[MUSIC]

So we started our time on parts of
speech with prepositions, right?

>> [CROSSTALK]
>> And you've memorized a bunch of them?

>> [CROSSTALK]
>> Everybody up.

>> Clearly established learning
goals provide the foundation for

differentiated teaching and
learning opportunities.

>> Here we go, ready?

>> About, above, across, after, against.

>> I have one word for
secondary teachers, visualize.

And I start at the end,

I think that they need to visualize what
they want the students to have learned.

And then start working your
way backwards from there.

So what's the other thing that we did
last week besides parts of speech?

>> Heaven.

>> We made a comic strip.

>> We created comic strips, and what we're
going to do today is combine the two.

>> The leading researcher
in differentiation talks

about the three different areas
that differentiation should affect.

Content, process and product.

And by content, teachers can
differentiate what the kids are learning.

Now obviously in a course, or a class,

there's a curriculum that
needs to be addressed.

But sometimes we have options so that
not every kid would have to study every

sub-topic in a unit, but rather certain
kids could go to different topics and

then come together and
share what they've learned.

So the content can be differentiated.

Secondly, is the idea of
the learning process.

>> Turkey girl promised that
she would return before sunset.

>> Add another note to your open mind.

>> Not every student gonna take in
information exactly the same way, so

teachers could provide different
avenues to get into the material.

There's all kinds of activities to
differentiate the learning process.

And then thirdly,
the idea of differentiating the product.

Typically in the secondary classroom,
products look the same.

It's open up the book,
read the chapter, answer the questions,

turn them into the teacher.

But there are a number of other products
that kids could create to reveal their

understanding back to the teacher.