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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Differentiation in the same classroom is impractical for DC, as the gaps are often far too wide.  Tracking would be far more effective, if done properly.  That means, the intent being to give them heavy remediation so that the students can ultimately all reach the same level.  Essentially, it would be tailoring to to strengthen students where they are weakest, to ultimately bring them all up to the same level.   The comment by a pp above about not being able to switch makes me wonder if the whole point is being missed.[/quote]

Actually, you're wrong.  It's doesn't matter how wide the gaps are, as long as you divide the class into guided reading groups according to reading level, and provided that you have leveled books for each level. It can be done, and it can done effectively.  It's not easy.  But there are schools that are doing this and doing it well.  The difficult part is training students to work in stations independently so that they don't distract the teacher-led guided reading group.

What DCPS hasn't addressed is how to address wide gaps in math.[/quote]

So although this can be done, it's not easy, and the students distract each other.  And there's still the problem with gaps in math.  Again - why wouldn't true tracking be a better solution?    [/quote]

Good question for Kaya or David Catania[/quote]

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