EDPY301 Lecture : DI 2.3
6 Feb 2019
School
Department
Course
Professor
DI 2.3
How do we plan lessons differentiated by content, process, and content?
We will now focus on product.
The learning outcome for DI 2.3 is to:
● Define and explain differentiating product.
Product assignments should helps students individually or in groups re-think, use, and extend
what they have learned over a period of time. For example a unit, a semester, or even a year.
Products are important not only because the represent students extensive understandings and
applications of concepts and ideas, but also they are the elements of curriculum students can
directly “own”.
High quality assignments are excellent ways of assessing student knowledge, understanding,
and skill. Many students can show what they know far better when products are differentiated.
Therefore, in a differentiated classroom, teachers may provide students with rich product
assignments, or combine tests and product options so the broadest range of students has
maximum opportunity to think about, apply and demonstrate what they have learned.
A good product must cause students to think about, apply, and even expand on key
understandings and skills. When the knowledge, understandings, and skills the product must
incorporate are clear, it's time to decide on what format the product will take. The product
assignment should stretch students in application of understanding and skill, as well as in
pursuit of quality. The teacher needs to determine ways in which he or she can assist their
students in applying their knowledge and skills as the product assignment progresses. This sort
of scaffolding allows students to find success. Teachers may arrange times for brainstorming
ideas to launch the product, for workshops on conducting research or synthesizing findings, for
setting and assessing personal product goals, for peer consultation in editing, for actual product
design, and so on. The goal is to anticipate what is necessary to lift the student’s sights and
build bridges to attaining goals.
Teachers and students can make adaptations to the core product according to student interest,
learning profile, and readiness. Some teachers also use a “let’s make a deal” product choice,
through which students can propose alternatives to the teacher’s design, as long as the
alternatives lead students to grapple with key information, understandings, and key skills that
are at the essence of the assignments purpose. The assignment should make clear to students
what knowledge, understanding, and skills they must include in their work; the stages,
processes and work habits they should demonstrate as they work; the options for expressing
their learning, and what quality will be expected. Within the structure of the assignment, there
should still be maximum room for individual interests, modes of working, personal quality goals,
Document Summary
The learning outcome for di 2. 3 is to: Product assignments should helps students individually or in groups re-think, use, and extend what they have learned over a period of time. For example a unit, a semester, or even a year. Products are important not only because the represent students extensive understandings and applications of concepts and ideas, but also they are the elements of curriculum students can directly own . High quality assignments are excellent ways of assessing student knowledge, understanding, and skill. Many students can show what they know far better when products are differentiated. Therefore, in a differentiated classroom, teachers may provide students with rich product assignments, or combine tests and product options so the broadest range of students has maximum opportunity to think about, apply and demonstrate what they have learned. A good product must cause students to think about, apply, and even expand on key understandings and skills.
