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…
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?
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?