Lesson 2: Content, Process, and product
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
