This presentation explains a stratiges used to diffenertaites the student product inside the class, which are they: Tiered Products Tic Tac Toe Learning Menus RAFT

1. Product DifferentiationTalal Ahmed Alhashemi
Faisal

2. Differentiating instruction
Content
Process
Learning environment
Product

3. Differentiating instruction
Content
Process
Learning environment
Product

5. Assess the same concept or
skill for each student at the
end of a unit of study
Teachers offer their students
a variety of ways to
demonstrate their knowledge
(e.g., video, written report).
Product
Differentiation

6. give students a menu of options for demonstrating their learning, some of
which may be required while others may be student-choice.
writing a letter or song;
creating artwork;
making a video;
creating a performance;
working alone; and working in a team.
Guidelines, expectations, and/or a rubric for each type of product must be
available to the learners so they know how the product will be evaluated
before beginning the task/activity.
Product
Differentiation

7. Make the product assignment challenging but
not so difficult or complex that the students are
unable to complete it on their own.
Provide clear directions.
Create a task that reflects real-world
application.
When doing so, the teacher strives to:
Product
Differentiation

8. Product
Differentiation
• Have no fear – if you have 30
students in your classroom, you
do not need to present your
content in 30 different ways.
• Offering just two or three options
can be enough to reach everyone
in the class.

10. Agendas
• Strategies for differentiating
product
• Building Differentiated Tests

11. Strategies for differentiating product
Tiered Products , Tic Tac Toe, Learning Menus, RAFT

12. Strategies for differentiating product
Tiered Products , Tic Tac Toe, Learning Menus, RAFT

13. Tiered
Products
• Design a range of products
• Challenging for students at different
levels of readiness
• (Low, middle, and high groups )
• Howard Gardner’s Multiple
Intelligences to form groups that
will done particular skills
• ( bodily/kinesthetic, and their task is
to create and act out a scene,
Another group would be
visual/spatial, and their task would be
to illustrate)
Keep in Mind
To design and match the
product assignments to the
students’ readiness levels,
teachers should refer to the
pre-assessment and ongoing
assessments results.

14. Tiered
Products
•Group 1
This group will demonstrate the path
of a bundle of data since its entered
from the keyboard buttons until it
shows at the screen of the PC.
The data bundle will be a student
where he goes to each student in a
way that will explain the path of this
data. The student who is his turn to
talk, will say the component function
and will ask the students : which
component I am?
This role play will be recorded and
shared with the other classes.

15. Tiered
Products
•Group 2
This group will create a
presentation of the PC
components.
Each student will handle a PC
components. He will add the
true image, video and will
explain its function in a short
sentence.

17. Strategies for differentiating product
Tiered Products , Tic Tac Toe, Learning Menus, RAFT

18. Tic Tac Toe
• A nine-cell table of options
• all options address the key concept
or skill being learned
• Students choose three product
options that form a horizontal,
vertical, or diagonal line.
• Students choose one product choice
from each row or from each column
(without forming a straight line).
• The teacher can create two or more
versions to address the different
readiness levels.

19. Tic Tac Toe
‫علماء‬
‫مشهورون‬
‫التعليمات‬:
‫في‬ ‫عالمه‬ ‫ضع‬
‫الذي‬ ‫المربع‬
‫وينبغ‬ ،‫تختارة‬‫ي‬
‫يشكل‬ ‫ان‬ ‫لذلك‬
‫تك‬ ‫قائمة‬-‫تاك‬-‫ت‬‫و‬
‫ا‬‫ل‬‫نزو‬ ‫او‬ ‫عرضا‬.
‫اكمل‬ ‫يجب‬
‫كلها‬ ‫النواتج‬
‫بحلول‬......:

20. Tic Tac Toe
Characters
Write an essay
comparing and
contrasting yourself to
one of the major
characters.
Create a list of at least five
interview questions to ask
Romeo or Juliet about
what the reader should
learn from their
experiences. Create an
audio including the
questions and answers.
Now that you’ve read
Romeo and Juliet and
watched Westside Story,
create a play that contains
these two major characters
and is set in modern times.
Settings
Choose your favorite
scene and describe how
the setting affects the
mood of the play.
Choose your favorite scene
and create a detailed
scaled model of it.
Choose your favorite scene
and write an essay
describing the differences
in the settings of Romeo
and Juliet and Westside
Story.
Theme List five well-known
quotes from the play.
List the character who
said the quote and
describe how each
quote relates to a major
theme of the play.
Create a table that
compares and contrasts
the Montagues and
Capulets with the Hatfields
and McCoys.
Create a video trailer for a
new version of the movie
Romeo and Juliet.
A unit on Romeo and Juliet
Directions: Complete one activity from each row.

