Product refers to the way students demonstrate learning. Effective product display should facilitate students to rethink, apply, and extend what they have learned. In the process of differentiated instruction, product display could be adjusted according to students’ readiness, interests, and learning profiles. Some methods include allowing students to use varied formats to express their knowledge, understanding, and skills, using tiered products and varied resource as options to cater for different students’ readiness, interests, and difficulties in tasks; encouraging students to work independently or in groups to display products; making effective use of homogeneous or heterogeneous grouping in accordance with students’ readiness, interests, or learning profiles; guiding students to develop their products with clear directions and flexible timing; providing various scaffolding such as tutoring, workshops, and worked samples for students’ reference; developing tasks and assignments that enable students from different cultural backgrounds and experience to express their perspectives; setting rubrics or benchmarks based on both grade-level expectations and individuals’ learning needs; allowing students to set personal goals for their products; and suggesting ways for product display when appropriate (Sousa & Tomlinson, 2018; Tomlinson, 2003, 2017; Tomlinson & Allan, 2000; Tomlinson & Eidson, 2003; Tomlinson & Imbeau, 2010; Tomlinson & Moon, 2013; Westman, 2018).
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