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I'd like to differentiate product by choosing work that uses different intelligence areas. While I might not print multiple sheets for different students like I do in reading. I'd print one or two choices for students to work on. Then for students that may have chosen the easier copy, I'd save the harder one for later in the week. After a while of learning a new concept I'd love to incorporate games based on them, especially the flash card games.

Alongside all of this in order to help my students that have a hard time reading access the content, I pull them to a small group and read the questions on work sheets to them.

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I've had it said to me that learning a single way to do anything, allows a lot of people who don't connect with that method to fall through the cracks. Differentiating process means giving students as many ways as possible to solve a problem. Methods I've seen most are standard algorithms, pictures(eg. number lines), and memorization. Growing up we were generally only taught standard algorithm or expected to just memorize processes, which did not work for me and many of my peers. Now I see my students using all kinds of methods, especially drawing pictures to find the answers that they're looking for.

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In my second grade class I believe differentiating content looks like, having information delivered in multiple ways. This could include videos, class demonstrations, small groups and visual leaning slides etc. Grabbing student attention can make or break how much they actually maintain. In addition to my mini lectures, I try to play math songs, use manipulatives as a class and incorporate math games to ensure every student finds a way of learning the content they enjoy. Then I work with a small group of students who seem like they are having a hard time understanding the subject.

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For product, I think it’s important to give students different ways to show what they know while still holding them to high but reasonable expectations. To me, differentiating product is about making sure all students have meaningful ways to participate and show understanding while still being challenged and supported. Something that stuck with me from the “Myth of Low Kids vs. High Kids” video was the idea of not labeling students as “low” or “high,” because that can limit them. In reality, all students are capable of challenging and engaging thinking when given the right opportunities and support. I’ve seen students do really well when they’re given the chance to explain their thinking in different ways- whether that’s talking it out, drawing a model, or writing about it. I can relate to this from my own experience as a math student- being able to explain my thinking and have it supported by my teacher was really important.

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Differentiating process in math is something I’ve seen to be really important, like when the 3rd grade students I am working with are practicing concepts like comparing fractions. Some students might need to use fraction strips or draw area models to see which fraction is bigger, while others are ready to use standard fractions like 1/2 or 1/4 to help them reason it out. I’ve also seen how helpful it is to vary how much support students get. Some examples of this could look like working in small groups with teacher guidance, using sentence starters to explain their thinking, or getting extra practice with similar problems. This differentiation connects to my Reading Corps experience too, because just like in literacy, students need different levels of modeling and practice to really understand what they’re doing, not just get the right answer.

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I think differentiating content is really about making sure all students can access what we’re teaching without lowering expectations. In my experience as a building sub, I’ve seen how much of a difference it makes when teachers use a variety of approaches, especially with something like fractions. When students can use visual models, number lines, or hands-on materials, it just clicks more than when they’re only shown steps to memorize. That was something that really stood out to me from the module too. Students need those different representations to actually understand what fractions mean.

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Differentiation in the classroom is essential to make sure all students can learn effectively, regardless of their level or learning style. One strategy I would use is adapting activities to each student’s needs. For example, some students might work with visual materials like drawings or fraction diagrams, while others could benefit from hands-on manipulatives, such as blocks or counters, to understand more abstract math concepts.

It is also important to adjust the pace of learning. Some students may need extra time or practice with certain activities, while others can move faster and receive additional challenges. This can be done through small groups or differentiated activities that keep all students engaged and motivated.

Finally, differentiation also includes giving personalized feedback. By observing how each student interacts with the lesson, I can offer specific suggestions or strategies to help them better understand the concepts. This way, every student gets the support they need and feels successful in their learning.

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Teaching math concepts in my preschool class I do a couple of different things.

1. Scaffholding for them being able to count 1 to 1 correspondents. Every morning we have one person use a counting stick and go around tapping each childs head counting them one at a time. They are trying to tell me how many students are at school today, not knowing they are building their math skills with counting one to one. We then translate this when we go into small group learning, when we do math. I will ask them, can you hand me 5 blocks. They will say they can't count, I would say, do you remember every morning we all count together, how many students are here? Well pretend that each block is one of your friends at school. Count 5 friends and blocks and hand my 5 block.

2. Use multiple objects for representation: when counting or teaching fractions. I use blocks, magnitiles, buttons, pattern blocks... etc.

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In my classroom, I try to keep the learning target the same while adjusting how students get there. For example, my 7th graders and my 8th grader with autism may all be working on the same math concept, but they do not always complete the work in the same way or at the same speed. My 7th graders may move through a lesson more quickly and be ready for more independent practice, while my 8th grader may need more teacher support, more examples, and more time to process the steps. I try to make sure that everyone is still participating in the same lesson and working toward the same goal, even if the amount of support looks different.

In math, I often differentiate by breaking problems into smaller steps, modeling several examples, and using visuals or manipulatives when needed. I also try to give my 8th grader more guided practice before expecting independent work, and I check in more often to make sure he understands before moving on. Sometimes I reduce the number of problems he completes so he can focus on accuracy rather than feeling overwhelmed by the amount of work. I have found that keeping expectations high while adjusting pacing and support helps all of my students feel successful.

Because my class size is so small, math often naturally turns into a small-group discussion. Students are able to talk through problems together, explain their thinking, and ask questions in a way that feels less intimidating than in a larger class. We do a lot of informal think-pair-share type conversations where students compare strategies, explain why an answer makes sense, or work through where they got stuck.

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Finally, I differentiate the product by allowing students to demonstrate their understanding in multiple ways that reflect their language development and mathematical thinking. Students may solve problems using drawings, manipulatives, equations, or verbal explanations. I provide sentence starters and visual supports for students who need them, while encouraging others to justify their reasoning with more detailed explanations. This flexible approach ensures that all students in my 2nd DLI classroom students can access the content, communicate their ideas, and feel successful in math which is the most important for me.

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I differentiate the learning process by creating opportunities for students to engage in hands on, collaborative, and language rich activities. I use flexible grouping based on students’ needs and provide structured opportunities for math discussions, such as think pairshare and math talks, where students explain their thinking in both languages when possible. I also scaffold participation by providing sentence frames and modeling academic language, which supports my emergent bilingual students in expressing their reasoning. These strategies allow all students to actively participate while developing both their mathematical understanding and biliteracy skills.

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In my 2nd grade (DLI) classroom, I differentiate math content by providing multiple ways for students to access mathematical concepts while supporting both languages. For example, when teaching addition, subtraction, or early fractions, I use visuals, number lines, and manipulatives such as base-ten blocks and fraction models to build conceptual understanding. I intentionally incorporate math vocabulary in both Spanish and English, using cognates and contrastive analysis to help students make connections across languages. I also adjust the level of complexity by offering scaffolded problems for students who need support and more challenging tasks for students who are ready to extend their thinking.