Count: 15
ISBN: N/A
ISSN: ISSN-1073-5836
7 Steps to High-End Learning
Gavin, M. Katherine; Moylan, Karen G.
Teaching Children Mathematics, v19 n3 p184-192 Oct 2012
All good teachers recognize their students' varying learning needs and strive to meet them. So differentiation is certainly not a revolutionary idea. In fact, Tomlinson and Eidson describe differentiated instruction as "really just common sense" (2003, p. 1). In practice, however, offering such opportunities for students is challenging. In this article, the authors share seven steps to help teachers present high-end, differentiated instruction to their students: (1) Select an appropriate task; (2) Increase expectations for all students; (3) Facilitate class discussions about the concepts; (4) Encourage all students to communicate their thinking in writing; (5) Offer additional support; (6) Provide extended challenges; and (7) Use formative assessment to inform instruction. The authors have found from their classroom experiences that following the seven steps above has made differentiation not only manageable but also a way for all students to access high-level mathematics, have rich discussions, and develop a much deeper understanding of mathematics. (Contains 8 figures.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A