Content

Process

Social Studies
Tiered Assignments: Find a
variety of resources on the topic.
Adjust the level of complexity
or required readiness of a
task; using materials at
different reading levels, a
variety of print options, vary
assignments based on Bloom's
Taxonomy and levels of
mastery

Provide extra time for students

to process the information:
work in groups, partners -
"Think-Pair-Share"; reflect on
learning in a journal (provide
options for format: notebook,
computer)

Product

Affect/Environment

Allow for students to explore Use technology to create a "flipped

the Social Studies Unit
classroom":
through inquiry projects:
Have students complete social
providing choices for topics
studies research, reflections and unit
and product (power point,
work in OneNote Class Notebook.
podcast, video, storyboard, art
Provide feedback in the program.
project) and include
Incorporate assistive tech programs
alternative assessments for
like Kurzweil; include video lectures
Conference with students as
modified students that take
and copies of all the notes within the
they work on assignments and into account his/her readiness
notebook for students to continue to
readings - meet with individuals, to take on independent tasks;
review as needed.
partners or small groups to
Provide a variety of "work" places
review lessons
Provide guidelines, rubrics,
Format of Delivery
Set clear work locations where
learning goal and success
Provide various options for
students who need to move around
students to access information
criteria along with exemplars
in order to keep focused can go:
o Quiet Zone
- videos, graphic organizers,
of various projects for
o Work Table
jigsaw activities, audio
students who require some
o Group Corner
recordings, allow students to
visible examples to guide
o Standing Desk
select modes of delivery based
them.

o Stationary Bike
on interest
o Comfy Chair


o Tech Zone
Move the class to some different
learning spots as a whole:
o Lab
o Library
o Outdoors

Assessment
Have students show what they
have learned in a lesson by
completing exit tickets in a variety
of different ways:
Kahoot! (online game -
could be played in
teams or individually)
Plickers (QRCode cards
for each student) survey
Sticky note stuck on the
door
Decide ahead of time what
expectations are going to be
observed for each student. Assess
students based on small group
conversation check-ins and make
notes using a checklist.

References

Admin (2015, November 24). Thinking about DI: Content, process, and product. Retrieved June 1, 2016, from Resources, https://marylandlearninglinks.org/resource/thinking-about-di-content-process-and-product/

Differentiating. . Retrieved from http://www.rec4.com/filestore/REC4_DifferentiatingContent_080513.pdf

Ferlazzo, L. (2014, April 18). Response: Differentiating lessons by content, process, or product. Retrieved June 1, 2016, from
http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2014/04/response_differentiating_lessons_by_content_process_or_product.html

McCarthy, J. (2014, July 23). 3 ways to plan for diverse learners: What teachers do. Retrieved June 1, 2016, from Differentiated Instruction, http://www.edutopia.org/blog/differentiated-instruction-ways-to-plan-johnmccarthy

NSW Department of Education and Communities. (2015). Differentiating content, process, product, learning environment. Retrieved from http://www.ssgt.nsw.edu.au/documents/3_content_pro_etal.pdf

Teaching and learning strategies for differentiated instruction in the language classroom. (2010). . Retrieved from http://steinhardt.nyu.edu/scmsAdmin/uploads/006/188/8-27,%20James%20Bao.pdf

Completed by Martina Walton