Step by Step
to Differentiating Lessons
1. Beginning with the public policy analyst
Which facet most needs differentiation? Where do
your students’ need support?
§ What is the problem?
§ Where is the evidence?
§ What are the causes?
§ What is the existing policy?
§ What policies can you create
to correct the problem?
§ What is the best policy to
correct the problem?
2. Then, what will you differentiate?
CONTENT PROCESS PRODUCT
3. And…you will differentiate in response to…
Interest
Readiness
Learning Style/Profile
Personality
Pacing
Reading Level
Content Skill Level
4. Then, select ONE lesson to Differentiate
First, what is the OBJECTIVE
of the lesson?
Begin with one tier or group
before creating the tasks for the other students? How do you support your students’ learning?
Then, consider the possible
ways to approach differentiating the content/process/product for the other
groups?
5. Self-Reflection
In reviewing your plans –
consider…
§ Do the activities all relate
to the same Objective/Goal/Purpose?
§ What will you have the
students do? What steps are necessary? Is there a sequence of steps?
§ Are the all of the tasks
respectful?
§ How will you assess the
students’ learning? What might the final ‘products’ look like?
§ How are you challenging your students, specifically, your Talent Pool
group? Do each
of your activities push or challenge your students comfortably?