For me, the critical stumbling block toward readiness differentiation has always been How can I present different levels of instruction without making
any student feel inferior?
Not exact matches
I
felt different from the graduate
students I shared bench - tops with; a little bit
inferior, a little reluctant to give myself over wholeheartedly to the pursuit of science.
Specifically, minorities in majority white schools may
feel inferior, become frustrated, or have difficulty interacting with white
students who come from different cultural backgrounds.
Also, if few
students were being held back, then those
students might perform worse because they
felt excluded and
inferior.
This blended learning model has helped us accomplish our goal of providing targeted instruction to each
student while also ensuring that
students never
feel inferior for needing extra help.