![]() have clearly wrong solutions (this ensures that there is some rigor here, not mere fluff).So what does a fuzzy problem look like? Fuzzy Qualities I particularly relate to the need to help students “grow in ability to exercise independence.” The term “fuzzy problems” brings to mind the messy, realistic issues that we all have to deal with as adults, but which are rarely found in our textbooks. These classrooms provide consistent expectations for gifted students to work with fuzzy problems, make great mental leaps, and grow in ability to exercise independence. I came across the phrase “fuzzy problems” in this article from Carol Ann Tomlinson and loved it.įor gifted learners, an appropriately differentiated classroom will provide that are complex enough, abstract enough, open-ended enough, and multifaceted enough to cause gifted students to stretch in knowledge, thinking, and production. As a young adult, I longed for the simple, one-right-answer, follow-the-steps thinking that I was rewarded for in school.Īs a teacher, I wanted to avoid creating a classroom where kids ask “Is this good?”, simply searching for my approval so they could “be done.” I wanted them to grapple with the kinds of problems that they will certainly face as future leaders. I was simply not prepared to handle the kinds of challenges one faces in real-life. I’ve written before about how my own straight-A, good-at-school childhood set me up for some serious problems later in life. ![]()
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