Blog Entry: 4/9/2012 Right now, I am working on a class unit for freshman at the academic and honors levels

. We work collaboratively and try to keep things as consistent as possible across both classes, working from the same materials and only adding additional scaffolds for the academic students when needed. We were reading an article from the Economist on the widening income gap in America and how this has affected social mobility. The Honors students got the article immediately, and I actually had to supply less support than I had anticipated. The academic students, however, could barely follow what was going on. I had to spend two whole class periods reading the article along with them and making annotations as we went when my original plan was to only model annotating the first two paragraphs and then have them finish it in the class time we had left. This was the first time I had ever encountered a difference between the Honors and Academic classes that was not largely behavioral or superficial. This was the first time that I had seen them genuinely struggle with material not because they were being lazy and not because they were being defiant but because they honestly were having trouble understanding it. This was an eye-opening experience for me, and I'm glad that I was able to take the two days it required to unpack the article. I just wish I would have anticipated that it was going to be necessary so that I could have built more supporting materials to make it easier for the kids to understand.

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