The document discusses differentiating instruction based on student readiness, interest, and learning profile. It defines differentiation of content, process, and product. Content refers to what is taught, process is how students make sense of content, and product is how students demonstrate their understanding over time. The document provides examples of strategies for differentiating instruction, such as curriculum compacting, varied texts and resources, learning contracts, graphic organizers, learning centers, and tiered assignments.
Page 79 When students encounter new ideas, information, or skills, they need the opportunity to run the input through their own filters of meaning. They must analyze, apply, question, or solve a problem using the material, they have to make sense of it before it becomes theirs Students who already understand how to identify location by using absolute and relative location don’t need an activity to help them make sense of the underlying principles. They have already processed and made sense of those ideas. Students who are foggy on the idea of location aren’t ready for a sense making activity on how the themes of geography of location and place are inter-related. They need an activity that helps the further clarify the conceptual notion of location
See cubing example on page 80 Interacting journals page 82
Once the teacher is clear on the knowledge, understandings, and skills the product must incorporate, they must decide on what format the product will take The teacher has the opportunity to offer product options that are aligned with students interests Critical for teacher to determine core product expectations (for quality). Students can add to and help the teacher modify the core requirements to address individual readiness, interests, and learning needs. The assignment should make clear to students what knowledge, understanding, and and skills they must include in their work, along with the stages, process, and work habits they should demonstrate as they work Within this structure, there is room for individual interests, modes of working… The trick is to balance the structure needed to focus and guide students, and the freedom necessary to support innovation and thought See page 87 (Creating a Powerful Product Assignment, Figure 13.1)
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