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:
“The site of the true bottomless financial pit is the toy store. It’s amazing how much a few pieces of plastic and paper will sell for if the purchasers are parents or grandparent, especially when the manufacturers claim their product improves a child’s intellectual or physical development.”
—Lawrence Kutner (20th century)
“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)
“Poetry, whose material is language, is perhaps the most human and least worldly of the arts, the one in which the end product remains closest to the thought that inspired it.... Of all things of thought, poetry is the closest to thought, and a poem is less a thing than any other work of art ...”
—Hannah Arendt (1906–1975)