Content,+Product+or+Process+examples

When a teacher differentiates **__conten__**__t__ they may adapt what they want the students to learn or how the students will gain access to the knowledge, understanding and skills (Anderson, 2007). Educators are not varying student objectives or lowering performance standards for students. They use different texts, novels or short stories at a reading level appropriate for each individual student. Teachers can use flexible groups and have students assigned to alike groups listening to books on tape or specific internet sources.

Differentiating by **__process__** refers to how a student comes to understand and assimilate facts, concepts and skills (Anderson, 2007). 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

When an educator differentiates by **__product__** 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 sheets,rafts, tic-tac-toes also known as 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 .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.