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Every day, Jesse differentiates instruction by consistently assigning some of his third-graders physical activities instead of written tasks because he has seen those students exhibit the traits of kinesthetic learners. In a classroom across town, Claudia separates the fourth-grade students in her class who appear left-brain dominant into a “Math Achiever” group and provides them with extra math enrichment. In another state, Martin, an experienced reading support teacher advises a parent that his first-grade student probably has dyslexia because she reverses letters.
All of these teachers are applying brain-based research to their teaching and classroom differentiation in ways that benefit their students.
Right?
Actually, not so much.
