Differentiation with course design

 As I'm working with a new text I'm at this place wondering how much practice is needed for each concept.  How much has to be graded?

I'm reminded of the concept of differentiation.  Not all concepts are equal.  Some require only memorization (vocab terms) while others require understanding how to do something and being able to apply it.

This is the part of teaching I get excited about.  When I was still an adjunct a student told me she really liked that I could make something hard feel simple.  (She had taken French in high school and was brand new to Spanish).  Yes.  I can see the steps involved in mastering concepts and break them down into pieces.

I'm realizing that by taking the time to truly redesign my 1411 I can take the time to view the steps in what students learn and build in practice sufficient for the complexity of each task.  It doesn't need to be a 1 size fits all kind of thing for each chapter or section.  I have the beautiful freedom to create.

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