Running Head: WEEK ONE - DIFFERENTIATING CONTENT, PROCESS & PRODUCT 1

Differentiating Content, Process and Product

Lara Porte

31 May 2019

MAT 674 – National University

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Introduction

Differentiated instruction in a mixed-ability classroom is an art form and a stylistic way

to reach all learners. The goal of a differentiated classroom is to ensure that all students are

engaged in the learning process by providing tasks that match each individual’s needs. It is to

“make certain that everyone grows in all key skills and knowledge areas, moving on from their

starting points” (Tomlinson, p.42). The overall tone of this kind of classroom will be organized

and structured in a way so that more responsibility lies in the hands of the students. As a result,

they can develop the skills they need to be self-sufficient and successful adults. Through using a

variety of differentiation strategies to “help match content, process and product to the readiness,

interest, and talents of students” teachers can move away “from the one-size-fits-all instruction

and toward designing instruction that challenges students by offering a variety of learning and

working arrangements” (Tomlinson, 2001, p. 31). Under each category of differentiation by

content, process and product, there is differentiation by readiness, learning profile and interest. It

is a teacher’s responsibility to ensure they are creatively touching on each category for each part

of the lesson. A differentiated classroom can also become a management style to allow young

learners the environment they need to gain independence and succeed at their own pace and

journey of learning.

Differentiating Content

Content is what is being taught, what students will learn and it is the material from which

teachers draw upon for lessons. Readiness for the content involves “matching the material or

information students are asked to learn to a student’s capacity to read and understand it,”

according to Tomlinson (2001, p. 73). One example would be to ask a 7th grade student to read

independently at a 9th grade level unless her reading level or readiness proved to be appropriate

for this grade level. On the other hand, this student might be below the 7th grade reading level, in
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which scaffolding of the content and extra resources may be available to her so she is able to

make sense of the reading material and access it to her abilities. In the secondary educational

level, I will be sure to ask myself if materials are at an appropriately challenging level of

complexity and pacing in relation to what I have learned about the student and their academic

abilities. If I have assessed and the class for what they know about a certain topic, I might also

compact the curriculum for identified advanced learners, to maximize their time as they may not

necessarily need to review knowledge they already have. I would take the topic or reading

excerpt and create a web quest that allowed them to explore and research related concepts and

more advanced critical thinking pieces to add to their current knowledge. I may also look for

supplementary materials such as news articles from NewsELA that relate to the class topic or

reading that is at a higher reading lexile level, so they have to grapple with a more difficult text.

This would take it one step further and give these students an opportunity to build on their

knowledge while the other 2/3rds of the class are practicing mastery of the content. Finally,

using data from formative assessments will allow me to provide mini-lessons as needed to target

content to specific groups of students who might need more support on a concept while others

are working on an anchor activity.

Differentiating Process

Process refers to sense-making and processing of the content, ideas and skills that have

been previously introduced. Because many students process information differently, this part of

differentiation requires careful attention to the student learning profiles and preferences for

learning material. Tomlinson suggests that when “students encounter new ideas . . . and try to

analyze, apply, question, or solve a problem using the material, they have to make sense of it

before it becomes ‘theirs’” (2001, p. 79). Some differentiating process strategies I would use are
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to make sure activities are first interesting to students, require critical thinking and use a range of

modes at varied degrees of the essential skills. At the secondary level, it is important to grasp

student interest right away for engagement. Providing many student-centered and student-choice

activities that help them link a personal interest to sense making would be my number one

processing strategy. Most student choice activities also include students to access the material in

their preferred way of learning whether it is kinesthetically, spatially, verbally, or creatively.

They also allow for flexibility on such different tasks. ResourceEd states that “[u]sing a flexible

approach to time-based tasks, however, faster students are given the facility to complete

extension tasks, and it gives other pupils an opportunity to complete their exercise at a more

comfortable speed.” Learning centers that ask students to compare, describe, create or complete

a graphic organizer, pretend, write or draw can give all students a chance to work with the idea at

different angles and in a flexible, yet timely way. I also like the idea of interactive journals with

varied journal prompts, literature circle discussions, Socratic seminars, and flexible grouping.

Another idea that can work as the process of learning are Project Based Learning activities. “In

Project Based Learning, the project is the vehicle for teaching the important knowledge and

skills student need to learn . . . and requires critical thinking, problem solving, collaboration, and

various forms of communication” (PBL Works). In fact, PBL could be both the process and the

project as students can be working on solving the problem relative to the essential question over

the course of weeks to months.

Differentiating Product

A “product is a long-term endeavor,” something that is on-going and that students spend

time throughout the entire unit working towards as the final and summative result (Tomlinson,

2001, p. 85). It helps students rethink, use and extend what they have learned and it represents

their understanding of the unit as a whole. In fact, Tomlinson believes these “can be highly
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motivating because they will bear their creator’s thumbprint” (p. 85). I can only strive to create a

sense of purpose and pride in my students when they perform for their product. In my classroom,

I will combine both test and product assignment in some cases so there are two parts in which

students can demonstrate their acquired knowledge in my English class – a written portion and a

hands on, creative portion. For the product, I will reach all learners by providing the two part

idea as well as student choice by providing a few different avenues for each part. For example,

they can either create a narrative, a script or an information essay for the written portion after

working with a novel unit and they can choose to reenact a scene, create a diorama or rehearse a

speech depending on what the standards and objectives of the unit were. I will be sure to provide

scaffolding as needed along the way in preparation for the project to help students find their way

and find success at the end of their work as well as reviewing a rubric for each product so they

know exactly what is expected of them and how they must demonstrate what they learned for full

points. “If clear direction and a set of rules are formalized prior to setting the task, the risk of

lower ability students falling too low can be avoided” (ResourceEd).Whenever possible, I might

arrange for students’ products to be viewed by someone other than me and help students prepare

work in steps so tasks seem manageable. Providing mini workshops about how to pursue a

certain type of project can also model how to do something for struggling learners. I will work

with these learners to focus on areas of the rubric that seem challenging and worthwhile for their

individual needs as well as provided templates for note taking along the way and organizers that

guide students through each step of research or process for their product.

Conclusion

Overall, the concepts of differentiation in the classroom seem to be most effective when

lessons and activities are well-thought out. There are strategies to meet the needs of all levels of

students to help their growth in the necessary ways. With the strategies I have gained from
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Tomlinson and other resources, I have the tools I need to continue to mix up learning in ways

that are engaging and accessible for all. The first step is getting to know students and then

establishing a classroom environment on mutual respect and common values. I also believe that a

well-organized classroom empowers students so they feel like they can succeed on any

assignment that is given to them when under my classroom roof. I have used very basic ways of

differentiating content during my student teaching practice and I’d really like to dive in and

apply more of these strategies mentioned above in my future teaching career. I realized that some

lessons I may have forgotten to differentiate in every aspect, so I will challenge myself to

analyze each lesson for ways I can enhance it through differentiation.

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References

PBL Works. (n.d.). What is PBL? Retrieved from https://www.pblworks.org/what-is-pbl

ResourceEd. (2017). Differentiation in the Classroom — 7 Methods of Differentiation. Retrieved

from https://resourced.prometheanworld.com/differentiation-classroom-7-methods-

differentiation/

Tomlinson, Carol Ann. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms

(2nd ed.). Alexandria, VA: ASCD