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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote]What is wrong with tracking?? Does anyone honestly believe that a teacher can "differentiate" enough to meet the needs of all students???

Or do you believe that a teacher should make the curricula much less demanding to only focus on struggling learners? That is inherently unfair to students who are not struggling.

I see nothing wrong with tracking in order to meet the needs of all students as long as students are given support and advanced to higher tracks when the student advances.[/quote]

Sorry, hit send to soon.

Tracking and differentiation are two separate theoretical constructs. In tracking, students do not have access to "higher tracks", but in differentiated instruction, they can be placed in different groups for certain subjects and advance easily when benchmarks are reached. Groups are dynamic, tracking is not.[/quote]

Sorry, I meant it is not fair to those who are not struggling. 
Actually there is no reason that tracking could not be done the right way with support for students and that would allow them to advance when ready. I think it is impossible for a teacher to fully differentiate for all students when a classroom has students  who run the gamut of struggling to advanced learners.

Therefore, I think it is better not to have students who range from struggling to advanced in the same classroom. If we keep them all together, then the teacher will be directing curricula to the lowest common denominator out of necessity. This would not meet all the needs of all students.

What do you propose the Yu Ying do since they have some struggling students? Should this school change their construct just to meet the needs of the struggling students alone???? Seems to me that this is not fair to those who are struggling.[/quote][/quote]

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