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Chapter 8: Guiding your Team Through Polarity Thinking
One of my favorite differentiation strategies for mathematics is finding tasks that are rich enough to require collaboration and that can be approached in multiple ways. If carefully chosen, these tasks allow students with different levels of knowledge to engage at their own level of understanding. Frequently, students are successful with such problems when they first work with others of similar ability and then participate in a discussion about approaches that other groups used (Fosnot & Dolk, 2002).
During the break at a workshop where I'd introduced this strategy, two teachers approached me and said, “We've been told that we must always use heterogeneous groups so that our struggling students can benefit from high-level ...