Changes of Lesson Outcome or Product

Changing the lesson outcome or product enable students to have choices that focus on the way they learn best. Through products or performances, educators obtain the evidence of student learning by means of viewing how much students know or have the ability to do. There are three important approaches to changing the product and they include differentiating the entry points, exit points, and accountability for student learning. Differentiation is the key to changing the product where educators change lessons by providing students with different methods of entering into learning. According to Fogarty and Pete (2011) by generating many acceptable options for student products, PLC teams support the differentiated classrooms and take another step toward ensuring student success. Students can exhibit their best work, their best evidence of learning, through designing and producing demonstrations of learning around their strengths (p.103).  The use of differentiation allows students to work on areas of learning through their strengths.  This is important because use all students do not learn the same or one size does not fit all. Educators must use different strategies that allow students who have strengths in a particular area to use their strengths in producing what they learned. This is a method of changing the lesson outcome or the product.  Levi (2008) discusses how it is not necessary to make the assessment the same for every student. Students vary in their ability levels, learning styles, and areas of interest, the ways in which demonstrate what they know should vary as well. Just as students have a need to use different strengths in learning, they have the same need for different assessments of product, so they can express their learning.