Warning, Pet Peeve ahead:
All this bleating about differentiation meeting the cognitive needs of every child, but as soon as a child is accelerated, all this reverence for differentiation goes out the window. I was going to post a similar rant in the other recent "torn about homework load" thread - what is so hard about differentiating for executive function in the higher grade instead? It must be so much easier than differentiating for content, all the suggestions aeh made about reducing the quantity of the homework load so much more manageable than having to differentiate for higher quality and more challenging content...but it feels that teachers revert, probably in many cases without being really aware of it, to a primitive mode of "serves you right, it's you who thought was so smart that you needed to skip.."
