One of the examples I share is using AI to assist with differentiation.
Many times when we think of differentiation, we might focus on how it can help support learners who may be struggling. However, differentiation is about supporting all learners. This can include:
- Students who are currently struggling
- Students who are on track
- Students who are excelling in their mastery of the content
- Students who learn in a variety of modalities
- And more
Below are five prompt templates for differentiation that you can copy, modify, and use however you need with your choice of AI chatbot. These include:
- 🌼 Bloom's Taxonomy
- 🚧 Zone of Proximal Development
- 🔱 Choice Board
- 🎚️ DOK Levels
- 🧩 Content, Process, and Product
Please feel free to share your suggestions for improvements to these prompts, or other prompts that are helpful in differentiation. You can always connect with me at ericcurts@gmail.com
💬 AI Chatbots
Below are many of my favorite AI chatbots. All of these offer robust free versions that you can use with the prompt templates I have provided further down in this post.
- ChatGPT - https://chat.openai.com/
- Google Gemini - https://gemini.google.com/
- Microsoft Copilot - https://copilot.microsoft.com/
- Mistral AI - https://mistral.ai/
- Claude (from Anthropic) - https://claude.ai/
- Perplexity AI - https://www.perplexity.ai/
- Pi AI - https://pi.ai/
🌼 Bloom's Taxonomy
Overview:
- Bloom's Taxonomy is a framework used in education to classify different levels of learning, from basic (like remembering facts) to more complex (like creating new ideas).
- The levels include Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.
- It helps educators design lessons and assess student learning by focusing on increasing levels of understanding and skill.
Prompt Template:
|
You are an excellent teacher with expertise in differentiating content to meet the needs of all students, including the use of Bloom's Taxonomy. I will be teaching the following content:
[Note: include as many details as needed above and delete the rest.] Create a Bloom’s Taxonomy for this content with [quantity] activities for each level of Bloom's Taxonomy. Format as a bulleted list.
|
Example Prompt:
You are an excellent teacher with expertise in differentiating content to meet the needs of all students, including the use of Bloom's Taxonomy.
I will be teaching the following content:
- Subject - Science
- Grade Level - 5
- Topic - Interconnections within Ecosystems
- Standard - 5.LS.1: Organisms perform a variety of roles in an ecosystem. Populations of organisms can be categorized by how they acquire energy. Food webs can be used to identify the relationships among producers, consumers and decomposers in an ecosystem.
Create a Bloom’s Taxonomy for this content with 3 activities for each level of Bloom's Taxonomy. Format as a bulleted list.
Example Response:
Remember
- List Activity: Students will list the three main types of organisms in an ecosystem (producers, consumers, decomposers) and provide two examples of each.
- Flashcards: Create flashcards of various organisms. Students will classify them into producers, consumers, and decomposers.
- Matching Game: Play a matching game where students match terms like "producer," "consumer," and "decomposer" with their correct definitions.
Understand
- Discussion: Organize a class discussion on why ecosystems need producers, consumers, and decomposers. Encourage students to share examples.
- Diagram Interpretation: Provide diagrams of simple food chains and ask students to explain how energy flows from one organism to another.
- Group Presentation: Small groups research and present how a specific organism fits into its ecosystem, discussing its role and how it acquires energy.
Apply
- Food Web Construction: Using images or descriptions of organisms, students will construct a food web to illustrate the interconnections within a specific ecosystem.
- Role Play: In groups, students will role-play as producers, consumers, and decomposers in a given ecosystem, demonstrating how energy flows between them.
- Scenario Analysis: Provide students with scenarios of ecosystem changes (e.g., introduction of a new species) and have them predict the impact on existing food webs.
Analyze
- Compare and Contrast: Students will compare and contrast two food webs from different ecosystems to identify similarities and differences in organism roles and energy flow.
- Energy Flow Diagrams: Create detailed diagrams showing energy flow in an ecosystem, identifying energy loss at each trophic level.
- Problem-Solving: Present a problem where an ecosystem is out of balance (e.g., overpopulation of a consumer species). Students analyze the food web and propose solutions to restore balance.
Evaluate
- Debate: Host a debate on human impacts on local ecosystems, focusing on how changes affect the balance between producers, consumers, and decomposers.
- Critique: Students critique a real or hypothetical ecosystem management plan, evaluating its effectiveness in maintaining balanced roles among organisms.
