Task Based Approach- Content based learning - Project based approach - Flipped classroom - Understanding by design -

Differentiated instruction

I. Task-based learning
Task-based language teaching (TBLT) has become a significant topic in the field of second language acquisition
in terms of fostering process-focused syllabi and devising communicative tasks to enhance learners’ real language
use via the emergence of the communicative language teaching approach in the early 1980s and much stress on
learners’ communicative abilities during the past twenty years. Task Based Language Teaching (TBLT) is an approach which offers
students material which they have to actively engage in the processing of in order to achieve a goal or complete a task.
1. Main Principles
 Instructors employ tasks as the main pedagogical tools to structure language teaching. In carrying out tasks,
learners are said to take part in such processes as negotiation of meaning, paraphrase, and experimentation,
which are thought to lead to successful language development.
 seeks to develop students’ interlanguage through providing a task and then using language to solve it.
 To teach a lesson practically with task –based it involves consideration of the stages or components of a
lesson that has a task as its principal component. Generally speaking, they all have 3 principle phrases in
common which reflect the chronology of a task-based lesson:
a) Pre-task: it concerns the various activities that instructor and learners can undertake before they start the
task.
b) During –task: it centers around the task itself and various instructional options.
c) Post-task: it involves procedures for following up on the task performance.

 Learners, in task based learning, engage actively in communication in order to achieve a goal or complete a
task.
2. Purpose:
o to facilitate students’ language learning by engaging them in a variety of tasks that have a clear outcome
o to give learners confidence in trying out whatever language they know
o to give learners experience of spontaneous interaction
o to give learners the chance to benefit from noticing how others express similar meanings

3. Pros and why they are pros:

 Language learners work and co-operate with each other in groups to complete a task which builds bonds
between them. When working in groups they are able to display and produce.

 Rather than concentrating on one aspect of a certain language feature, in all three stages of a TBL lesson
learners rely on previous language, knowledge and experience. This process enables the learners to explore
previous and new features of language.

 TBLT helps learners pay close attention to the relationship between form and meaning. This means that
learners will be exposed to a whole range of lexical phrases, collocations and patterns as well as language
forms.

 Teacher’s dominant authority turns into teacher’s guiding in TBLT because, teacher centered
learning becomes learner centered. It can be seen as both a refinement of CLT and a reaction to the
use of PPP.
4. Cons and why they are pros:
 Evaluation of task-based instruction can be difficult. The nature of task-based learning does not allow it
to be objectively measurable.
 Task-based Learning method cannot be used with beginner learners successfully because they do not
have many language resources to fulfil the task.
 TBLT requires resources beyond the textbooks and related materials usually found in language
classrooms. However, some schools cannot afford the cost of such special resources.
 There is a risk for learners to achieve fluency at the expense of accuracy

5. Notes and ideas

When a lesson is presented in a boring way, it becomes very difficult to grab the interest of learners. Thus, all
language instructors are invited to use task-based language teaching to grab learners interest by using fun tasks.
Carrying out a variety of tasks influences learners’ progress and attitudes towards the lesson. In addition, a
willingness to learn is seen whenever learners are given tasks that involve them completely. Rather than being
passive listeners, learners prefer to be active receivers. Moreover, instructors are invited to spend more time in
reflection. This allows them to think critically on their classroom behavior. In this way, they can identify and
work on their weaknesses in class as well as building on their strengths.

