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Examples &
Ways to Get Started

ENVIRONMENT, PRODUCT, PROCESS, AND CONTENT
ENVIRONMENT
This is both the physical and the psychological climate in the classroom.

PRODUCT
The items the students produce to showcase their understanding of a topic.

PROCESS
The way material is presented or the way the students engage with the material. The process can include questioning, teaching methods or the thinking processes by students.

CONTENT
The ideas, concepts, and skills students are expected to learn.

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ENVIRONMENT

How will teachers
show that they know their students?

PRODUCT

How will students show that they have learned?


PROCESS

How will students
make sense of
their learning?


CONTENT

What will students learn?

Beginning
Strategies for Implementation

  • Do a student inventory based on learning styles, MI, or interest
  • Group kids based on an inventory
  • Give students a choice in how they show their understanding of a topic.
  • Design lessons based on student learning styles
  • Choose different reading content based on interest
Intermediate
Strategies for Implementation

  • Set up learning stations based on learning style, student interest, or multiple intelligences
  • Creating a tiered lesson
  • Provide options for students to learn about the topic based on learning profile
Advanced Strategies for Implementation
  • Frequent, flexible re-grouping based on on-going checks for understanding
  • Incorporate lesson design that includes depth and complexity to create interdisciplinary tiered thematic units
  • Incorporate scaffolding and curriculum compacting using the knowledge of readiness for your students

GREAT LIST:
To find a list of low-prep and high prep differentiation options, see page 34 of How to Differentiate Instruction in Mixed Ability Classrooms by Carol Ann Tomlinson


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