3 ms·

I am a teacher. Ability/need isn't a scalar quantity and real students don't distribute themselves in a way that can be described by a couple of parameters. I

I am a teacher. Ability/need isn't a scalar quantity and real students don't distribute themselves in a way that can be described by a couple of parameters. I don't know what the answers are either but I think we need to be very explicit about any assumptions underpinning proposed models. I also agree with the 'bottom up' part of the gf comment. Now, what discrete 'styles of instruction' are there do you think?

ovulator 12y ago
When I was in elementary school, we had different classes that were segregated by ability. We had different subjects with different teachers and different students, and students were moved to different classes as their abilities changed. So if I were good at reading I could be in the more advanced reading class, but if I were bad at math I would be in the lower math class. If I improved at math I would be moved to a more challenging math class. Is this no longer the case? This was 3rd-6th grade, I don't remember much before those grades.