This is the sixth in a series of posts (1: What They’ll Know 2: Product Choice & Grading, 3: Content Expectations & Grading, 4: Process & Grading, 5: Scaffolds)about creating powerful product assignments at the end of a unit of study. Now it is time to differentiate.
Differentiation is modifying the assignment to meet each student at their individual learning level based on their readiness, interest, learning style and profile.
For students with a 504 Plan or IEP (Individual Education Plan) these modifications will meet the requirements of those plans. ELL (English Language Learners), depending on their proficiency level and the task may require individualized adjustments or additional scaffolds. High achievers may require an extension activity that challenges their ability level. Low achievers may require extra time or simplification. Truthfully, this list could go on and on and still not list every possible modification. This step is truly based on your students and their needs.
This is the fifth in a series of posts (1: What They’ll Know 2: Product Choice & Grading, 3: Content Expectations & Grading, 4: Process & Grading)about creating powerful product assignments at the end of a unit of study. Now it is time to scaffold for success.
What kind of scaffolds do you need to gather for your students to be successful? For me, rubrics are always the first on this list. I think having the grading guidelines listed clearly from the beginning in very clear and specific language really helps guide students to be successful. Additional ideas could be a variety of brainstorming graphic organizers, timelines, goal sheets, progress monitoring calendars, revising and editing schedules, etc. These will vary based on what your final product is and what your class has used. You don’t always have to build these from scratch, there are lots of free options online. Find what works for you and your students and run with it.
This is the fourth in a series of posts (1: What They’ll Know 2: Product Choice & Grading , 3: Content Expectations & Grading)about creating powerful product assignments at the end of a unit of study. Now it is time to establish your expectations for the process.
First off, will students be graded on the process to create the product in addition to the product itself or only the finished product?
For group projects, I always include a process grade as it is where I cover teamwork. However, I would argue that the process grade is important even for individual projects as it rewards those who create and stick to a plan over those who procrastinate. The goal is to help the students build good work habits.
If you are going to grade the process some things to consider including teamwork, planning, research, editing, communication, ability to stay on the projected timeline, etc.
This is the third in a series of posts (1: What They’ll Know 2: Product Choice & Grading )about creating powerful product assignments at the end of a unit of study. Now you are going to figure out the content expectations.
First up, the students are showing what they know from the unit of study. So what are the requirements that they must meet for content and how will the inclusion of that content be scored?
I personally like using a rubric to grade as it keeps the grading streamlined and transparent. For example, in a biography project, second-grade students must include a date of birth & death, full name, two details about their personal life and three details about why they are famous. That is all 8 required components for a score of 4 out of 4. A score of 3 out of 4 would be granted for 6-7 required components. A score of 2 out of 4 would be granted for 4-5 required components. A score of 1 out of 4 would be granted for 2-3 required components. A score of 0 out of 4 would be granted for 0-1 required components.
This is the second in a series of posts about creating powerful product assignments at the end of a unit of study. In part 1 you figured out what the students must understand, know and/or be able to do after the unit of study. Next up you get to decide how the students are going to present their knowledge or the type of product, the guidelines for that product and how you plan to grade it.
- Are you going to set a required product style such as a travel brochure, Haiku or wiki?
- Are you going to provide students with a short list of options and let them select their product style from the list using an academic choice board?
- Are you going to let students embrace their talents and passions, selecting their product style on their own and then seeking approval from you on their choice?
If you are going with #1 or #2, what are the requirements for the product? How big should it be if it is a physical product? What level of craftsmanship? How many parts will it have? How long should it be (pages, time, number of slides, etc.) if a digital product?
For example, for a fifth-grade slide presentation using the slide medium of their choice students are required to have a minimum of 12 slides in their presentation and every slide should have some sort of visual (graph, chart, image, video, etc.) to earn full credit on this rubric item, 4 points. Students earn 3 out of 4 points for at least 9 slides. Students earn 2 out of 4 points for at least 6 slides. Students earn 1 out of 4 points for at least 3 slides. Students earn 0 out of 4 points for at less than 3 slides.
This is the first in a series of posts about creating powerful product assignments at the end of a unit of study. Before you can really dive into the product itself you need to figure out what the foundation of the product is by looking to the core of the unit of study. Here are three questions to guide you:
UNDERSTAND: What concepts do you expect your students to know at the end of the unit?
KNOW: What facts do you expect your students to know at the end of the unit?
DO: What skills do you expect your students to be able to demonstrate at the end of the unit?
One way I have differentiated content was using the website NewsELA to generate multiple different levels of an article for the class to read. Students met with their reading leveled groups to read the article together. Then we shared out as a class to create a graphic organizer about the topic that everyone copied into their journal. We started the discussion having the lowest reading level share out since their article was the most generalized. I moved up in order to the highest reading level group. As each group shared out more information was added to our graphic organizer. What is really great about using these articles is that all the students can participate at a level that is comfortable for them. The students got much more involved than when we read a single article, whole class. I think that the smaller groups bolster more voices to share out and that translated into more voices during the whole group. I would use this method again if I was working in a classroom that had such a wide range of reading levels. I felt that the students were able to access the thematic content presented in the articles and were more confident reading articles at their own challenging, but not overwhelming, level than articles below (lost interest) or above (confused) their reading levels. I loved how the higher readers were able to dig deeper and share that new knowledge with their lower reading level peers using peer to peer communication.
However, my favorite moment was probably when a whole group of my middle readers was super confused about this gene-editing article we read and two students from the lower reading group understood not only what they were confused about but also were able to explain it using the simplified terms from their article. It turned into this whole peer to peer teaching moment, it was kinda like watching a bunch of Christmas lights turn on all at once.
My first master teacher just introduced me to Newsela which she uses all the time with her fifth-grade class. It is a free site that cultivates news articles for students to read. The best part, each article is available at a variety of reading levels so you can differentiate for your students without any heavy lifting. Some articles are also provided in Spanish, which can be a great resource for ELL students or even Spanish classes. 1
Reading Rockets is a great resource for Differentiated Instruction information and mainstream reading instruction. They have pages on classroom strategies, a professional development course, articles about how to tackle specific challenges and the information of why these challenges arise, fluency, comprehension, content area literacy, dyslexia, ELL, Phonics…just to name a few.
As we discuss Digital Law, I think one of the biggest topics is Copyrights. Creative Commons is a copyright license designed for the digital age to promote sharing. “Creative Commons helps you legally share your knowledge and creativity to build a more equitable, accessible, and innovative world. We unlock the full potential of the internet to drive a new era of development, growth and productivity”(Creative Commons, n.d.).
They have a few different types of licenses based on what you are willing to allow to be done with your work. By default, the page loads with the most open version of the rights as they are encouraging people to be creatively open with their work but there are more limited options if they suit your needs better.
If you are considering using a Creative Commons license for the first time, I urge you to take the time to read the license itself first. They are not revokable
Creative Commons. (n.d.). What we do. Retrieved December 04, 2017, from https://creativecommons.org/about/