When it comes to assessing student learning, one effective strategy is to differentiate instruction by product. This approach involves presenting students with a variety of ways to demonstrate their understanding of a concept or skill. By offering diverse options, teachers can cater to different learning styles and abilities, ensuring that every student has the opportunity to shine.
In this blog post, we will explore practical strategies for differentiating instruction by product, including tips for creating engaging and meaningful assignments that challenge students without overwhelming them.
- Tiered Products
Tiered products involve creating different product assignments for students at different levels of readiness while assessing the same concept or skill.
Examples:
○ Primary: In a unit on life cycles, students at a lower readiness level could create a simple diagram of a butterfly life cycle. Students at a middle readiness level could write a story about a butterfly's journey, while those at a higher level could research and present a report on different types of metamorphosis.
○ Secondary: In a history class studying a particular war, students at different readiness levels could have different product options. A lower-level group might create a timeline of key events, a middle group could write a newspaper article from the time period, and a higher group could prepare and debate arguments from opposing sides.
○ Language Arts (Primary): After reading a story, students at different readiness levels could retell the story in various ways. A lower-level group might draw a picture sequence of the main events, a middle group could write a short summary paragraph, and a higher group could create and perform a puppet show based on the story.
○ Language Arts (Secondary): In a unit on persuasive writing, students at different readiness levels could choose different formats for their persuasive pieces. A lower-level group might write a letter to the editor, a middle group could create a public service announcement video, and a higher group could develop a website advocating for a specific cause.
○ Mathematics (Primary): For a unit on geometry, students at different readiness levels could demonstrate their understanding of shapes in various ways. A lower-level group might sort and classify shapes, a middle group could create a picture using different geometric shapes, and a higher group could design and build a 3D model of a structure using specific shapes.
○ Science (Secondary): When exploring the concept of ecosystems, students at different readiness levels could have different product options. A lower-level group might create a food web diagram, a middle group could research and present on a specific ecosystem, and a higher group could design a solution to an environmental problem affecting an ecosystem.
○ Social Studies (Secondary): For a unit on revolutions, students at different readiness levels could have different product options. A lower-level group might create a timeline of key events, a middle group could write a historical fiction narrative from the perspective of someone living through the revolution, and a higher group could write a research paper analyzing the causes and consequences of the revolution.
○ Physical Health Education (PHE) (Secondary): In a unit on healthy lifestyles, students at different readiness levels could create different products to promote healthy habits. A lower-level group might design a poster about the benefits of exercise, a middle group could create a short video demonstrating a healthy recipe, and a higher group could develop and lead a fitness activity for their classmates.
○ Visual Arts: Students exploring a particular art movement could express their understanding through different mediums and styles. A lower-level group might create a simple artwork imitating the style, a middle group could research and present about a specific artist from the movement, and a higher group could create an original artwork that incorporates elements of the movement while reflecting on a contemporary issue.
○ Music: After learning about different musical genres, students at different readiness levels could create different musical products. A lower-level group might identify and describe the key characteristics of different genres, a middle group could compose a short melody in a specific style, and a higher group could arrange and perform a piece of music, incorporating elements of different genres.
○ Design: Students working on a design challenge could have tiered options for their final products. A lower-level group might create a basic prototype, a middle group could develop a detailed design with annotations explaining their choices, and a higher group could create a working model and present a marketing pitch for their design.
○ Foreign Language: Students studying a particular cultural celebration could demonstrate their understanding through different products. A lower-level group might create a simple greeting card in the target language, a middle group could write and perform a short skit or dialogue related to the celebration, and a higher group could research and present about the cultural significance of the celebration, incorporating authentic sources in the target language.
Benefits: Allows students to demonstrate their understanding at their own pace and skill level.
- Tic-Tac-Toe
In this strategy present students with a grid of nine product options, allowing them to choose three in a row (horizontally, vertically, or diagonally).
Examples:
○ Primary: After a unit on plants, a tic-tac-toe board could offer options like: (1) writing a poem about a plant, (2) drawing a detailed scientific diagram of a plant, (3) creating a short play about the parts of a plant.
○ Secondary: In a geography unit, students might choose between creating a travel brochure, writing a persuasive essay arguing for conservation, or designing a 3D model of a sustainable city.
○ Language Arts (Primary): After a unit on folktales, a tic-tac-toe board could include options like: (1) creating a comic strip retelling the story, (2) writing a new ending for the story, or (3) designing a board game based on the story's events.
