This week I decided to implement other strategies for my higher learner, Gillian. These included:
- Differentiating homework - I believe that the homework given to whole group is not suitable for Gillian, and that many of the questions are busy work and repetitive. Thus, I have been meeting with her individually in order to select which questions she should do, in order to truly challenge her and give her more time to do the "hot" questions, and ones that stimulate her.
- Assigning independent projects - Gillian often finishes class assignments before other students, and it is difficult to continuously assign additional work. Thus, Gillian and I have been meeting in order to brainstorm on a project that she can work individually on when she finishes early. This will be a topic of her choice, that she is interested in, and I will encourage her to work in depth on it. She is excited about this idea.
- Asking stimulating questions - This may seem like a simple intervention, but it is truly effective. I intentionally ask Gillian higher order questions that are open ended, and encourages synthesis, evaluation and application. Therefore, I design these questions with bloom's taxonomy in mind in order to encourage this critical thinking. This keeps her challenged and thinking on her feet, which is what she needs in order to remain engaged.