6. Techniques
Listing Tasks: Problem Solving Tasks:
• Learners brainstorm and memorize
• Students solve a problem with a set of
sequentially.
information
The learners are asked to look at a picture
Decision Making Tasks:
Jigsaw Tasks:
• By means of negotiation and discussion
• Learners form a whole from different
students decide on an outcome given with a
information parts.
problem.
Ordering pictures
Opinion Exchange Tasks:
Information Gap Tasks:
• Learners exchange their ideas, but not to
⚫ In order to complete a task, members of the
reach an agreement.
group negotiate and find out each other’s’
information. Comparing Tasks:
• Learners try finding similarities and differences
• Teacher’s Roles: Learners’ Roles:
• Selection and Sequencing Of Tasks • Group Participant
• Demonstration • Decision making
• Preparing Learners For Tasks • Peer correction
• Providing background knowledge • Monitor
• Consciousness-Raising • Risk-Taking and Innovation
Pre-Task (To prepare the students to perform the task in ways that will promote acquisition.)
1. The teacher sets the task.
2. The teacher defines the aim of the task.
3. The teacher provides necessary information about the task.
4. Allow the students time to plan.
5. Provide a model.
6. Do a similar task.
7. Pre-teach key linguistic items.
Task Cycle We teachers need to ensure that students can complete the task in their own time and then set a time
limit to encourage fluency rather than accuracy. When students are carrying out the task, we teachers should allow
students to borrow the useful related information from the input data to encourage students’ participation in the
task,especially for those poor learners, especially when they feel speechless.
1. Students fulfill the task by conscientiously making use of their language knowledge and
skills, the information in their command, their creative ability and group cooperation.
2. Students make use of various resources, such as websites, libraries, newspapers, as well as
human resources.
3. Students prepare for their report back.
4. Students report back orally and/or in writing.
Post-Task
1. Students give a report.
2. Repeat the task (e.g. students switch groups)
3. Consciousness-raising activities.
4. Students listen to a recording or watch a clip of fluent speakers doing the same task, and
compare their tasks with theirs.
5. Teacher gives feedback and evaluates the success of the task.
 I. Content-based instruction:
1. Main Principles:
 In content based learning, the key to second language learning and teaching in this approach is
through the focus on real-world content, the understanding and communication of information
through language. For example, by studying the French Revolution while using the French
language. The language being learned and used is taught within the context of the content

 CBI advocates for an integrated skills approach to language teaching. For example, a regular lesson
may begin with any skill or focus such as intonation or any other linguistic feature. This approach
also involves the teaching of multiple skills simultaneously, just as in the real world

 Content is closely related to the learners’ needs and instructional settings. For instance, in high
schools and universities content parallels the several subjects that learners study. The only
difference is that they are taught from a different perspective and with different instructional
objectives.

2. Pros and why they are pros:

 The focus on content, in CBI, not only provides valuable real-world knowledge, but also provides
the basis for a meaning-based pedagogy that goes beyond a focus on studying language divorced
from the context of its use.
 CBI can make learning a language more interesting and motivating. Learners can use the language
to fulfil a real purpose, which can make learners both more independent and confident.
 Learners can develop a much wider knowledge of the world through CBI which can feed back into
improving and supporting their general educational needs.

3. Cons and why they are pros:

 Because CBI isn't explicitly focused on language learning, some learners may feel confused or may
even feel that they aren't improving the language skills of their learners. This situation is very
common in EFL because it is not very common the use of content and every time learners face that
kind of material, they increase their anxiety levels and if they are not able to solve a task well, they
might lose interest because of the false assumption of failure regarding language learning.

 It can be hard to find information sources and texts that lower levels can understand. Also the
sharing of information in the target language may cause great difficulties. Inside the classroom, not
all learners have the same level and the same necessities and of course they will not be able to form
in the same way. Thus, regarding the sources of information the situation is very similar, it’s not so
simple to get beginners text, or intermediate text in order to teach.
  The overuse of the learner’s native language during the lesson might be a problem in CBI approach,
because the lesson is not explicitly focused on Language practice learners find it easier to use their
mother tongue.
4. Notes and ideas
CBI can be both challenging and rewarding. If learners, the administration, and instructors are
positively involved in the process of CLT, this approach could be successful. CBI would work
better when it is adopted to be used with other current teaching approaches like task-based teaching
in order to provide more meaning as part of the curriculum and to help learners to acquire the target
language.