21. Tic Tac Toe
‫ة‬ّ‫د‬‫الما‬
‫التعليمات‬:
‫في‬ ‫عالمه‬ ‫ضع‬
‫الذي‬ ‫المربع‬
‫وينبغ‬ ،‫تختارة‬‫ي‬
‫يشكل‬ ‫ان‬ ‫لذلك‬
‫تك‬ ‫قائمة‬-‫تاك‬-‫ت‬‫و‬
‫ا‬‫ل‬‫نزو‬ ‫او‬ ‫عرضا‬.
‫اكمل‬ ‫يجب‬
‫كلها‬ ‫النواتج‬
‫بحلول‬......:

23. Strategies for differentiating product
Tiered Products , Tic Tac Toe, Learning Menus, RAFT

24. Learning
Menus
• Offer students four to six options for
producing a final product
• require approximately the same
amount of time to complete
• Do all task
• Select one/more task
• Select at least two /more
• Optional ( enrichment)

25. Learning
Menus
‫ة‬ّ‫د‬‫الما‬
‫التعليمات‬:
‫نشاطا‬ ‫إختر‬
‫من‬ ‫لكل‬ ‫ا‬‫ا‬‫واحد‬
‫الغداء‬ ،‫الفطور‬
‫العشاء‬.‫ا‬ّ‫م‬‫أ‬
‫فهو‬ ‫الحلوى‬
‫يمكنك‬ ‫نشاط‬
‫ب‬ ‫القيام‬ ‫اختيار‬‫ه‬
‫تنهي‬ ‫أن‬ ‫بعد‬
‫وجباتك‬
‫األخرى‬.

26. Learning
Menus

27. Learning
Menus
‫ة‬ّ‫د‬‫الما‬
‫التعليمات‬:
‫نشاطا‬ ‫إختر‬
‫من‬ ‫لكل‬ ‫ا‬‫ا‬‫واحد‬
‫الغداء‬ ،‫الفطور‬
‫العشاء‬.‫ا‬ّ‫م‬‫أ‬
‫فهو‬ ‫الحلوى‬
‫يمكنك‬ ‫نشاط‬
‫ب‬ ‫القيام‬ ‫اختيار‬‫ه‬
‫تنهي‬ ‫أن‬ ‫بعد‬
‫وجباتك‬
‫األخرى‬.

29. Strategies for differentiating product
Tiered Products , Tic Tac Toe, Learning Menus, RAFT

30. RAFT
• Each column specifies
• the role the student will adopt
• The audience he will address
• The format of the work
• The topic to be addressed

31. RAFT

32. RAFT

33. RAFT

35. Building Differentiated Tests

36. Using a variety
of question
types
Multiple choice
• Write in simple language and use as
few words as possible.
• Avoid negatives (e.g., Which of these
is not an example of an insect?).
• Make sure the construction of the
stem or answers does not give the
answer away (e.g., The stem ends
with “an” and only one answer begins
with a vowel).

37. Using a variety
of question
types
Matching
• Write the definitions on the left and
list the words on the right so that
students read a definition and then
scan the list of words instead of vice
versa.
• Keep all matching items on the same
page.
• Include no more than eight items.
• Note: This type of question is good
for struggling readers because it
requires minimal reading.

38. Using a variety
of question
types
Sentence completions and fill-in-
the-blanks
• Provide answer blanks and adequate
space for written responses.
• Understand that students’
handwriting is often difficult to
decipher.
• Write sentences so that the blanks
are near the end to minimize issues
with reading comprehension.

39. Using a variety
of question
types
Short answers or essays
• Grade only the content being tested
and not the students’ writing skills
(e.g., grammar, punctuation); an
exception is the spelling of content
area vocabulary.
• Allow students to convey their
knowledge in the most efficient
manner (e.g., bulleted items,
diagrams). Requiring them to write
complete sentences may impede
their ability to fully demonstrate their
knowledge.

41. Using a variety
of question
types
True/ False
• Teachers may want to avoid true/
false questions because they often
involve the use of negatives, which
are difficult for many students (e.g.,
Plants do not need sunlight to
produce chlorophyll.
• Provide a “T” and “F” for true/ false
questions for the student to circle. It
prevents students with handwriting
challenges from tiring during the tests
when they are required to write out
“true” and “false.”

42. Preteaching
test-related
vocabulary
Teachers should preteach unfamiliar
words or phrases included in test
items such as “compare” or
“contrast.”

43. Making the
format
efficient for
students
This allows students to demonstrate
their knowledge without having to
spend time and energy navigating
the layout of the test.

44. Highlighting
key words
When words such as four, most,
least, and excluding are highlighted,
students are less likely to forget the
criteria while formulating their
answers.

45. Making test
items
straightforward
The test items should assess the
students’ knowledge of the content
or skill. Items that include negatives
or require overly complicated logic
interfere with students’ ability to
accurately demonstrate their
knowledge.

46. Specifying the
criteria for
constructed
response
items.
Items that require the students to
formulate responses (e.g., essays,
short answers) should specify the
criteria (e.g., length of essay, number
of examples)

47. Using
authentic
assessment
Test students in the same way they
were taught. For example, if students
have been working on the addition of
two-digit numbers using only
computation problems, the test
should not include word problems

49. Refernces
• https://www.iidc.indiana.edu/index.php?pageId=3348
• https://iris.peabody.vanderbilt.edu/module/di/cresource/q2
/p07/#content
• http://www.teachhub.com/differentiated-instruction-
strategies-using-tiered-assignments
• https://strategiesforgiftedlearnersinthe.weebly.com/learning
-menu.html
• http://www.thrivingschools.net/blog/2017/11/13/planning-
for-performance-with-tim-schwarz
• https://iris.peabody.vanderbilt.edu/module/di/cresource/q2
/p07/di_07_link_tests/#content
• Fair Isn’t Always Equal: Assessing & Grading in the
Differentiated Classroom, by R. Wormeli, 2006.
• ‫موهبة‬ ‫إصدارات‬:‫الشاملة‬ ‫للفصول‬ ‫القوائم‬ ‫باستخدام‬ ‫المتمايز‬ ‫التدريس‬:
‫العلوم‬

50. Thank you