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Educators should find ways to provide all students with the tools in order to become successful
members of society. One of the ways to fulfill this goal is to provide all students with tools that
are differentiated. In the same way that all humans are different with different likes,
personalities, and looks, the lessons and activities in the classroom should reflect the differences
and be created in ways to help all students be successful. Through differentiated instructions,
educators are providing students with engaging, valuable, and motivating learning experiences.
When students are able to take ownership of their learning and have a sense of community and
equality in the classroom, this will transcend into society and help all students show openness
and acceptance to all types of people.
Keywords: differentiated, strategies, content, process, product, student profile
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Differentiated Strategies and Assessment
Title of Sample Lesson Plan: Phases of the Moon
Topic: Science
Grade Level: 4
Virginia Standard of Learning: 4.8 The student will investigate and understand the relationships
among Earth, the moon, and the sun. Key concepts include:
a) the causes for the phases of the moon; and
b) the relative size, position, age, and makeup of Earth, the moon, and the sun.
Differentiating by Readiness
Background
Proposed Background: In order for learning to be successful, teachers must be able to guage
where students are in their learning because this is a starting point for how to get students
engaged in the learning. Not only should teachers understand what students know about certain
topics, but they should also know their student’s academic level, needs, learning styles, learning
differences, and interests. Through knowing their students, teachers can create an engaging, safe,
and effective learning environment that will help all students be successful in learning. In regard
to the cause of the moon phases, students must know what the moon is, where it is, and the
definitions of the following vocabulary terms: reflection, refraction, revolution, rotation, and
illumination. This lesson continues with examining the relationships between the sun, earth, and
moon, but students must understand where each of these objects are and how they rotate. Olrich
et al. (2018) expressed the need for teachers to know what their students know and do not know
well in order to differentiate instruction effectively.
Strategies
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Content Strategies: To determine readiness based on content, one strategy is to have students
create a K-W-L chart. This is a chart that collects what the students know, want to know, and
have learned about the moon phases. The students will start working on the chart before the
lesson, during the lesson, and after the lesson. This will help them bridge the gap between their
prior knowledge and new knowledge about the moon. At the end of the lesson, the students can
correct any concepts they thought they knew about the moon. KWL charts are a great way to
help differentiated the content based on student need because of how specific each chart shows
student knowledge and growth (Ornstein et al., 2017). For example, some students will know a
lot about the moon at the beginning of the lesson, but they can add more detail to what they
learned; or, the students who may not know much about the moon, are able to add significantly
more to their learned side. When the students are able to grow in their confidence and engage
with learning in mangeable ways, their learning will be more effective (Olrich et al., 2018).
In addition to a KWL chart strategy, another strategy is to place the students in mixed
ability groups. In their groups, they can discuss their KWL charts and share what they know,
want to learn, and have learned. This not only builds class community, but it also provides
students with times to share their expertise and learning with their peers. Students who do not
know as much information about the moon are able to learn from the peers in an effective way.
Students in mixed ability groups are able to support each other and help each other learn the
concepts. Tomlinson (2014) expressed that all students are intelligent in their own ways, and they
should have opportunities to express and develop their own abilities in a safe and effective way.
Process Strategies: One processing strategy that is differentitated based on readiness is to
provide students with a basketball, tennis ball, and marble to show how the earth, sun, and moon
rotate and revolve in the solar system. Through manipulatives, the students are able to discover,
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show, and reflect on their learning. Although the balls are not to perfect scale, the students are
able to get up and move their ball around to help them build their visualization and
understanding of the earth, sun, and moon’s relationships. Ornstein et al. (2017) stated that
maninulatives can help students remain motivated and intrigued in their learning.
Another strategy that would help students process information is through playing a game
using a pretest. For example, students can play Kahoot as a class to make the activity more
dynamic but to also guage how well the students know the information they will hear. For
example, one of the questions could be to match the term rotation to the correct definition. The
students can work with their team to make the right choice. The students are having fun playing a
game, engaging with the concepts, and the teacher is learning what the students know. The use of
technology not only makes learning more dynamic, but it also helps make learning more
successful for all types of students (Ornstein et al., 2017). Through this strategy, the teacher and
students are able to process the information they know and the information they will receive in
the lesson.
Product Strategies: One product strategy in terms of readiness is to have students create a picture
of what the vocabulary words mean or use the vocabulary words correctly in a sentence. Within
the lesson about moon phases, the students have to have an understanding of what the words
rotation, revolution, reflection, illuminate, and phase mean in this context. By giving the students
an option to draw a picture or to create the sentence, they are having a choice to show their
knowledge in a way they enjoy. Based on how many pictures or sentences the students create
correctly, the teacher can have a better idea of what the students know and what they need to
work on. Olrich et al. (2018) states that students should have time to review their previous
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concepts before learning something new. Through the pictures and sentences, the students are
able to begin to bridge the gap between what they know and what they will learn.
