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Differentiated
Content

I like to begin differentiating my lessons by considering how accessible the content is for each learner. In the image above, we can assume that the tallest person on the left is my accelerated learner. The person in the middle is on target for grade level, and the person on the right needs additional support and services. The content is like the boxes. I try my absolute best not to create different content for each learner. Instead, I consider how I can adjust the same content; to best support each need. I may use pictures with vocabulary words for ELL needs, fill-in-the-blank to support dyslexia or assignments divided into small sections for ADHD needs. For accelerated learners, I use extending question format or essay-style questions to meet their ability level.

Differentiated
Process

Differentiating the process focuses on delivery. I use a mixture of homogeneous and heterogeneous grouping to create differentiation in delivery. Students support each other in heterogeneous groups. I provide a slower pace and more individual attention in homogeneous groups that need additional support.
My goal for differentiating the process is to create a 3-tiered system of support that is achievable without additional staffing. An example of this is station work. 

Differentiated
Product

Differentiated product refers to how students display their knowledge and understanding of a concept.
While complying with state-mandated rules and requirements, I allow my students to present their knowledge in various ways. I allow projects and presentations as an alternative to traditional summative assessments. I differentiate content when summative assessments are required.

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