Chapter 8 "The How To's of Planning Lessons Differentiated by Readiness"

 Off-task behavior, boredom, finishing too quickly, messy work, incomplete work, poor attitudes, and disinterest are just a few indicators displayed by students who are not assigned tasks at their appropriate readiness level. Over time these repeated indicators can/will develop students who have become detached from their learning environment.


LOVE the Equalizer! What a great way to remember how to adapt lesson planning!


When teaching about money, a great way to go beyond the concrete to abstract is to allow for students to research money from different countries, learn about their denominations, and how it relates to money here from the U.S. (the exchange rate).
  


Chapter 8 looks at how we can move from "I put them in groups I think will work" to purposeful differentiation that provides students more appropriate learning experiences.

Please discuss what indicators varied students give when tasks are not appropriate for their readiness level? What are implications for students when tasks consistently under-challenge them in regard to days, weeks, months, and years?

Think about an activity you use in your classroom. Using "The Equalizer" Fig. 8.1, move the activity along one or more of the continua and discuss how you could make it more abstract than the original activity?