Is that when you take a movie day to teach the valuable lessons behind Pixar's 2009 balloon-fueled masterpiece? The next article will be called "Teaching Monsters" (Inc.), right?

Of all the sarcastic "what-if" comments we wish were real, we extra wish it were that one…but no.

Simply put, "teaching up" means starting with high-level curriculum and then finding ways to lift students to that level. The opposite would be starting at a level that seems accessible to every student in your class and then providing enrichment opportunities for students who grasp concepts or complete work more quickly. Which sounds simple enough, but sometimes that's just the problem: it is.

As educator and differentiation diva Carol Ann Tomlinson points out, the problem with the latter choice is that if we start at a lower level, "we don't usually raise it up very much from that starting point," which means that ultimately we wind up setting lower expectations for some students.

The solution? Teaching up.

The seven basic principles of "teaching up" (which we're quoting from the ASCD) are as follows:

1. Accept that human differences are not only normal, but also desirable.

When Eddie Murphy "traded places" with Dan Aykroyd back in 1983, his rather evil benefactors were pleased to find that his particular life experience provided him with a unique, and very profitable, perspective on the stock market. As misdirected as those two old coots were (in so many, many ways), their cruel experiment unwittingly demonstrated the first principle of teaching up. No, not that savvy beggars make good hedge fund managers. Although, come to think of it…

But back to the problem at hand. The principle we're talking about is that classrooms need to reflect the society in which we wish to live—one in which differences, whether they be cultural, racial, economic, or gender-based, are acknowledged and appreciated; one in which every voice (whether that of a Louis Winthorpe III or a Billy Ray Valentine) is heard and valued. Now doesn't that sound like an ideal society?

2. Develop a growth mindset.

Uncle Rico (of Napoleon Dynamite fame) has what you would call a fixed mindset. He's so fixated on the outcome of a high school championship football game that took place 20+ years ago that he can't move forward. For him, the memory of the game can't be overcome (except perhaps with a time machine). And so, instead of trying to improve on his present circumstances, he lives with an eye on the past.

Don't be Uncle Rico. (Although, by all means, do purchase a powder-blue suit if the opportunity ever presents itself.)

Instead, develop a growth mindset. A growth mindset allows us to view our lives, our circumstances, and our students with fresh eyes, not than based on pre-conceived ideas of who they are or what they're capable of. When an unfortunate circumstance (like, say, the coach not putting you in during the fourth quarter of a championship football game) occurs, instead of dwelling on it we should ask ourselves, "What can I learn from this?"

Along the same lines, when a student enters our classrooms for the first time, we must approach that kid with a growth mindset and allow her a fresh start and an opportunity for success.

Perhaps you've heard that a student is a genius who always completes A-level work, or that a particular student is a handful, a disruptive force, or a slacker. Maybe the student appears to come from a wealthy background, or perhaps you've heard unfavorable descriptions of her home life, her neighborhood, or the achievements and abilities of her siblings or peers. Maybe everyone's always on about how she wasn't picked during the fourth quarter of the championship game.

None of these characterizations, even those that may seem positive, is helpful—for teachers or for students.

We have to resist pigeon-holing students and assuming that we know what they are capable of based on their cultural or economic status, their past behavior or performance, or our experiences with their peers, siblings, or former teachers. Instead, we must assume that every student can find success if we are willing to view them afresh and help them do the same.

3. Work to understand students' culture, interests, needs and perspectives.

In keeping with our movie theme, we could go to either Dangerous Minds or Freedom Writers for this one, but instead we're going all the way back to 1988 for the classic Stand and Deliver, starring Edward James Olmos.

If you've seen any of these movies—or better yet, all three—you know what it means to meet students where they are. All three of these teachers (and they're all based on real people, by the way), took the time to get to know what was important to their students, to understand where their students came from, and to incorporate both into their teaching approaches.

If you haven't seen any of these movies, you may want to cue them up and have yourself a teacher appreciation party. Teachers are, after all, heroes. And it's nice when Hollywood portrays them that way.

4. Create a base of rigorous learning opportunities for ALL students.

While Edna Krabappel sure makes those Simpson kids jump, she is not the greatest teacher, and she most certainly doesn't create rigorous learning opportunities for all of her students. Or maybe any of them. But you can.

This fourth principle of teaching up is all about helping students make connections between class content and their lives, so that even as they approach difficult material (Shakespeare, advanced math, physics, and the like), they sense that there's relevance and reason for pursuing the tough stuff.

Of course, this principle is also about making sure that all learners are challenged to "pursue excellence" and "develop the skills of independence, self-direction, collaboration, and production that are necessary for success" (source).

So, yeah. Exactly the opposite of Mrs. K's teaching style, which seems to involve a lot of sitting at her desk with her feet up, smoking, and taunting students.

Hilarious? Yes. Effective? Not so much.

5. Understand that students have varied points of entry into a curriculum and move through it at different rates.

No movies this time. Things are getting real.

This point is all about differentiation. That means allowing your students to take different approaches when it comes to learning, analyzing, and exploring content, as well as demonstrating their understanding of it.

Have a musical kid in your math class? Teach her the quadratic formula to the tune of "Pop Goes the Weasel." Have a writer type in science? Having him write the bio of the bio scholar (that is, biography of the biology scholar) whose theory you're studying could be a great way for him to dive into the material.

We've written a small mountain of articles about differentiated instruction, many of which you can find in our creating curriculum section. Want a shortcut? Find out how to differentiate for reading, writing, math, science, and art at one click. By offering multiple entry points and methods for approaching a problem—whatever the discipline—you can make sure that kids with all sorts of learning styles will get the gist.

6. Create flexible classrooms that suit various learner needs.

Sticking with differentiation here, principle number six narrows the focus to a few specific types of differentiation. So our previous point focused more on differentiating content by addressing varied learning styles and strengths, and this one is all about differentiating the delivery of the content, as well as the set-up and management of the physical classroom.

This can include

• flexible seating arrangements;
• chances for students to work independently in a quiet corner or with peers;
• spots at tables and spots at a pod of desks;
• ample time (i.e., a built-in class meeting or circle time) for students to seek and receive help, ask questions, or reflect;

For more ideas on this one, you might want to look into our masterworks on the differing needs of introverts and extroverts, tips on physically healthy classrooms, ideas on seating arrangements, or, of course, our other articles on differentiation in the Creating Curriculum section.

7. Be an analytical practitioner.

Let's go back to the movies one last time. O Captain! My captain! Okay, to really go back, we'll admit that that movie took that from poetry (and send you over to our bud Mr. Whitman).

But as far as the principle we see enacted with the late great Robin Williams, you must be the student of your students. Study them, pay attention to what's working and what isn't, and talk with them about it.

Hey, maybe you'll all even stand on desks and recite poems together.