○ Mathematics (Secondary): A tic-tac-toe board for a unit on data analysis could offer choices like: (1) conducting a survey and presenting the results in a graph, (2) writing a news article based on data trends, or (3) creating a visual infographic to explain a data set.
○ Science (Primary): For a unit on the human body, a tic-tac-toe board could have options such as: (1) building a model of a specific organ, (2) writing a report on a chosen body system, or (3) creating a presentation about healthy habits.
○ Social Studies (Secondary): A tic-tac-toe board for a unit on globalization could include options like: (1) writing a persuasive essay arguing for or against a specific aspect of globalization, (2) creating a photo essay depicting the impacts of globalization in a particular region, or (3) designing a website showcasing the interconnectedness of the world.
○ Physical Health Education (PHE) (Secondary): In a unit on teamwork and collaboration, students could choose from options like: (1) designing and leading a team-building activity, (2) creating a video demonstrating effective communication skills, or (3) writing a reflection on their own strengths and weaknesses as a team member.
○ Visual Arts (Primary): Students exploring a particular art technique could choose from options such as: (1) creating an artwork using the technique, (2) writing and illustrating a step-by-step guide to the technique, or (3) researching and presenting about a famous artist who used the technique.
○ Music (Secondary): Students learning about music composition could select from options like: (1) composing a short piece using specific musical elements, (2) analyzing the structure and elements of a chosen piece of music, or (3) creating a musical performance using unconventional instruments or sounds.
○ Design (Secondary): A tic-tac-toe board for a design challenge could include options like: (1) creating a detailed technical drawing of their design solution, (2) building a functional prototype, or (3) developing a marketing plan for their product.
○ Foreign Language (Primary):After learning about daily routines in the target language, students could choose from options such as: (1) creating a visual schedule of their day with labels in the target language, (2) recording a video describing their daily routine in the target language, or (3) writing a short story in the target language about a fictional character's day.
Benefits: Offers choice and encourages students to consider different ways to express their learning.
- Learning Menus
Learning menu provides students with a menu of four to six product choices, often framed as a "dinner menu" with "entrees," "side dishes," and optional "desserts."
Examples:
○ Primary: In a unit on different cultures, an "entree" could be researching and presenting about a chosen culture, while "side dishes" could be writing a recipe from that culture, drawing a scene from daily life in that culture, or learning a song in that culture's language.
○ Secondary: In a literature class studying Shakespeare, "entrees" could be writing an analytical essay, performing a scene, or creating a film adaptation. "Side dishes" could involve designing costumes, composing an original score, or creating promotional materials for their chosen product.
○ Language Arts (Primary): For a unit on poetry, the "entree" could be writing an original poem, while "side dishes" might involve reciting a favorite poem, creating a visual representation of a poem, or researching and presenting about a famous poet.
○ Mathematics (Secondary): In a unit on financial literacy, an "entree" could be creating a budget for a hypothetical scenario, while "side dishes" might involve researching and comparing different savings and investment options or giving a presentation about responsible spending habits.
○ Science (Secondary): A learning menu for a unit on genetics could offer "entrees" like conducting a research project on a genetic disorder, creating a model of DNA, or designing an experiment to explore a genetic concept. "Side dishes" could involve writing a science fiction story based on genetic engineering or debating the ethical implications of genetic testing.
○ Social Studies (Secondary): For a unit on ancient civilizations, an "entree" could be researching and creating a presentation about a chosen civilization. "Side dishes" might involve building a model of a famous landmark from that civilization, writing a fictional diary entry from the perspective of someone living in that civilization, or comparing and contrasting the chosen civilization with another ancient civilization.
○ Physical Health Education (PHE) (Primary): In a unit on different types of physical activity, "entrees" could involve learning and teaching a new game or sport to classmates, while "side dishes" might include creating a fitness routine, designing a healthy snack recipe, or researching the benefits of different types of exercise.
○ Visual Arts (Secondary):Students exploring different art mediums could choose from "entrees" like creating a final artwork in a chosen medium, while "side dishes" might involve writing an artist statement, researching and presenting about a famous artist who worked in that medium, or creating a video tutorial demonstrating their process.
○ Music (Primary): A learning menu for a unit on musical instruments could have "entrees" like learning to play a simple song on a chosen instrument, while "side dishes" could involve building a model of an instrument, researching and presenting about a specific instrument family, or creating a musical story using sound effects and instruments.