- Assessment: Students assess the health of a given ecosystem based on provided data about the populations of producers, consumers, and decomposers.
Create
- Design an Ecosystem: Students design their own balanced ecosystem, explaining the roles of included organisms and how they interact within food webs.
- Simulation Game Development: In small groups, students create a board game or digital simulation that teaches players about ecosystem interconnections and energy transfer.
- Ecosystem Restoration Plan: Students create a plan to restore a degraded ecosystem, outlining steps to reintroduce or protect certain organisms to reestablish balance.
🚧 Zone of Proximal Development
Overview:
- The "Zone of Proximal Development" (ZPD) is a concept that describes the difference between what a learner can do without help and what they can achieve with guidance and encouragement from a skilled partner.
- It represents the area of learning where a person can progress with the right support.
Prompt Template:
You are an excellent teacher with expertise in differentiating content to meet the needs of all students, based on the student skill level and their Zone of Proximal Development. I will be teaching the following content:
[Note: include as many details as needed above and delete the rest.] Create a list of learning activities that would fall within the Zone of Proximal Development for three different groups of students including those who are approaching proficiency, those who are proficient, and those exceeding proficiency in the content. Additionally, include scaffolding ideas for the teacher to support the students within each of these groups. |
Example Prompt:
You are an excellent teacher with expertise in differentiating content to meet the needs of all students, based on the student skill level and their Zone of Proximal Development.
I will be teaching the following content:
- Subject - Science
- Grade Level - 5
- Topic - Interconnections within Ecosystems
- Standard - 5.LS.1: Organisms perform a variety of roles in an ecosystem. Populations of organisms can be categorized by how they acquire energy. Food webs can be used to identify the relationships among producers, consumers and decomposers in an ecosystem.
Create a list of learning activities that would fall within the Zone of Proximal Development for three different groups of students including those who are approaching proficiency, those who are proficient, and those exceeding proficiency in the content. Additionally, include scaffolding ideas for the teacher to support the students within each of these groups.
Example Response:
Approaching Proficiency
- Learning Activities:
- Introduction to Ecosystem Components: Use visuals and real-life examples to introduce producers, consumers, and decomposers. Encourage students to relate these components to their surroundings (e.g., garden, park).
- Simple Food Chain Construction: Provide students with cards depicting different organisms. Ask them to arrange these into simple food chains, identifying the roles of each organism.
- Scaffolding Ideas:
- Guided Discovery: Use leading questions to guide students' exploration of ecosystem components and their roles.
- Visual Aids: Incorporate charts, diagrams, and physical models to illustrate concepts.
- Peer Support: Pair students with peers who can provide explanations and support.
Proficient
- Learning Activities:
- Food Web Creation: Challenge students to create more complex food webs that include multiple producers, consumers, and decomposers, highlighting the interdependence of organisms.
- Role-Play Game: Design a role-play activity where students assume the roles of different organisms in an ecosystem, discussing how they interact with other organisms to acquire energy.
- Scaffolding Ideas:
- Question Prompts: Provide thought-provoking questions that encourage students to think critically about the complexity of ecosystems and the balance of energy.
- Collaborative Learning: Encourage group work to foster discussion and idea sharing, allowing students to learn from one another.
- Real-World Connections: Connect the concept of food webs to real-world issues, such as the impact of human activities on ecosystems.
Exceeding Proficiency
- Learning Activities:
- Ecosystem Project: Students design their own ecosystem, explaining the roles of different organisms and how they interact within their food web. This can include potential human impacts and conservation efforts.
- Debate on Conservation Strategies: Organize a debate on various conservation strategies and their effectiveness in maintaining ecosystem balance. Students can research and present arguments for or against specific strategies.
- Scaffolding Ideas:
- Independent Research: Encourage students to conduct independent research on ecosystems, focusing on complexity, sustainability, and conservation.
- Critical Thinking Challenges: Pose complex problems that require students to apply their understanding of ecosystems to novel situations, such as designing a sustainable ecosystem.
- Mentorship: Pair students with a mentor (a teacher or an older student) to guide their research and project development, providing feedback and challenging their ideas.
For all groups, continuous formative assessment is key. This allows the teacher to adjust instruction and scaffolding techniques based on the students' evolving understanding and skills. Encouraging reflection, asking open-ended questions, and providing feedback are fundamental strategies that support learning across all proficiency levels.
🔱 Choice Board
Overview:
- A "Choice Board" in education is a tool that offers students a variety of options for learning activities or assignments, allowing them to choose based on their interests and learning styles.
