What type of work does an advanced learner typically engage in compared to an average student in Tomlinson's differentiated classroom?

In Tomlinson's differentiated classroom model, advanced learners typically engage in more open-ended work compared to their average peers. This approach allows gifted students to explore concepts more deeply, fostering critical thinking, creativity, and independent learning. Open-ended tasks provide opportunities for these learners to formulate their own questions, conduct investigations beyond the basic requirements, and connect ideas in unique ways, leading to richer learning experiences.

This type of work encourages exploration and can be tailored to a learner's interests and abilities, which is essential for maintaining motivation and engagement among advanced students. Open-ended tasks also enable teachers to assess students in a more nuanced manner, capturing the depth of their understanding and insights. Such assignments often require higher-order thinking skills, which are vital for gifted learners aiming to harness their full potential.