Another strategy that differentiates the product based on readiness is to give students a
tic-tac-toe form that has different tasks in each square. The students are to complete three tasks
that are in the same row horizontally, vertically, and diagonally. The tasks will range from easy to
difficult in order to give students a chance to show their knowledge but to also stretch their
knowledge in order to see where they need more learning. For students with learning differences
or special needs, the teacher can modify the task and have students only complete one or two
tasks. Not only are the students given choice to show their learning, but they are also given an
opportunity to create their own products. Ornstein et al. (2018) points out that tasks that allow
students to show creativity and have control will lead to more engagement and higher
achievement.
Differentiating by Interest
Background
Proposed Background: Students are all individuals with different interests and likes. Educators
must use their knowledge of students interests in order to create an engaging environment for
learning to happen (Olrich et al., 2018). Ornstein et al. (2017) expressed the need for classrooms
to acknowledge diversity and to have diversity in the resources and lessons provided. If students
are to be the center of the classroom, then the lessons should reflect the various types of students
within. When students have an opportunity to connect with their learning, they will be more
likely to grow and remain committed to their learning (Gay, 2002). A diverse classroom with
diverse resources will help all types of students feel welcomed and ready to learn.
Strategies
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Content Strategies: Content can be diversified by having the right resources and tools to help
students learn and access the content. One strategy is for the information on moon phases to be
shown in a way that will help auditory and visual learners. In other words, a video about moon
phases will differentiate the content based on student need and interests. Students that enjoy
learning content through visuals will engage more with the video. Not only does showing a video
help students with visual learning styles, but it can also be helpful for students with learning
differences and challenges. For example, the video will have the subtitles on and written
transcript available for students students with hearing difficulties or English Language Learners
(ELL). The ELL students can use their devices with Google Translate for translation purposes as
needed. Olrich et al. (2018) express that assistive technological tools aids ELL students and
students with learning difficulties remain engaged and successfull in learning the content.
Another stragtey to differentiated based on content is leveled reading passages about the
moon. The students are placed in leveled reading groups that will help them build fluency and
expression with reading assignments that are on level as well as learn information at the same
time. This helps students with reading difficulties and ELL students be successful. Since students
had different reading passages based on their reading level, they will all be able to share what
they learned. For example, the students in the high average level will be given advanced
vocabulary terms about the moon, but the students in the other groups will be given less
vocabulary terms. This helps all students meet the learning standards, but it is modified based on
students interest and need (Tomlinson, 2014).
Process Strategies: Different learning activities with mixed groupings are an effective processing
strategy to differentitate based on interest (Olrich et al., 2018). Throughout the lesson, the
students will move through different activities in a group. In some activities they will have same-
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level groupings and mixed-ability groupings. The activities are the following: video on moon
phases, leveled reading passages on moon phases, building a model with Oreos on moon phases,
and group discussion about moon phases. Through differentiated the learning process through
different learning activities, the students are able to engage with the learning in various ways
(Olrich et al., 2018). Students will likely enjoy one activity over the activities based on their
interest, learning style, or need. Since the end goal is for students to identify the phases of the
moon, the different learning activities give them the tools to accomplish the objective. The
different and tiered activities provide students with a wide array of ways to learn the concept.
Being in different groups also helps build community and provides opportunities for students to
interact with each other (Ornstein et al., 2017)
The processing strategy of building a model is an additional strategy to help make
learning more meaningful and engaging. The students will have the opportunity to build the
phases of the moon using Oreos. They will use the chart in their reading passage or video to
build and label the moon phases. Hands-on activities are an effective way for all students to
remain engaged and self-discover how the moon goes through phases (Ornstein et al., 2017). The
students not only process the information in their different learning activities, but they are also
able to interact with the different phases of the moon in a physical way through building a model.
Product Strategies: In terms of product, the students should be able to show and apply their
knowledge in effective ways. One strategy that will differentiated the product is to have students
share their learning through a project they chose. They can share their learning by making a
comic strip about the moon’s phases, creating a Google Slide presentation about the moon’s
phases, recording a video about the moon’s phases, or writing a short story about the moon’s
phases. Some students are great at drawing comic strips with captions, but others rather share
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their learning orally in a video presentation. Both examples provide students with the ability to
showcase their learning, but it also keeps in mind the level of each student and the learning
outcome required. When students are offered choices in their assignments they are more likely to
be engaged in the assignment (Jones & Jones, 2016). Allowing students choice in how they will
express their learning provides all students a level of autonomy, and it is differentiating the
content based on students interests and needs. The students are able to display their learning in a
way that will help them be the most successful (Tomlinson, 2014).