II. Project-based learning

1. Main principles

 The project based learning involves an in-depth investigation of real world topics, manipulation of
authentic objects, active learning through projects which occur over weeks or months
 The project in this approach is learner-driven and gives learners choice. This means that instructors
trust their learners’ ability to complete a project and that they provide positive reinforcement and
support to learners.
 PBL is a team-centered activity which encourages learners to form communities of enquiry to answer
their question or solve their problem.

- main concepts of project-based learning:

1. Learners working with a real-world issue that is presented in an authentic manner
2. Exploration of the topic begins with a ‘big question’ and extends over weeks or months
3. Learners connect with experts or ‘knowledgeable others’
4. There is an emphasis on the process of inquiry over the final product
5. There are opportunities for collaborative learning, teamwork, and the development of positive
social relationships
6. Learners present their findings to others in insightful ways

2. Pros and why they are pros:

 Since project-based learning represents a more flexible approach to instruction, it allows instructors to tailor
assignments and projects for learners with a diverse variety of interests, career aspirations, learning styles,
abilities, and personal backgrounds.

 Project-based learning allows instructors and learners to address multiple learning standards
simultaneously. Rather than only meeting math standards in math classes and science standards in
science classes, learners can work progressively toward demonstrating proficiency in a variety of
standards while working on a single project.
 Since project-based learning reflects the ways in which today’s learners learn, it can improve learner
engagement in school, increase their interest in what is being taught, strengthen their motivation to
learn, and make learning experiences more meaningful.
  Project-based learning gives students a more “integrated” understanding of the concepts and
knowledge they learn, while also equipping them with practical skills they can apply throughout
their lives. The interdisciplinary nature of project-based learning helps students make connections
across different subjects, rather than perceiving, for example, math and science as discrete
subjects with little in common.

3. Cons and why they are pros:

 Many instructors will not have the time or specialized training required to use project-based learning
effectively. The approach places greater demands on instructors, from course preparation to
instructional methods to the evaluation of learning progress , and schools may not have the funding,
resources, and capacity they need to adopt a project-based-learning model.
 Project-based learning raises a variety of logistical concerns, since learners are more likely to learn
outside of school or in unsupervised settings, or to work with adults who are not trained educators.
 Project-based learning may not ensure that students learn all the required material and standards
they are expected to learn in a course, subject area, or grade level. When a variety of subjects are
lumped together, it’s more difficult for teachers to monitor and assess what students have learned in
specific academic subjects.

4. Notes and ideas

Schools where Project-based learning is practiced find a decline in absenteeism, an increase in
cooperative learning skills, and improvement in learner achievement.
Thus, PBL must be encouraged to be done more by instructors in Lebanon and all other countries.
The schools who will apply this method are going to graduate learners who are critical thinkers,
productive, creative and real world problem solvers.

III. Flipped- Classroom Approach

The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short
video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or
discussions
1. Main Principles:
 A flipped classroom is a type of blended learning. The instructor flips the whole learning cycle
upside down, requiring learners to watch pre-recorded lectures online before class begins. This
means learners are introduced to content at home and practice working through it at school.
 In this type of classroom, face-to-face interaction is mixed with independent study–usually via
technology. For example, learners get introduced to “Global warming” through a video or a power
point, done by the instructor at home. Then they practice activities related to “Global Warming” at
school by the help of the instructor.

2. How is it Done ?
1. Build lectures using via screenshot (CREATE A VIDEO RECORDING.)
2. have students prepare it
3. Have students do an online quiz before class
4. Use class time for activities and applications that deepen their learning
5. address problems everyone seemed to have in the online quiz
3. Pros and why they are pros:

 In a flipped classroom, Learners have control over their own learning. Thus, Learners are given the
freedom to learn at their own pace, which means they:
o may pause or rewind the lectures
o write down questions they may have, and discuss them with their instructor and peers in
class.
o review the material without getting left behind

 During flipped learning, learners engage in various activities like discussions, peer reviews and
different project-based learning. These activities facilitate collaboration between learners. Flipped
classrooms also enhance learner-instructor collaboration as instructors can conduct one-on-one
sessions with learners to correct and/or clarify learning.
 Unlike traditional classroom models, flipped classrooms give parents access to their learner’s video
lectures. This allows parents to be better prepared when attempting to help their learners and gives
them insight into the quality of instruction their learners are receiving.