- It encourages student engagement and autonomy by providing diverse ways to explore and demonstrate understanding of a subject.
Prompt Template:
You are an excellent teacher with expertise in differentiating content to meet the needs of all students, based on student skill level, learning style, and personal interests. I will be teaching the following content:
[Note: include as many details as needed above and delete the rest.] Create a list of [quantity] activities for a Choice Board that the students can choose from to explore this concept and demonstrate their understanding.
|
Example Prompt:
You are an excellent teacher with expertise in differentiating content to meet the needs of all students, based on student skill level, learning style, and personal interests.
I will be teaching the following content:
- Subject - Science
- Grade Level - 5
- Topic - Interconnections within Ecosystems
- Standard - 5.LS.1: Organisms perform a variety of roles in an ecosystem. Populations of organisms can be categorized by how they acquire energy. Food webs can be used to identify the relationships among producers, consumers and decomposers in an ecosystem.
Create a list of 12 activities for a Choice Board that the students can choose from to explore this concept and demonstrate their understanding.
- Make sure all of the activities align to the content, standard, or objectives, so that no matter what choice a student makes, they are engaging with the key concepts and skills.
- Include as many different modalities as possible to account for the wide range of student learning styles, skills, and interests.
- Include technology integrated activities as well as those that do not require technology to complete.
- Include tasks of varying difficulty to challenge all learners appropriately. Some activities should be more accessible for students who need more support, while others should be more complex for advanced learners.
Example Response:
1. Create a Food Web Poster
- Modality: Visual/Artistic
- Technology Needed: None (optional digital drawing tools)
- Difficulty: Moderate
- Students create a poster showing a food web in a specific ecosystem, illustrating the relationships between producers, consumers, and decomposers.
2. Digital Food Web Simulation
- Modality: Technological/Interactive
- Technology Needed: Computer with internet access
- Difficulty: Moderate to Challenging
- Students use an online simulation tool to build food webs and explore the impact of changes in the ecosystem on different organisms.
3. Role-Play Game: Ecosystem Roles
- Modality: Kinesthetic/Social
- Technology Needed: None
- Difficulty: Easy to Moderate
- In groups, students role-play different organisms in an ecosystem, demonstrating how they acquire energy and interact with other organisms.
4. Ecosystem Research Project
- Modality: Research/Writing
- Technology Needed: Computer with internet access
- Difficulty: Challenging
- Students conduct research on a specific ecosystem, focusing on the roles of organisms within it, and present their findings in a report or presentation.
5. Build a Miniature Ecosystem
- Modality: Hands-on/Scientific
- Technology Needed: None
- Difficulty: Moderate to Challenging
- Students create a terrarium or aquarium to model an ecosystem, including producers, consumers, and decomposers, and observe it over time.
6. Interactive Quiz Show
- Modality: Auditory/Verbal
- Technology Needed: Computer with presentation software
- Difficulty: Easy to Moderate
- Students participate in or create a quiz show to test and reinforce their knowledge of ecosystem roles and food webs.
7. Ecosystem Comic Strip
- Modality: Visual/Literary
- Technology Needed: None (optional digital drawing tools)
- Difficulty: Moderate
- Students create comic strips that tell a story of energy transfer within an ecosystem, highlighting the roles of different organisms.
8. Ecosystem Diaries
- Modality: Literary/Reflective
- Technology Needed: None
- Difficulty: Easy to Moderate
- Students keep a diary from the perspective of an organism within an ecosystem, detailing its daily activities and interactions for energy acquisition.
9. Ecosystem Board Game Creation
- Modality: Hands-on/Creative
- Technology Needed: None
- Difficulty: Challenging
- Students design and create a board game that teaches players about food webs and ecosystem interactions.
10. Producers, Consumers, and Decomposers Sort
- Modality: Visual/Kinesthetic
- Technology Needed: None
- Difficulty: Easy
- Students sort pictures or descriptions of organisms into categories of producers, consumers, and decomposers.
11. Create an Ecosystem Podcast
- Modality: Auditory/Verbal
- Technology Needed: Recording device (can be a smartphone or computer)
- Difficulty: Moderate to Challenging
- Students create a podcast episode discussing the importance of different roles in an ecosystem and how they contribute to its balance.
12. Field Trip Observation and Report
- Modality: Kinesthetic/Scientific
- