Around 90 people attended the seventh annual Smoky Mountain Undergraduate Research Conference on the History of Mathematics, held at the North Carolina Center for the Advancement of Teaching April 26.
Differentiation by Process: The Jigsaw
Previously, on the NCCAT blog, we had established that differentiated instruction (DI) had to be preceded by assessment and that it could be accomplished in at least three ways: content, process, and product. We also learned the term “crap ton.” See yesterday’s post for further edification on that subject.