There’s a lot of talk about differentiation by outcome, differentiation of explanations, differentiation of support, differentiation of task, etc. etc. etc.. Heck, there’s eighty purported differentiation strategies here.
I worry sometimes about doing differentiation for its own sake. We don’t talk so much about the goals or the assumptions behind differentiation, when those, to me, seem to be the much bigger questions. In this post I’ll explore some of those questions, and present my view of the conditions when, and how, differentiation makes sense. (The title gives you a hint.)
I remember watching this episode from the Simpsons on BBC2 when I was at school myself. This particular section has lingered in my mind since then, and since becoming a teacher it naturally came back to mind. As I watched it again, it’s even more devastating than I remembered.
While that clip has so much worth commenting on, Bart’s…
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