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

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== Lesson 2: Strategies to Differentiate Instruction ==
 
== Lesson 2: Strategies to Differentiate Instruction ==
  
Differentiating involves making changes to one or more of these elements:
+
'''Differentiating involves making changes to one or more of these elements:'''
  
 
# Content - what the teacher plans to teach/ what the students need to learn
 
# Content - what the teacher plans to teach/ what the students need to learn
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'''Differentiating by Content requires a teacher to make changes in the following ways'''
 
'''Differentiating by Content requires a teacher to make changes in the following ways'''
  
Is usually determined by formative assessment
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* Is usually determined by formative assessment
Can include various forms of delivery  
+
* Can include various forms of delivery  
Content may be shared through varied reading materials for different levels
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* Content may be shared through varied reading materials for different levels
Text materials could be put on an audio format
+
* Text materials could be put on an audio format
Spelling and vocabulary lists can be used based on the readiness level of individual students
+
* 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
+
* Flexible grouping can be implemented to reteach concepts and or extend thinking skills
Multi-leveled questions can be used
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* Multi-leveled questions can be used
Modeling to varying degrees takes place
+
* Modeling to varying degrees takes place
Students are given opportunities to choose their content based on interests
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* Students are given opportunities to choose their content based on interests
  
 
'''Differentiating by Process requires a teacher to make changes in the following ways'''
 
'''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
+
* Using tiered activities to help learners understand information with different levels of support, challenge, or complexity
Center or Station work
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* Center or Station work
Developing personal agendas
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* Developing personal agendas
Learning logs or personal journals
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* Learning logs or personal journals
Varying the length of time that it takes for students to complete a task
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* Varying the length of time that it takes for students to complete a task
Note-taking organizers
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* Note-taking organizers
Jigsaws
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* Jigsaws
Learning Menus
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* Learning Menus
Webquests
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* Webquests
Cubing
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* Cubing
 
 
  
 
'''Differentiating by Product requires a teacher to make changes in the following ways'''
 
'''Differentiating by Product requires a teacher to make changes in the following ways'''
  
 
+
* Using choice boards
Using choice boards
+
* Podcasts
Podcasts
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* Presentations
Presentations
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* Quizzes or Tests
Quizzes or Tests
+
* Using rubrics that match and extend students individual levels
Using rubrics that match and extend students individual levels
+
* Encouraging students to create their own product assignment
Encouraging students to create their own product assignment
+
* Enabling students to use contemporary media/technology in ways that demonstrate understanding
Enabling students to use contemporary media/technology in ways that demonstrate understanding'''
 

Revision as of 21:48, 14 December 2016

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