Difference between revisions of "Lesson 2: Content, Process, and product"

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== Lesson 2: Strategies to Differentiate Instruction ==
  
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'''Differentiating involves making changes to one or more of these elements:'''
  
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# Content - what the teacher plans to teach/ what the students need to learn
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# Process - how the students will access the information/ activities students use to master the content
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# Product - the method students use to demonstrate learning/
  
Differentiating involves making changes to one or more of these elements:
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'''Differentiating by Content requires a teacher to make changes in the following ways'''
  
Content - the knowledge and skills students need to master
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* Is usually determined by formative assessment
Process - the activities students use to master the content
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* Can include various forms of delivery
Product - the method students use to demonstrate learning
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* Content may be shared through varied reading materials for different levels
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* Text materials could be put on an audio format
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* Spelling and vocabulary lists can be used based on the readiness level of individual students
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* Flexible grouping can be implemented to reteach concepts and or extend thinking skills
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* Multi-leveled questions can be used
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* Modeling to varying degrees takes place
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* Students are given opportunities to choose their content based on interests
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'''Differentiating by Process requires a teacher to make changes in the following ways'''
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* Using tiered activities to help learners understand information with different levels of support, challenge, or complexity
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* Center or Station work
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* Developing personal agendas
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* Learning logs or personal journals
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* Varying the length of time that it takes for students to complete a task
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* Note-taking organizers
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* Jigsaws
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* Learning Menus
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* Webquests
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* Cubing
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'''Differentiating by Product requires a teacher to make changes in the following ways'''
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* Using choice boards
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* Podcasts
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* Presentations
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* Quizzes or Tests
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* Using rubrics that match and extend students individual levels
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* Encouraging students to create their own product assignment
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* Enabling students to use contemporary media/technology in ways that demonstrate understanding
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 +
 
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'''Navigation links:'''
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[[Lesson 1: What is Differentiated Instruction?]]
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[[Lesson 3:  High and Low Prep Strategies]]
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[[Lesson 4:  Learning Menus]]
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[[Differentiated Instruction in the Social studies Classroom|Course Home]]
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==References==
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Hall, T., Vue, G., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA: National Center on Accessing the General Curriculum. (Links updated 2014). Retrieved December 14, 2016, from http://aem.cast.org/about/publications/2003/ncac-differentiated-instruction-udl.html
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Doubet, K., & Hockett, J. (2015). Differentiation in Middle & High School - Strategies to Engage All Learners. Alexandria, VA: ASCD.

Latest revision as of 14:10, 3 November 2021

Lesson 2: Strategies to Differentiate Instruction

Differentiating involves making changes to one or more of these elements:

  1. Content - what the teacher plans to teach/ what the students need to learn
  2. Process - how the students will access the information/ activities students use to master the content
  3. Product - the method students use to demonstrate learning/

Differentiating by Content requires a teacher to make changes in the following ways

  • Is usually determined by formative assessment
  • Can include various forms of delivery
  • Content may be shared through varied reading materials for different levels
  • Text materials could be put on an audio format
  • Spelling and vocabulary lists can be used based on the readiness level of individual students
  • Flexible grouping can be implemented to reteach concepts and or extend thinking skills
  • Multi-leveled questions can be used
  • Modeling to varying degrees takes place
  • Students are given opportunities to choose their content based on interests

Differentiating by Process requires a teacher to make changes in the following ways

  • Using tiered activities to help learners understand information with different levels of support, challenge, or complexity
  • Center or Station work
  • Developing personal agendas
  • Learning logs or personal journals
  • Varying the length of time that it takes for students to complete a task
  • Note-taking organizers
  • Jigsaws
  • Learning Menus
  • Webquests
  • Cubing

Differentiating by Product requires a teacher to make changes in the following ways

  • Using choice boards
  • Podcasts
  • Presentations
  • Quizzes or Tests
  • Using rubrics that match and extend students individual levels
  • Encouraging students to create their own product assignment
  • Enabling students to use contemporary media/technology in ways that demonstrate understanding


Navigation links:

Lesson 1: What is Differentiated Instruction?

Lesson 3: High and Low Prep Strategies

Lesson 4: Learning Menus

Course Home

References

Hall, T., Vue, G., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA: National Center on Accessing the General Curriculum. (Links updated 2014). Retrieved December 14, 2016, from http://aem.cast.org/about/publications/2003/ncac-differentiated-instruction-udl.html


Doubet, K., & Hockett, J. (2015). Differentiation in Middle & High School - Strategies to Engage All Learners. Alexandria, VA: ASCD.