4. Cons and why they are pros:

 Flipped learning technique requires more time and effort from the instructor, because to effectively
flip classrooms, instructors have to:
o Record and upload their lectures.
o Differentiate lectures and activities to cater to all learner needs.
o Plan and prepare class activities that help learners practice the concepts learned in lectures.
Also, some instructors may find these tasks difficult as they lack the required technical skills and
therefore may need additional training to use this strategy.

 One of the most prominent issues is the necessity for learners to have access to a computer and
Internet in order to view the lectures. This is particularly hard on learners from low-income districts
who already have limited access to resources.

 Flipped learning method highly depends on learner’s preparation at home. This means instructors
must trust that learners have viewed the lectures and have come prepared for class activities. The
approach is unsuccessful if instructors have to spend additional time reviewing lectures for learners
who are not prepared instead of facilitating discussions and interactions. As the flipped classroom
places high accountability on learners, the risk of poor preparation by learners is always present.

5. Notes and ideas:

Flipped classroom approach is a great approach to change the routine of language learning.
However, it’s not practicable for all learners. Some learners cannot survive a flipped classroom
setting because they don’t have the willpower to do anything at home. Other learners may have no
access to a safe environment once they leave the school, or they are not allowed use the computer
and have internet access. Academic institutions must take into consideration all the living situations
of their learners to make this approach applicable.
 IV. Understanding by design (UbD):
Teachers are designers. An essential act of our profession is the design of curriculum and learning experiences
to meet specified purposes. We are also designers of assessments to diagnose student needs to guide our
teaching and to enable us, our students, and others (parents and administrators) to determine whether our goals
have been achieved; that is, did the students learn and understand the desired knowledge?
The Understanding by Design® framework (UbDTM framework) offers a planning process and structure to
guide curriculum, assessment, and instruction. Its two key ideas are contained in the title: 1) focus on teaching
and assessing for understanding and learning transfer, and 2) design curriculum “backward” from those ends.
What is “Backwards Design”?
A lesson planning/curriculum model that includes:
■ Teacher delivery of instruction
■ Student learning
■ Setting instructional priorities
■ Authentic assessment
1. Main principles

 A main principle of UbD is that instructors are designers. They design curriculum, assessments and
learning experiences to meet specified purposes.

 In UbD approach, effective curriculum is planned “backward” from long-term desired results
through three-stage design process (Desired Results, Evidence, Learning Plan). This process helps
avoid the dual problems of “textbook coverage” and “activity-oriented” teaching, in which no clear
priorities and purposes are apparent.

 Instructors are coaches of understanding, not mere purveyors of content or activity. They focus on
ensuring learning, not just teaching (and assuming that what was taught was learned); they always
check for successful meaning making and transfer by the learner.
The Backward Design Process
The logic of backward design suggests a planning sequence for curriculum. This sequence has three stages, we examine
these stages and illustrate their application with an example of a design for a 5th grade unit on nutrition.
3 Stages of (“Backward”) Design
■ Step 1: Identify desired results.
(What do I want my students to know and be able to do)
(content) (skills)
■ Step 2: Determine acceptable evidence.
(How will I know what they know? How do I assess it?)
■ Step 3: Plan learning experiences and instruction.
■ (How do I teach it so they will learn it?)
Step 1: Identify desired results.