A second strategy in terms of product is to allow students days to work on their projects
with each other. Through the use of their Google accounts, students are able to upload, access,
and complete their projects on different Google tools. They are able to share the project easily
with their peers in order to receive feedback. This is an effective strategy since students are able
to pick tools that will help them be successful based on their interests and which project they
picked. When students are able to showcase their learning in a way they desire or enjoy, they are
more likely to be engaged with the concept and grow in their learning (Olrich et al., 2018).
Through sharing their projects with each other, students are able to work on communication and
collaboration skills. Feedback not only helps all students be successful in their learning and
collaboration skills, but also it provides students with the chance to share their learning and
expertise with each other (Ornstein et al., 2017).
Differentiating by Student Profile
Background
Proposed Background: Effective teachers understand that each child is unique and has different
strengths and learning styles (Tomlinson, 2014). To make learning more effective, teachers
should use their knowledge of each student to create engaging lessons. Since students have
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different backgrounds, ethnicities, cultures, experiences, interests, and learning styles, the lessons
should be differentiatied in a way that reflects student differences. Using these differences, each
student is given a chance to be successful at a level that is best for them. This is why getting to
know students is such an important task for teachers. Through forming a relationship with
students, teachers can develop lessons based on the student profiles (Ornstein et al., 2017).
Through these activites, students are able to take ownership of learning and grow in confidence.
Teachers are trying to help students learn in the best ways possible and grow in their learning in
effective ways (ACSD, 2011).
Strategies
Content Strategies: Presenting content in audio and visual ways is an effective strategy to make
learning more effective for each type of student (Olrich et al. 2018). Pictures and videos of the
lesson will help all students be successful with the lesson. For example, students with visual
learning styles will engage in the concept better through pictures and videos; students with
dyslexia and other reading challenges will be more engaged with the videos since they do not
read the content on their own; and students with language or hearing differences will be able to
read the captions on the videos and look at the pictures. Since videos and pictures can reach all
types of students, this is an effective way to make content more managagable for the students.
Through technology and the internet, the students are able to be learn on their own level.
Not only does presenting content in visual and auditory ways help differentiate the
content based on students’ profiles, but also the use of physical models will help all types of
students. Not only does a physical model help students with kinesetic learning styles, but it also
reaches all genders, cultures, and backgrounds. In addition, it provides an opportunity for open
discussions of the concepts between student to student and teacher to students. At an elementary
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level, the students are more effective in their learning when they are able to see and interact with
a model (Ornstein et al., 2017). Through using balls to show rotation and revolution or building
moon phases with the Oreos, all students are able to engaged in the learning style in an effective
way.
Process Strategies: Although learning centeres can be differentiated based on student interest,
they can also be differentiated based on students learning profile. Through watching a video,
reading a leveled passaged about the moon, building the moon phases with Oreos, and mixed
ability group discussion, the students are able to process their learning through visual, auditory,
kinesthic, and concrete versus abstract ways. This helps all students take part in the learning
(Tomlinson, 2010). Through the learning centers, the students are able to realize which type of
learning style they engage and learn best. Not only does this help studnets with learning styles,
but it also helps students with learning differences be able to be successfully and fully participate
in the learning. All students are able to process the information in a way they enjoy.
Through the different learning centers, the students are able to engage, review, and
express their learning in significant ways; however, the use of assistive and digital technology
further allows teachers to be successful at meeting each students’ needs (Ornstein et al., 2017). In
addition, learning centers provides students with an opportunity to work in same level groups or
mixed ability groups. Learning centers provide students with opportunities to process the
concepts in dynamic, engaging, motivating, and successful ways. In order to correctly
differentiate based on student profiles, teachers should walk around the groups to observe student
progress and areas for improvement. This type of informal assessment of student progress will
offer teachers with the understanding of where each student is in their learning. For example,
students who are struggling with reading their passage can have one-on-one help, or students
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who have rushed through the assignment can be given a chance to double check their work. By
giving students attention through asking questions, listening to ideas, and offering suggestions,
teachers are able to provide each student with specific help. Through learning centers, educators
are able to provide students with the tools to process the information.
Product Strategies: When educators provide students with choice in which project to complete,
the students are able to pick something that is in their interest and level. Through knowing the
students well and their abilities, educators can create projects that are applicable and manageable
for all types of students (Olrich et al., 2018). For example, a project that requires the student to
draw a comic strip of the moon going through the phases will most likely be of interest to
creative students, students with reading challenges such as dyslexia, or students who enjoy
visuals; however, a project that requires students to create a Google Slide presentation will attract
students who enjoy working on computers, students who enjoy public speaking, or students who
enjoy creative visuals. Through giving students a range of projects, the students are able to be
fully successful with their learning and are able to show a range of expertise in the area of moon
phases.
