Differentiation in the Classroom: Content, Process, or Product?
You’ve
likely heard the phrase, “Fair is not always equal.” This is especially true in
a classroom setting when you are dealing with a group of students with
different reading levels and academic skillsets. And then there are other
things to consider like their home life, educational background, and emotional
needs. All students do not need the exact same support in order to be
successful in a classroom setting, and that is where differentiation becomes
critical.
Carol Ann Tomlinson
is an educator and author, well-known and respected for her research and work
with differentiated instruction. She believes there are four ways to
differentiate instruction: through content, process, product, and learning
environment. For the purposes of this blog post, we are going to focus on the
first three only. Below is an explanation of each of those three methods,
as well as a few examples of each.
1. Content – Content
is differentiated when students are given fewer vocabulary terms or
mathematical formulas to learn, or a different text to read. This type of
differentiation can also relate to the vertical alignment of standards. For
example, if a third-grade student does not understand the idea that
multiplication is repeated addition, something they should have learned in second
grade, the current teacher will need to reteach that content before moving on
to grade-level content.
2. Process –
Teachers differentiate their instruction when they work one-on-one with a
student needing extra help, or pull a small group. Even something as simple as
repeating directions, or offering written directions, is considered a way to
differentiate instruction. For this type of differentiation, like
setting/environment differentiation, the academic standards are not being
changed or “watered down”, it is simply a method of scaffolding so that
students can be successful with grade-level content.
3. Product – Tasks
are differentiated when you modify the length or scope or offer extended time
to complete it. When the scope of a task is modified, it may possibly include
lower-level thought processes, but only with the intent of scaffolding student
learning so that eventually, they are ready to meet grade-level content
expectations.
The above
examples showed just one way to differentiate each method. For a more complete
list of strategies, download the Differentiation Strategies resource.
But let’s
be honest, it is not realistic or even feasible to differentiate content,
process, and product for every single lesson. So as a classroom teacher, how do
you know which of the three methods you should differentiate? Your
differentiation methods should be based on the needs of your students and the
purpose of your lesson. Consider the following examples:
1. If you have a student that is reading below grade level, you
will likely need to regularly differentiate content for him/her by offering a text at
their instructional or independent reading level.
2. If you have a student with dysgraphia, you may need to
differentiate his/her learning process to ensure that they have access
to a word processing program, rather than having to handwrite their
assignments.
3. If you have a student with a learning disability and
accompanying IEP that designates reduced test length, then you will have to
differentiate the product by shortening the assessments you
give.
As you consider the needs of
your students, think about these six aspects:
1. Special Needs – This is probably the most important aspect to
consider because it is often legally required. If you have students on a 504 plan
or with an IEP, any accommodations or modification listed in those plans is a
legal obligation you must meet. These methods of differentiation are not
optional and can include all three methods.
2. Level of Prior Knowledge – If a student has gaps in his
knowledge from the prior year, you will likely need to differentiate content in
order to catch him up, before he is able to learn grade-level content.
3. Reading Level – As mentioned in the example about, a student
reading below level will need access to appropriately leveled texts. The same
can be said for students reading above grade level. Remember, differentiation
is not only to help struggling learners!
4. Student Behavior – If you have students with severe behavior
issues or on a behavior contract, often times their learning processes may need
to be differentiated. This might include having them work alone instead of in a
small group or keeping them separated from a particular student, or even
ensuring that they always work alongside a teacher or aide.
5. Learning Styles – Do you have students that are strong visual
learners, and always learn best from graphs, illustrations, or graphic
organizers? What about students who really only take in information if they can
talk it out themselves? Or maybe you have students that are very tactile and
need to manipulate objects in order to solidify concepts in their mind? All of
these examples represent different learning styles and might be a reason why
you would differentiate process (how they learn) or product (how they
demonstrate their knowledge).
6. Lesson Purpose – Consider the purpose of your lesson. If the
purpose is for students to learn presentation skills such as public speaking
and debate, then you can easily differentiate the content to a topic that
students are passionate about. However, if the purpose of the lesson is
definitive content that MUST be learned, you would not be able to differentiate
content, but might allow some flexibility in the process or product.
For a more thorough understanding of how these six needs
of students play a role in choosing a method of differentiation, download the
Choosing a Method of Differentiation Matrix below.
If you only take away one thing from this blog article,
let it be that differentiation is the process of adapting an activity or its
instruction to make the content accessible and appropriately rigorous to all children. All
children is the key phrase! Differentiation is not just
limited to students who struggle academically and need support but is done
authentically based on the needs of each student in a classroom.
Implementation Goal
Refer to the Choosing a Method of Differentiation Matrix,
and think about your particular students. Focus on one student, or a group of
students with similar abilities, and use the matrix to determine an area of
differentiation for an upcoming lesson you have planned. Next, refer to the
Differentiation Strategies resource and choose at least two strategies you can
implement that will help that student or group of students meet their learning
objective. Implement these strategies as you teach the lesson, and then take
time to reflect on the success of the student(s). Did the differentiation
strategies help them achieve their goal? Would these strategies work in other
lessons or content areas? Use the answers to your reflections to help you
continuously improve your future lessons and ensure that your differentiated
approaches to instruction support each child so that every student is successful.