● Represents “big idea” that will endure beyond the classroom./ There is a clear focus in the unit on the big
ideas

Stage 1 Stage 2 Stage 3

Description Stage 1 starts with Stage 2 focuses on Stage 3 lists the learning
identifying the desired evidence of learning by activities that will lead
results for students by assessment. Teachers plan students to the desired
establishing the overall performance tasks and results
goal/s of the learning evidence of understanding
sequence/unit using that is required. Each of the essential
Syllabus standards. Performance tasks questions must be
-Stage1 focuses on identifying determine what the instructed. Plan learning
what students will students will demonstrate activities that will lead
understand, will know in the unit and what students to being able to
and be will be able to do. evidence will prove their answer the essential
-Stage 1 focuses on “transfer of understanding. This can questions and enduring
learning.” Essential companion include self-reflections and understanding.
questions are used to self-assessments on
engage learners in thoughtful learning
“meaning making” to help them
develop and deepen
their understanding of important
ideas and processes that support
such transfer.

Design What should students What is evidence of desired What learning activities
Questions come away understanding, results (i.e., desired promote understanding,
knowing and able to do? understanding)? knowledge, skill, student
interest?

Design By state rule, you are required to Six facets of understanding. Research-based repertoire
Consideration teach all standards and of learning and teaching
s objectives. strategies.
National, state and local Essential and enabling
standards/ Teacher expertise and knowledge and skills
Interest

Filters Enduring ideas Valid, reliable, authentic W.H.E.R.E.T.O...

(Design Opportunities for authentic, and sufficient Where and why
Criteria) discipline-based work assessment Traditional Hook and hold
1. writing “enduring quiz/test Explore, experience, enable,
understandings” Performance tasks and equip
projects- Portfolios Reflect, rethink, revise
• A statement that usually Presentations - Essay Evaluate work and progress
starts, “Students will be able Self-assessment Tailor and personalise the
to…” Other classroom activities work
• Raises important questions Organise for optimal
about the enduring
 understanding. effectiveness
• These are the OBJECTIVES
under each standard.
Results in: A unit or sequence of A unit or sequence of Coherent learning
lessons framed around lessons anchored in experiences & teaching
enduring understandings credible and vital evidence that evoke and develop
. and essential questions. of the desired the desired
understandings. understandings, promote
interest and make
excellent performance

Note:
In stage 1
Besides the core objectives,
you will also add two more essential questions
to each unit to strengthen student engagement
and learning:
1ST question/HOOK:
This question must be BROAD and require
very limited background knowledge

The middle questions:

These questions must be your core objectives
put into question format.
EXAMPLE
Objective 1: Investigate the development of the American political party system.
Becomes:
Essential Question #2: Why and how did the American political party system develop?
Last question/RELEVENCE:
This question helps bridge the content to make it relevant to students’ lives. Students must make personal
connections to the learning

Note in stage 2
■ Each of the essential questions must be assessed.
■ You should use formative and summative assessment
Note in stage 3
Each of the essential questions must be instructed. Plan learning activities that will lead students to being
able to answer the essential questions and enduring understanding.
 2. Pros and why they are pros:
 All three strategies—the backward design process, design standards, [and] performance tasks—can
help instructors self-assess and engage in peer review, which can ultimately improve instruction.
 Backward design encourages the instructor to establish the purpose of doing something before
implementing it into the curriculum. Therefore, backward design is an effective way of providing
guidance for instruction and designing lessons, units, and courses. Once the learning goals, or
desired results, have been identified, instructors will have an easier time developing assessments
and instruction around grounded learning outcomes.

3. Cons and why they are so

 The design is very complex—not easily understood or applied. When something this complex is
added to existing responsibilities, it takes a long time to digest the information and apply it
appropriately.

 The critical need for educators to have time to reflect on what the UbD framework suggests about
modifying existing practices and to try out various aspects of the backward design process in their
classrooms.

1. Notes and ideas:

Understanding by Design (UbD) is a great contribution to the field of ELT. It should be used as a
medium for instructors’ professional development and learners’ achievement in the future. The
cooperation with the school administration should be encouraged to produce better results. Future
studies should be carried out in order to examine the reflections of UbD on different cognitive and
affective variables.
Using backward design will not only help you teach the important concepts but it will help students
learn the important concepts!