Not only does giving choice in which project to create a good strategy to differentiate the
product based on student profile, but also educators can implement the strategy of providing
students with a range of rubrics that will help students be successful at their specific levels. For
example, some students with learning differences will have the accommodation of using speech
to text tools for their project; some ELL students will have the modification of only a total of
four sentences on their comic strip vs. five sentences; students who are gifted and talented will
have higher-level requirements they need to complete in their project; or, students without access
to technology will have the accommodation of having more time to work on their project during
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school hours. This range of descriptions for the project will offer all students with a chance to be
successful at the pace that works best for them. The goal in differentiating the product based on
student profile is to provide each student with a rubric that will show their expertise in a
manageable and effective way (Olrich et al., 2018).
Assessment Response
Assessment is not only a test to complete at the end of unit, but it is a tool that can be
done in formal and informal ways to determine the students learning process. The reason for
assessment is to help teachers and students determine areas of strength and areas to improve
(Stiggins, 1999). Since lessons are to be differentiated based on students needs and differences,
assessment should also be differentiated as well. Instead of assessment being done at the end,
assessment should be on-going, continuous, and propel instruction forward (Stiggins, 1999).
Through assessment, educators are able to determine where to start with student learning and
where to improve in the learning. Through differentiated product based on readiness, students are
able to complete a tic-tac-toe form to determine the knowledge of the students.
I chose the tic-tac-toe assessment as a way to informally assess student knowledge about
the moon’s phases at the beginning of the lessons on the moon. This assignment acts as a guage
to determine the level of student readiness. Since the teachers need to determine where student
knowledge is through the tic-tac-toe assessment, the students are able to show their readiness in
an effective way. Assessments like this tic-tac-toe assessment provide teachers with ideas on how
to plan future lessons and reach desired outcomes (Bartlett, 2017).
Not only does this assessment act as a guage to determine student readiness, but it also is
a good assessment that is differentiated based on student level. In other words, the range of
activities provides all students with activities that are within their level. Students who know a lot
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about the moon’s phases will be encouraged to write a short story from the moon’s perspective or
write as many moon phases they remember; however, students who do not know a lot about the
moon’s phases will only draw one picture of what they have seen. Since they have to complete
three in a row, vertically, or diagonally, the other assignments in the line are within low-level and
high-level range of thinking. Since this is a lesson in a solar system unit, some of the questions
the students should seamlessly answer, but some of the other questions in the same line should
push and stretch the student’s knowledge. This will help the students see for themselves what
they know and what they need to work on (Ornstein et al., 2017).
In addition to the tic-tac-toe form acting as a guage of student readiness and the tic-tac-
toe form being differentiated based on student level, it also is an effective assessment because it
provides students with different ways to showcase their learning based on students profile. Some
students enjoy writing, drawing, sharing their opinion, or being creative. The range of activities
offer students with the options to showcase their learning in a way that they enjoy and
comfortable in. Since the assessment is given for teachers to understand student knowledge,
providing students with a range of comfortable and manageable activities will help all students
be successful (Tomlinson, 2017).
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Assessment Product
Name:
Date:
Tic-Tac-Toe
Directions: Choose a line of boxes to complete. It can be diagonal, horizontal, or vertical.
Complete the work in your science journal. Make sure to place an X or O on the tasks you
complete. In your journal, be sure to write the number from the box next to your response. This
assignment will help you determine what you already know about the moon.
1. Draw as many phases of
the moon that you can.
4. Write down an answer to
the following question: Why
does the moon go in phases?
7. Write down an answer to
the following question: What
would happen if the moon did
not go in phases?
2. Write down an answer to
the following question: If
there was a new moon
yesterday, what moon phase
do you think will come next?
5. Draw a picture of the Earth,
Sun, and Moon in the solar
system. Be sure to label and
write one detail about each
object.
8. Draw pictures of what
reflection, refraction,
revolution, rotation, and
illumination mean.
3. In your own words, write
what reflection, refraction,
revolution, rotation, and
illumination mean.
6. Draw, label, and color a
phase of the moon.
9. From the moon’s
perspective, Create a 5-8
sentence story about the moon
going through its phases.
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References
Bartlett, J. (2015). Outstanding assessment for learning in the classroom. Routledge.
Jones, V., & Jones, L. (2016). Comprehensive classroom management: Creating communities of
support and solving problems. Pearson.
Orlich, D. C., Harder, R. J., Brown, A., Trevisan, M. S., & Miller, D. (2018). Teaching
strategies: a guide to effective instruction. Cengage Learning.
Ornstein, A. C., et al. (2017). Foundations of education. Wadsworth, Inc.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners.
Association for Supervision & Curriculum Development.
Stiggins, R.J. (1999). Evaluating classroom assessment training in teacher education.
*Educational Measurement: Issues and Practice. 18(1), 23-27.
