Difference between revisions of "Lesson 2: Content, Process, and product"
From KNILT
ChrisRoberts (talk | contribs) |
ChrisRoberts (talk | contribs) |
||
| Line 6: | Line 6: | ||
#Process - how the students will access the information/ activities students use to master the content | #Process - how the students will access the information/ activities students use to master the content | ||
#Product - the method students use to demonstrate learning | #Product - the method students use to demonstrate learning | ||
| + | |||
'''Differentiating by way of Content''' | '''Differentiating by way of Content''' | ||
| Line 18: | Line 19: | ||
* Modeling to varying degrees takes place | * Modeling to varying degrees takes place | ||
| + | '''Differentiating by way of Process''' | ||
| − | + | Using tiered | |
Revision as of 20:29, 14 December 2016
Lesson 2: Strategies to Differentiate Instruction
Differentiating involves making changes to one or more of these elements:
- Content - what the teacher plans to teach/ what the students need to learn
- Process - how the students will access the information/ activities students use to master the content
- Product - the method students use to demonstrate learning
Differentiating by way of Content
- 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
Differentiating by way of Process
Using tiered