V. Differentiated Instruction

Kids of the same age aren’t all alike when it comes to learning any more
than they are alike in terms of size, hobbies, personality, or food preferences.
At its most basic level, differentiating instruction means “shaking up” what goes on in
the classroom so that students have multiple options for taking in information, making sense
of ideas, and expressing what they learn. In other words, a differentiated classroom provides
different avenues to acquiring content, to processing or making sense of ideas, and to developing products so
that each student can learn effectively.

It is a is a framework or philosophy for effective teaching that involves providing different

students with different avenues( WAYS) to learning (often in the same classroom) in terms of: acquiring
content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment
measures so that all students within a classroom can learn effectively, regardless of differences in ability.[1]

1. Teachers can differentiate instruction for students through READINESS. We are differentiating instruction, when we identify
and respond to lack of readiness. (A student’s current proximity to specified knowledge, understanding, and skills. )

2. INTEREST refers to a student’s curiosity for a particular topic. Ex: one student may find American History fascinating while
another finds events of the past boring.

3. A 3rd entry point that DI uses to influence student learning is the student’s LEARNING PROFILE. (A preference for taking in,
exploring, or expressing content. )
 • Content : The knowledge, understanding, and skills we want learners to learn
• Process: How learners come to understand or make sense of the content.
• Product: How learners demonstrate what they have learned and can do after the lesson
• Requires Flexible Grouping

A. Differentiating Content
The content of lessons may be differentiated based on what students already know. state. Some students in a
class may be completely unfamiliar with the concepts in a lesson, some students may have partial mastery of the
content, and some students may show mastery of the content before the lesson begins.
The teacher may differentiate the content by designing activities for groups of students that cover different areas
of Bloom’s Taxonomy. For example, students who are unfamiliar with the concepts may be required to
complete tasks on the lower levels of Bloom’s Taxonomy: knowledge, comprehension, and application.
•
• Reading Partners / Reading Buddies – Parallel Reading with Teacher Prompt
– Read/Summarize • Flip Books
– Read/Question/Answer • Digests/ “Cliff Notes”
– Visual Organizer/Summarizer • Note-taking Organizers
 • Varied Texts • Split Journals (Double Entry – Triple Entry

B. Differentiating by process
The process of how the material in a lesson is learned may be differentiated for students based on their learning
styles, taking into account what standards of performance are required for the age level. This stage of
differentiation allows students to learn based either on what method is easiest for them to gain knowledge.
After teaching a lesson, a teacher might break students into small “ability” groups based on their readiness. The
teacher would then give each group a series of questions, based on each group’s appropriate level of readiness-
skills, related to the objectives of the lesson. Another way to group the students could be based on the students’
learning styles. The main idea behind this is that students are at different levels and learn in different ways, so a
teacher can’t teach them all the same way.
Some students may prefer to read about a topic (or may require practice in reading), and others may prefer to
listen (or require practice in listening),or acquire knowledge by manipulating objects associated with the
content.
• Allow for working alone, in partners, triads, and small groups
• Allow choice in strategies for processing and for expressing results of processing
• Interest centers Hands-on materials
• Vary pacing according to readiness
• Allow choice in strategies for processing and for expressing results of processing

C. Differentiating by 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).
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. It is done by using menu unit sheets, choice
boards or open-ended lists of final product options.
Examples of differentiated structures include Layered Curriculum, tiered instruction, tic-tac-toe extension
menus, Curry/Samara models, RAFT writing activities, and similar designs.
• Tiered product choices
• Model, use and encourage student use of technology within products and presentations
• Provide product choices that range in choices from all multiple intelligences, options for gender, culture,
and race
 • SPELLING:
• Create a greeting card. Be sure to include some of your Spelling words in the message. Use lots of
color and do your best work
• Illustrate your spelling words. Don't actually write the word, but make your picture really reflect
the meaning of your word.
• Create newspaper headlines using your spelling words.
• Create an advertisement/poster for some type of product using some of your spelling words

