Differentiating Math in the Classroom without Students Feeling Punished

Davidson Gifted Perspectives is a video series that examines a number of different gifted-related issues and viewpoints.

During a recent virtual event, a family brought up an unfortunately common scenario as they are advocating for differentiation. This family mentioned that their principal suggested that the student can do additional work once they’ve completed all of the regular classwork—including additional homework. The parents were looking for some materials they could use to talk to the principal about a different plan, since this feels unfair and like a punishment to their student.

Here’s our Director of Family Services, to share her thoughts and insights.

Resources mentioned:

• Rigor vs. Challenge: A Different Way to Look at School Advocacy for Gifted Students
• Paving the Path to Meaningful Engagement for High-Potential Children
• Byrdseed: Complexity Is A Good Thing
• Byrdseed: All About Differentiating 
• Educator’s Quick Reference Guide to Differentiation
• Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom
• Tiered Lessons: One Way to Differentiate Mathematics Instruction