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:
“To [secure] to each labourer the whole product of his labour, or as nearly as possible, is a most worthy object of any good government.”
—Abraham Lincoln (1809–1865)
“The UN is not just a product of do-gooders. It is harshly real. The day will come when men will see the UN and what it means clearly. Everything will be all right—you know when? When people, just people, stop thinking of the United Nations as a weird Picasso abstraction, and see it as a drawing they made themselves.”
—Dag Hammarskjöld (1905–1961)
“In fast-moving, progress-conscious America, the consumer expects to be dizzied by progress. If he could completely understand advertising jargon he would be badly disappointed. The half-intelligibility which we expect, or even hope, to find in the latest product language personally reassures each of us that progress is being made: that the pace exceeds our ability to follow.”
—Daniel J. Boorstin (b. 1914)