Cubing
• A cube consists of 6 commands-one on each of its 6 faces
Can be used to differentiate on the basis of learners’ readiness
– Using 2 or more cubes with the same commands, modify the prompts or tasks so that they are at
different levels of difficulty
• Can be used to differentiate activities based on learners’ interest or learning styles
D. Learning Environment
Differentiating through the environment is important as it creates the conditions for optimal learning to take
place. An environment will support or deter the student’s quest for affirmation, contribution, power, purpose,
and challenge in the classroom”
 The learning environment includes the physical layout of the classroom, the way that the teacher uses the space,
environmental elements and sensitivities including lighting, as well as the overall atmosphere of the classroom.
The teacher’s goal is to create an environment that is positive, structured, and supportive for each student.
Teachers should design a classroom environment supports students’ ability to interact with others individually,
in small groups, and as a whole class. They should employ classroom management techniques that support a
safe and supportive learning environment.
 Break some students into reading groups to discuss the assignment.
 Allow students to read individually if preferred.
 Create quiet spaces where there are no distractions.
Pros
 Research shows differentiated instruction is effective for high-ability students as well as students with
mild to severe disabilities.
 When students are given more options on how they can learn material, they take on more responsibility
for their own learning.
 Students appear to be more engaged in learning, and there are reportedly fewer discipline problems in
classrooms where teachers provide differentiated lessons.
Cons
 Differentiated instruction requires more work during lesson planning, and many teachers struggle to find
the extra time in their schedule.
 The learning curve can be steep and some schools lack professional development resources.
 Critics argue there isn’t enough research to support the benefits of differentiated instruction outweighing
the added prep time.
EXAMPLE

 First, identify the objectives of the content you want students to learn and practice.

 Then, decide how you want to differentiate. Will it be for content, product, or process? To make
that decision, think of how you want students to engage. Take a look at the Learner
Relationship Diagram in the resources to help with this decision.

1. If you choose to differentiate for CONTENT, it means you are going to provide various formats
to help students gain the knowledge, concepts, and skills. Differentiating content includes using
various delivery formats such as video, readings, lectures, or audio.

 Your device's camera

o You can clone yourself! Flip learning by recording yourself teaching the lesson at
whatever level the student(s) are at. The students can watch and participate. They can rewind and re-
watch as often as they need to without you having to be right there. See suggestions in the article
below.
 2. If you choose to differentiate the PROCESS, that means you are going to provide
multiple ways for students to stop and think about their learning. This is where students
work to master the content. This is also a great place to build in formative assessments.
 Digital Manipulatives
o This is a math-focused site. It has a bunch of different math manipulatives that have been made
for digital devices.
 Quizizz
o This is a quiz game that students complete at the speed that works best for them. You can write
the quiz, or use one that has been written already.
 QR Codes
o The teacher can post QR codes with various websites or activities. Students can use the
camera on their device to scan and go to the site. There is no need for them to type a long URL.
 Flipgrid
o This site allows teachers to create prompts. Students respond by video. It is a great reflection
tool.
 Padlet
o This tool allows students to share their thinking without having to raise their hand.  It allows
students to process at their own speed.

If you choose to differentiate the PRODUCT, it means that you are going to provide options for how
students can demonstrate their mastery. Students may also present their own project idea based on
interests.  

 Seesaw

o This app is very versatile and simple to use.  Students can create videos, drawings,
images, writing entries all in one app. It takes app complexity away and allows students
to just show what they know at the level that works for them. It allows them to re-record
or edit, so time is not an issue.

 Picktochart

o Piktochart allows students to create infographics, presentations, and posters from

templates. There are different templates based on what you are trying to create.

 Educreations

o Educreations provides a unique way for students to show what they know about a topic.
They can draw on the whiteboard and record their voices to share their knowledge. This
is especially great for multi-step processes.

 The Google Suite

o Google allows students to work collaboratively to create a product.  Collaboration helps

support students at a variety of ability levels.