Good in principle, very short on the details. Of course I'd love to design a lesson that works well for my strongest student in each dimension and the weakest in each dimension... in practice, I have 20 hours' teaching to design for students, and less than 20 hours to design that in since I have marking, duties, meetings etc. So yes, I design around average and then try to add some accommodations for students who need extra support or some extension for those who can do more / better. I'm doing a course on Differentiation currently, hopefully there are some ideas on how to better design for the edges there.
that could be because this is more than halfway shorter than the original. You can find it here: ru-vid.com/video/%D0%B2%D0%B8%D0%B4%D0%B5%D0%BE-4eBmyttcfU4.html&ab_channel=TEDxTalks
ان المشكله التي تواجه التعليم هي مقدار المعرفة التي يمتلكها المعلم ويستطيع ايصالها للطالب وعلى المعلم ان يكون قادرا على ايصال المعلومه للطالب مهما اختلف مستوى ذكائه عن الاخرين وعملية التنوع في استخدام الاساليب التدريسيه من اجل ايصال المعلومه لجميع الطلاب لان كل طالب له قدرات ومهارت تختلف عن غيره
