Introductory ideas:

Offering students a range of options in the way they present evidence of their learning is what differentiation of 'product' is about. Choices can reflect student's learning preferences, so that their work develops their areas of strength (as identified through Gardner's Multiple Intelligences model) or use technologies they find supportive in areas of need, such as recording a spoken reflection about a novel in place of a written piece of text.

A range of different types of assessment types (ranging from quizzes, to written reflections to performances such as a debate or role-play) also provides a more comprehensive picture of the student's understanding and their ability to apply their learning in a range of contexts.

Further reading is available from: In a Nutshell: How to Differentiate Learning- curriculum, instruction assessment by Robin Fogarty and Brian Pete

Padlet.JPGMain ideas from the Product group

Further reading

Strategies for differentiating process and product

Student engagement – illustration of practice that shows how a students with a diverse range of learning needs and interests can be engaged in a task with a real audience (video 5 mins)

The 'Maker' model - simple strategies for differentiating content, process and product to meet the needs of gifted students.

Task-oriented questions - a great collection of possible products from students learning - connected to Bloom's taxonomy

Formative assessment

Formative assessment includes pre-assessment of student learning: Finding out what students know and can already do around a topic is critical for planning to meet their needs.

The need for pre-assessment ... further reading about pre-assessment

A useful online tool for formative assessment of literacy and numeracy skills can be accessed through the Scootle site: it is called Improve. (a link to ‘Use Improve’ is located towards the top right of the Scootle home page.)

Using Improve, teachers can search a database of individual questions from past NAPLAN testing by key word (e.g. “infer”) and use the questions to create their own online quiz for their students that focusses on a specific skill.(e.g. inferring information from a text)
Students do the teacher-created test online and the results are immediately available for the teacher, so they can see who has already mastered the content and see the sorts of misconceptions other students have from the answers they have given. Test items are also digitally linked to relevant curriculum and learning resources such as learning objects, making it easy for teachers to know what resources might help students move on with their learning.

Other pre-assessment task possibilities
Concept maps
Venn diagrams
Flow charts
Draw a diagram, picture
Written responsePicture matching
Bloom’s Taxonomy questions (one from each level)
Hands-on activitiesMake a model
Experimental designLabel a diagramMultiple choiceShort answersEssay responseProblem solvingHypothesis-based responsesCloze passage
What is curriculum compacting? ... further resources to support compacting the curriculum

Dylan Wiliam on formative assessment – the bridge between teaching and learning (video 2mins)

Strategies for checking understanding

Pass the remote - a strategy to support students to reflect and make connections with an inquiry.

Further resources to support ongoing assessment

Alternatives for products

Providing alternative ways to demonstrate understanding: using ICT provides many options for students to create a product that uses their strengths. The links below provide some possibilities relating to the English curriculum.

Fakebook - allows teachers and students to create imaginary profile pages for study purposes. Use it to chart the plot of a book, the development of a character, a series of historical events, the debates and relationships between people.

Voicethread - an online tool for recording students explaining their thinking ... as an alternative to, or in addition to a written explanation, as in this example of some New Zealand students articulating their Mathematics reasoning.

How to create digital newspapers, posters and comics

ICT In Everyday Learning: A Toolkit for Teachers

This website illustrates how pedagogy, content and technology can be successfully and effectively integrated in order to promote learning. A series of activities across year levels F-10 in English, mathematics, science and history suggest practical approaches using the Australian Curriculum to integrate technology into the classroom.

To access the site, first log in to Scootle, then search for "ICT in everyday learning" and use the link returned by the search to access the web site. Add it to your 'Favourites list', so you can return easily.