○ Design: Students working on a design challenge could choose from "entrees" like developing a detailed design solution with prototypes and testing, while "side dishes" might involve conducting user research, creating a marketing plan, or presenting their design to a panel of experts.
○ Foreign Language (Secondary): A learning menu for a unit on travel and tourism could offer "entrees" like creating a travel itinerary in the target language, while "side dishes" might involve writing and performing a dialogue at a hotel or restaurant, researching and presenting about a famous landmark in a target language country, or creating a video travel blog in the target language.
Benefits: This strategy allows for a high degree of student choice and can easily incorporate options for varied interests, learning styles, and readiness levels.
- RAFT
Stands for Role, Audience, Format, Topic. Students choose or are assigned a row from a chart that defines these elements for their product.
Examples:
○ Primary (Primary): In a unit on animals, a RAFT could have students write a letter from the perspective of an endangered animal to the human world, create a poster advertising the importance of conservation, or write a song about animal habitats.
○ Secondary (Secondary): In a science class learning about cells, a RAFT could have students take on the role of a specific cell organelle and present a report to the class as if they were that organelle, or write a "day in the life" diary entry from the perspective of a cell.
○ Language Arts (Secondary): In a unit on dystopian literature, a RAFT could have students take on the role of a character from a dystopian novel and write a letter to a government official, create a propaganda poster for the ruling regime, or write a song expressing the hopes and fears of the oppressed people.
○ Mathematics (Primary): A RAFT for a unit on fractions could have students assume the role of a chef and write a recipe that uses fractions, create a storybook about fractions for younger students, or design a board game that requires players to use fractions.
○ Science (Secondary): In a unit on climate change, a RAFT could have students take on the role of a scientist and present their research findings at a climate conference, write a letter to the editor advocating for environmental policies, or create a public service announcement video about climate change.
○ Social Studies (Secondary): A RAFT for a unit on international relations could have students role-play as diplomats representing different countries in a mock United Nations debate, write a policy paper from the perspective of a specific country, or create a news report covering a current global event.
○ Physical Health Education (PHE) (Secondary): A RAFT for a unit on mental health could have students take on the role of a mental health advocate and write a blog post about the importance of mental well-being, create a video demonstrating stress-management techniques, or design an infographic about resources for seeking help with mental health challenges.
○ Visual Arts (Primary): A RAFT for a unit on colors could have students take on the role of a color and write a poem from its perspective, create a collage using various shades of that color, or design a poster showcasing the emotional impact of that color.
○ Music (Secondary): A RAFT for a unit on music history could have students take on the role of a composer from a specific period and write a letter describing their musical style, create a musical timeline showcasing the evolution of music, or compose a short piece of music in the style of a chosen composer.
○ Design (Secondary): A RAFT for a design challenge focused on sustainability could have students take on the role of an entrepreneur and pitch a product idea to investors, create a website showcasing the sustainable features of their product, or design a marketing campaign that emphasizes the environmental benefits of their product.
○ Foreign Language (Secondary): A RAFT for a unit on literature in the target language could have students take on the role of a literary critic and write a review of a chosen work, create a video trailer for a film adaptation of the work, or reimagine the work in a different setting or time period.
Benefits: This strategy encourages students to think creatively and consider different perspectives, audiences, and formats for demonstrating their learning.
General Tips for Differentiation
● Use Bloom’s Taxonomy: Bloom’s Taxonomy helps teachers design differentiated products based on student readiness by identifying six levels of learning, from remembering basic facts to evaluating and creating.
● Vary Question Types: Teachers should incorporate diverse question types, including analogies, demonstrations, drawings, and real-world applications, in written tests to provide students with multiple ways to show their understanding.
● Make Tests Efficient: Tests should be easy to navigate and understand to allow students to focus on demonstrating their knowledge.
● Use Authentic Assessment: Assessing students in a way that aligns with their learning experiences helps them apply their knowledge and skills in meaningful contexts.
The above examples are just a starting point. Teachers can modify these strategies to meet the specific needs of their students and curriculum. The goal is to create a learning environment where all students can succeed by providing them with choices and opportunities to demonstrate their understanding in ways that are both meaningful and challenging.
Credit: https://iris.peabody.vanderbilt.edu/module/di/cresource/q2/p07/
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