I’m a semi-regular contributor to Imagine Magazine, a print periodical published by Johns Hopkins University and marketed to Gifted Middle Schoolers. The beauty of this magazine is in how it talks to kids. It takes high-level concepts and delivers them
OK, so we preach about differentiating our lessons. We preach about differentiating our students. We preach about differentiating our assessments. But what about differentiating the requirements of our new teacher programs?
This latest study from the University of Michigan at Ann Arbor is a supposedly landmark, but, frankly, it's a combination between Howard Gardner's basic theories and the card game, "Concentration."