This means it should match a student's readiness level. The class consists of a handful of gifted and advanced students, several students identified as requiring learning accommodations, and the remainder performing at grade-level in various subjects. Record a video tutorial 6. Do I need to change the product, process, and content for each lesson? It might be helpful to keep this diagram handy as you plan lessons, referring to it as you consider how to adjust the key elements of the lesson to truly meet the needs of all students. The increased competition has divided the demand among different players in the market. Differentiated Instruction Strategies. Others will be in their element. While I’ve heard different theories, I’m not quite sure where it originated from). Guide Differentiation - Readiness - Interest - Learning Style These are more like puzzle pieces that can interlock with each other … or interlock with : - Content - Process - Product or content, process, and product may interlock with each other. For struggling. Product differentiation is a marketing strategy that focuses on showcasing the uniqueness of your product or business in comparison to the competition.. Differentiated … Differentiation Techniques for Special Needs Students. Teachers may also modify the learning environment in direct response to a student’s learning profile. Appendix: Differentiation Strategies and Examples ..... Differentiation ... No example of differentiation is an optimal fit for every context, every teacher, every classroom, and every Product. Therefore, teachers should vary the activities students use to master the concepts or skills. differentiating content, process, product examples, Effective differentiation takes place when teachers adjust aspects of content, process and product in direct response to a student’s readiness, interests and learning profile. - The activity portion of a lesson allows time for the students to make sense of the information that has been presented. The activity portion of a lesson is a great time to tap into different learning styles. In other words, they modify content, process, and product. I find these three elements-content, process, and product-enable teachers to visualize differentiation in a way that makes it practical and less intimidating. 3. Grouping techniques, … Each student needs time to think about new material and make sense of it. This has made it very important for businesses to make their customers understand what different they have to Figure 1.1 presents a concept map for thinking about and planning for effectively differentiated classrooms. Differentiated instruction is based on modification of four elements: content, process, product, and affect/learning environment. Imagine a teacher is introducing fourth-grade students to the concept of good citizenship and volunteerism during a social studies unit. It depends on your students’ learning needs and on the lesson taught. - Struggling students can be overwhelmed by new vocabulary. Process is the means for students to interpret the content and ideas that are outlined in the curriculum. Differentiating learning can be enabled by differentiating the teaching approach to content, process, product and the learning environment. Some students might develop a basic poster listing key vocabulary; others might be asked to research an article showing the positive impact of citizenship and display that on the poster. Teachers can also integrate essential practices for English-language learners and for students with disabilities. Consider keeping copies of older textbooks in a class library. Examples of differentiating the process: Provide textbooks for visual and word learners. The teacher can assign different products to students, each with their own rubric. Grouping techniques, … Activities - The activity portion of a lesson allows time for the students to make sense of the information that has been presented. Effective differentiation and, by extension, student learning, must make the tasks and focus appealing to … Run Literature Circles. Sign in|Recent Site Activity|Report Abuse|Print Page|Powered By Google Sites, - Can be used as a way to expand the knowledge of gifted learners. For instance, changing the content of a reading lesson may just be what a student or group of students in the classroom require; changing the other two elements might complicate the lesson and therefore, add to much complexity. - Using various texts, or supplemental texts that are written at different grade levels, can convey the same meaning as the standard textbook. Simplifying Differentiation: Content, Process, and Product When explaining to pre-service teachers how to differentiate in the classroom, I usually revert to drawing a simple diagram. Deciding what to differentiate Teachers can differentiate classroom elements in relation to student needs. When you ‘differentiate product’, you allow students to show they have mastered the work through alternative tasks or outputs. When teachers differentiate instruction with elements of content refers to how the curriculum may seem restrictive, different! 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