1. Differentiating Product Beverly S. Faircloth, Ph.D.

2. 1)Review the next 2 slides to situate yourself in our study of Differentiated Instruction 2) Group Blog (1 st Item on Bb for this week’s learning cycle) 3) Work your way through this Ppt including readings as assigned throughout the Ppt & the second discussion blog (discussing high quality products). 5) Replace two of your current traditional assignments (or design new assignment that you need for a particular unit/topic) with NEW high quality products. Carefully design one to be an authentic performance assignment. Plan to include both in your student portfolio (due April 22). Be thinking of other items to include in your students’ portfolio AND how you would like to design/manage the portfolio. 6) Make a private journal entry reflecting on things you have learned about differentiating product, new ideas you will use, etc. Differentiating Product Learning Cycle

3. 3 Framework for Differentiated Instruction Curricular Design Models Understanding by Design Universal Design Learning Cycles Dimensions of Differentiation 1) Content Broad based issues, problems and concepts Powerful ideas - Important, meaningful, valuable Efficiently organized, accelerated, sophisticated, depth Authentic methods (structure of the discipline) 2) Process Carefully crafted Questions / Tasks / Words Multidimensional Discovery / Inquiry / Problem Based Learning Project Based Learning Choice Higher level thinking (Bloom or Marzano) Open-Ended Curriculum Compacting Depth of processing Flexible pacing / second chances 3) Product Resulting from Real Problems Addressed to Real Audiences Generalizable Support originality Variety of formats/self-selected format Displays broad range of abilities Opportunity for reflection (metacognition) Reflective/authentic/formative/summative/self assessment 1)Learning Theory Behaviorism Brain development Information Processing Constructivism Piaget Vygotsky 2. Student Motivation Expectancy-Value Model Protecting students self-worth Mastery (not performance) orientation Student Interests Belonging 3) Student Diversity Special needs Diverse cultures & languages Advanced learners Students living in poverty Characteristics of students (readiness, interests & learning profiles Context Multidimensional classroom Student Sense of Belonging: connections to student identity, values, & culture) Safe-to-take-risks environment Support of social networks Classroom Culture Content & Pedagogy Students’ Funds of Knowledge WE HAVE COVERED THIS. WE ARE HERE

4. Learning ProfileInterestsReadiness Product ProcessContent Draw on students’ to Differentiate using: Parallel Assignments Menus Choice Boards Tiered Lessons Higher Level Thinking Contracts (& Compacting) Open Assignments Inquiry Based Instruction Constructivism Problem Based Learning WE ARE HERE

5. What distinguishes a “product” from other assignments? Long term, complex endeavors Causes students to think, stretch, apply, expand understanding Bears the student’s thumbprint more than most traditional assignments Require multiple sources of information Differentiating Product – Part i Some advantages of “products” (as opposed to traditional assignments) More students can demonstrate what they know Involve formats students are interested in Allow for variety of modes of expression Students can help shape what form the product takes The process of developing “products” 1. Identify essential understandings & skills 2. Decide on core expectations (markers of student success) 3. Select/design multiple formats that will accomplish 1 & 2 equally well; allow students to propose alternatives 4. Employ real-world and high-interest topics, examples, issues 5. Differentiate (according to readiness, interest, learning profiles) Products: outcomes of instruction that consolidate/communicate learning. READ: Tomlinson Chapter on Differentiating Product.

6. Differentiating Product – Part II Important scaffolding for designing & employing products Brain storm fresh ideas (students can help) Get away from just written products Get out of the typical poster, diorama, mobile box Balance structure with choice & freedom (NOT total freedom – provide as much structure, models, deadlines, examples, guidelines as possible.) Blend student independent work with Mini lessons to cover issues everyone (or certain groups) need to master Allow time to work on products IN CLASS with required tasks for class Consultation meetings between students & teacher (talk about progress, glitches…) Support self-regulation (systematize self-assessment) Strict check in dates / timelines Authentic presentation – to groups of adults, other classes, real publication opportunities, community …

7. Visual Advertisement Banner Cartoon Chart Collage Data Table Drawing Graph Outline Photograph Poster Timeline Graphic OrganizerOralAdvertisementDebateDialogueDiscussionDramatizationInterviewNewscast Oral Report Role Play SkitSpeech Teach a Lesson WrittenAdvertisementBiography Book Report DiaryEditorialEssayJournalLetterQuestionnaire Research Report ScriptTest Differentiating Product – Examples

8. Go to Item 7 in this week’s learning cycle (the website A Different Place). This website provides wonderful ideas, resources, lesson plans, etc. for differentiating instruction. 1)Explore the site (start by clicking on the “teacher" link.) for resources/ideas that might be useful to you. 2)In particular, find the "Types of Products" link which suggests tasks that are likely to produce "sophisticated" products compared to tasks that (they think) are less likely to produce sophisticated products. 3)Explore this list, specifically considering: a) What is a "high quality" (sophisticated) product (based on what you have learned so far & your needs for your students)? b) Why might some tasks produce higher quality products than others? c) What items on their list can you adapt/adopt in your class to provide your students the opportunity to produce higher quality products? d) Specifically how will you employ these ideas? 4) In the second group blog for this week (look below Item 7 on Bb) discuss with your classmates your thoughts about the questions above.

9. Performance Products & AssessmentS Assignments or assessments that closely mirror the product, situation, or setting in which the skill is actually used in the real world. (For example – authentic opportunities to publish as opposed to spelling tests – or real world applications of math as opposed to worksheets.) READ: Popham Chapter on Performance Assessment Increasing “Performance” Value

10. Portfolio Assessment READ: Paris & Ayres Chapter on Portfolios THOROUGHLY EXPLORE the Bb folder on portfolio resources. Be deciding: Will your student portfolio be electronic or paper? What type of portfolio will it be (showcase? summary?...)? What items will be include? How will the portfolio be evaluated? How will the portfolio be managed? & Other items that will guide your design.

11. Portfolio Assessment Design considerations

12. Add to your private journal concerning what skills you have added to your teaching repertoire regarding: High quality products Performance Assessment Portfolios REMEMBER THAT THE ASSIGNMENT FOR THE LAST TWO WEEKS IS A PORTFOLIO TO USE WITH YOUR STUDENTS. KEEP THINKING ABOUT YOUR PORTFOLIO DESIGN AS YOU WORK THROUGH THESE LAST TWO ONLINE LEARNING CYCLES.