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 | ||
| Line 10: | Line 10: | ||
'''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 | + | * 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 | + | * 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 | + | * 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 | + | * 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 | + | * Center or Station work |
| − | Developing personal agendas | + | * Developing personal agendas |
| − | Learning logs or personal journals | + | * Learning logs or personal journals |
| − | Varying the length of time that it takes for students to complete a task | + | * Varying the length of time that it takes for students to complete a task |
| − | Note-taking organizers | + | * Note-taking organizers |
| − | Jigsaws | + | * Jigsaws |
| − | Learning Menus | + | * Learning Menus |
| − | Webquests | + | * Webquests |
| − | Cubing | + | * 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 | + | * Presentations |
| − | Presentations | + | * 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:
- 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 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
