Differentiating Content, Process, and Product COMPETENCIES 2050.4.3 :

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Differentiating Content, Process, and Product COMPETENCIES 2050.4.3 : Differentiating Content, Process, and Product The graduate modifies content, process, and product in order to deliver instruction that takes into account individual students’ differences. INTRODUCTION Student readiness levels, interests, and learning profiles vary in every classroom. It is important for teachers to gather this information about their students and utilize it when planning instruction. Understanding how to differentiate the content, process, and product of lessons to align with students’ readiness levels, interests, and learning profiles will lead to higher levels of student engagement and achievement. REQUIREMENTS You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. A. Differentiate a lesson plan for content, process, and product based on students’ individual differences (i.e., readiness differences, interests, or learning profiles). Note: The lesson plan you use in part A must be created by you, either previously or specifically for this task. The lesson plan as a whole will not be evaluated, only the differentiation therein. 1. Explain how you differentiated the content of the lesson to address students’ individual differences. 2. Explain how you differentiated process in the lesson to address students’ individual differences. 3. Explain how you differentiated the product in the lesson to address students’ Individual differences. B. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized. C. Demonstrate professional communication in the content and presentation of your submission.

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