1. Sponsored by LPPS and LASig2
Differentiated Instruction Strategy – Learning Menus (Product Differentiation)
Webinar presented by:
Dr. Sonya Carr,
Educational Consultant
Based on the work
of the LPPS Inclusion
Strategy Team ( ) October, 2011
Sponsored by LPPS and LASig2

2. Sponsored by LPPS and LASig2
Learning Menus
Learning Menus are:
designed to give learners choices of tasks, while still ensuring that each learner focuses on knowledge, understanding, and skills designated as essential.
often used as a technique for product differentiation
Typically, a menu will include
a “main course,” which students are required to complete in its entirety;
“side dishes,” from which students must select a designated number of options; and
“desserts,” which are optional extension or enrichment tasks. (J. Melin)
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3. EXAMPLE OF THE FLOW OF LESSONS IN A DIFFERENTIATED UNIT (below)1 3 5 7
9-10
Whole Class: Exploration of a topic or concept
Whole Class: Share information and pose questions
Whole Class: Review key ideas and extend study through sharing
Whole Class: Individual students present projects for summative assessment
Whole Class: Introduce skills needed later to make a presentation
Students work independently on Think-Tac-Toe completing tiered assignments designed to help them make sense of key concepts at varied levels of complexity and varied pacing
In small readiness groups assigned by the teacher , students engage in Cubing or ThinkDOTS activities .
Students chose groups based on interests and solve problems related to the unit
Students independently complete a learning menu through which they will apply and extend their understandings 2 8
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4. When planning a learning menu, the teacher:
Examines a unit in the curriculum, looking at the standards, benchmarks,
GLEs to determine important content that will provide a focus for differentiated summative activities.
2. Decides on the type of differentiation (readiness, interests, or learning profile).
3. Brainstorms and creates assignments that are aligned with the instructional goal(s), standards, and type of differentiation selected.
4. Selects the major task(s) that all students will complete (main course).
5. Reviews students’ needs, interests, and/or learning profiles and creates several optional activities focusing on essential knowledge and skills.
6. Develop a visually appealing menu with directions for students regarding completion of required and optional activities.
7. Develops scoring criteria for each activity/assignment.
8. Decides on a time frame and procedures for monitoring activities.
9. Uses the menu with students and revises it based on student outcomes, curricular priorities, student preferences, and so forth.
Sponsored by LPPS and LASig2

5. Sponsored by LPPS and LASig2
Menus
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6. Sponsored by LPPS and LASig2

7. Sponsored by LPPS and LASig2
Sample of Student Work
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8. Sponsored by LPPS and LASig2

9. Samples of Student Work
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10. Sponsored by LPPS and LASig2

11. Sponsored by LPPS and LASig2

12. For more information, visit LPPS Moodle or contact:
Ms. Felicia Boyd, LPPS Special Education Teacher
Ms. Anita Clark, LPPS General Education Teacher
Ms. Demarious Poole, Inclusion/Staff Development Coordinator,
Dr. Sonya Carr, Educational Consultant
Sponsored by LPPS and LASig2