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1. ASH EDU 382 Week 3 Assignment Differentiating
for Student Readiness and Interest NEW
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EDU 382 Week 3 Assignment Differentiating for
Student Readiness and Interest NEW
For this assignment, you will be given a scenario
that describes two very different students that
you may have in your classroom. Based on the
information, you will develop appropriate ways
to differentiate content, process, and product
based on student readiness and interest.
Scenario:
You are a fifth grade teacher and are preparing
to teach the students a unit on matter. In this
particular lesson, you will introduce to the
students the structure of an atom, which
includes protons, electrons, and neutrons.

2. You already conducted a pre-assessment and
you found that most students were familiar with
the word atom, but were not particularly strong
in knowing the parts of an atom. Mary loves
science and was the only student who shows that
she already has a good understanding regarding
the structure of an atom. You also know that
Davion is an average student who is very capable
of learning the content, but it is a struggle to
motivate him when teaching science because he
does not care for the subject and thinks it is
boring. In conducting an interest survey in the
beginning of the year, you know that Davion is
really interested in comics.
In reviewing this scenario, you will determine
how to effectively differentiate for content,
process, and product based on student readiness
and student interest for Mary and Davion. Your
assignment should include the following:
a) Based on what Mary knows about the atom,
explain how might you differentiate for student
readiness based on content, process, and
product? Think about what you want Mary to
learn and how you plan to teach it (content), the
activities she will engage in (process), and how
she might show what she has learned in a
different way (product). See Chapter 5 of your
text for support and ideas.

3. b) Considering Davion’s interest in comics,
explain how you might differentiate for student
interest based on content, process, and product.
Think about how you might differentiate the way
you teach atoms to Davion (content), the
activities you may engage him in to help him
make sense of the content (process), and the
options he has to show he has mastered the
objective (product). See Chapter 6 of your text
for support and ideas.
c) Explain your rationale of your differentiated
approach for each student and how it will
support these two students in your classroom for
learning about the structure of an atom.
Consider how your selection in content, process,
and product for Mary and Davion differ for the
rest of your class. How do the options you
provide for Mary and Davion align with their
readiness level and interest? Be sure to use
evidence to support your ideas.
You have three options in completing this task:
a) Write a two- to three-page paper (not
including the title and references pages).
b) Develop an eight- to ten-slide PowerPoint
presentation (not including the title and
references slides).
c) Use a combination of the above.

4. You must reference the course text and at least
one additional scholarly source using the
Ashford University Library. You must include
title and references pages or slides regardless of
which option you choose. For information
regarding APA formatting, visit the Ashford
Writing Center, located under the Learning
Resources tab in the left navigation of the online
course.