Teaching techniques. Differentiated Process, Product, and Content Assignment

educational activity techniques. Differentiated Process, Product, and Content - Assignment ExampleStudents are then encouraged to develop critical thought skills by looking at writings and other forms of media that influence them today, and compare that to the time of the Founding Fathers as well. All of the objectives stated in the lesson are clearly explained to the savants from the outset, and the main assessment related directly prat to aforementioned learning goals. Because of the varied types of writing in existence during the time the Constitution was being written, and the superfluity of different messages we receive today, this particular lesson and topic provides multiple opportwholeies to introduce differentiated instruction into the schoolroom. Based upon school-age child interest, the instructor can tailor make various videos, multi-media, technology, and print based options for the learners to learn the necessary concepts for this unit. distri merelyively of t hese strategies would fit the stated learning outcomes (that each student will understand the influence that others have on our way of thinking) and can be aligned to cover differentiated access, product, and satisfy. Differentiated Process, Product, and Content In considering how to gift differentiation to this lesson, it is important that teachers remember that their role is to match the interest level of each student with the way of instruction and assessment. For this particular unit, the teacher will need to consider the types of media that most influence each student in the company. This can include taking a learning inventory, or simply through observation, but the bottom line is that the instructor needs to bring the curriculum alive to the students. Implementing the differentiation process for this unit will enable each student in the class to understand the lesson objectives, presented in the form of germ documents, in their own unique manner. In so doing, it is possi ble for teachers to differentiate the content, process, and product for their students (Sousa & Tomlinson, 2011). The differentiation of content refers to the change that occurs in the material as it is being taught and learned by each individual student in the class. As face of this for this particular lesson would be if the classroom objective is for all students in the classroom to be able to identify the reasons why source documents influence our thinking and way of life. In effect to accomplish this task, some students may carry to focus on the original writings of the day, while other may choose to use modern day media to illustrate a real life example that is relevant today. The differentiation process actually refers to the way in which each student in the class accesses the material. One study, for example, may explore various writings contained an in actual historical text, while others may choose to review video representations of the same material. This process conti nues with the differentiation of product, which most commonly refers to the way in which a student demonstrates what he or she has actually learned. For this unit, that will take place via the individual or group products that are presented at the conclusion of the lesson. One group or individual might choose to present a skit, for example, while other will choose to demonstrate their findings via a PowerPoint. When implementing the differentiated process, the toss out is truly the limit. Conclusion As teachers decide to differentiate their lessons, they must take into account the readiness, interest, and learning visibleness of each individual student in the class. In this case, readiness most commonly ref