Content, or what students learn, is often dictated by a course of study based on average performance at grade level. Content can be differentiated by providing materials at varied ability or grade levels in one classroom. Reading materials that address course content below and above grade levels are common ways to differentiate content. Lessons in all subject areas can be differentiated by varying the levels of complexity and abstractness when presenting content. Differentiation of content offers students the chance to start at different places in the curriculum and/or proceed at different paces.
Processdifferentiation (how students go about making sense of what is learned) refers to the use of diverse activities that are varied to meet student interests or preferences for learning. For example, exploring history by having some students construct dioramas and some drawing maps while others conduct internet research or live interviews would provide an array of opportunities for students to learn content through methods that are of interest to them while learning skills in that area of interest. Differentiation of process recognizes the many learning styles within any group of students.
Productdifferentiation means that students have some choice in how they will demonstrate what they have learned to the teacher, class, or other audience. The use of project choices is a common way of differentiating products. It is used to meet the required learning objectives or outcomes sought by a teacher while allowing expression in students' areas of strength. Giving different assignments to different students increases motivation and results in an interesting variety of work products.
Suggestions for student product choices may be found through the "Independent Projects" link on the left of this page. Products would be selected on the basis of subject area, student interest, learning styles, available time and materials, and other considerations.
The levels of thinking as stated in Bloom's taxonomy are effective tools for differentiation of content, process, and product when planning activities such as these for the classroom. The Bloom's taxonomy page of this site lists trigger words and products that an be incorporated into lesson plans when differentiating.
· Content– During your pre-assessment to gather information about your learners, you discover that some of your students already have a solid foundation of the content to be taught. To maintain interest for these students, enrichment activities related to the application or extension to more advanced content should be developed. In addition, the original content you had in mind should be taught to the other students who do not yet have a good grasp on the content. Flexible grouping strategies or learning stations could allow these different learning opportunities to occur simultaneously.
· Process– By assessing your students, you also find out how they learn and what engages them. You then offer multiple ways for the students to interact with the content – e.g., digital texts, books on CD, PowerPoint presentations, films, individual work, small group work, etc. – all chosen because they will help the students in the particular class you’re teaching.
· Product– Again, by assessing your students, you discover how they can best express what they have learned in both their in-class and homework assignments. Then, give students a menu of options for demonstrating their learning, some of which may be required while others may be student-choice. Examples could include writing a letter or song; creating artwork; making a video; creating a performance; working alone; and working in a team. Guidelines, expectations, and/or a rubric for each type of product must be available to the learners so they know how the product will be evaluated before beginning the task/activity.
Goals of Differentiated Instruction
· understand, appreciate, and build upon student differences.
· strive to engage all learners by attempting to match their needs with the content you teach.
· utilize ongoing assessments to help you better match student needs with your instruction. Use them before, during, and following instruction.
· differentiate content, process, and product in response to student readiness, interests, and learning profile.
· incorporate critical and creative thinking opportunities into your instruction
· ensure thatallstudents engage in respectful tasks
· provide a balance between teacher-assigned and student-selected tasks
· group students flexibly according to readiness, interest, learning style, or personal choice.
· offer supports, additional motivation, and time when needed
· build your instruction around what is essential for learners to be able to recall, understand, and be able to do in your given content area