Product
The product is essentially what the student produces at the end of the lesson to demonstrate the mastery of the content: tests, evaluations, projects, reports, or other activities. Based on students' skill levels and educational standards, teachers may assign students to complete activities that demonstrate mastery of an educational concept (writing a report), or in a method the student prefers (composing an original song about the content, or building a 3-dimensional object that explains mastery of concepts in the lesson or unit). The product is an integral component of the differentiated model, as the preparation of the assessments will primarily determine both the ‘what’ and ‘how’ instruction will be delivered.
When an educator differentiates by product or performance, they are affording students various ways of demonstrating what they have learned from the lesson or unit (Anderson, 2007; Nunley, 2006). It is done by using menu unit sheets, choice boards or open-ended lists of final product options. It is meant to allow students to show what they learned based on their learning preferences, interests and strengths.
Examples of differentiated structures include Layered Curriculum, tiered instruction, tic-tac-toe extension menus, Curry/Samara models, RAFT writing activities, and similar designs. (see external links below)
In differentiated instruction, teachers respond to students’ readiness, instructional needs, interests and learning preferences and provide opportunities for students to work in varied instructional formats. A classroom that utilizes differentiated instruction is a learner-responsive, teacher-facilitated classroom where all students have the opportunity to meet curriculum foundation objectives. Lessons may be on inquiry based, problem based and project based instruction.
Read more about this topic: Differentiated Instruction
Famous quotes containing the word product:
“Labor is work that leaves no trace behind it when it is finished, or if it does, as in the case of the tilled field, this product of human activity requires still more labor, incessant, tireless labor, to maintain its identity as a “work” of man.”
—Mary McCarthy (1912–1989)
“For man is not the creature and product of Mechanism; but, in a far truer sense, its creator and producer.”
—Thomas Carlyle (1795–1881)
“Humour is the describing the ludicrous as it is in itself; wit is the exposing it, by comparing or contrasting it with something else. Humour is, as it were, the growth of nature and accident; wit is the product of art and fancy.”
—William Hazlitt (1778–1830)