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

Navigation links:

Lesson 1: What is Differentiated Instruction?

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.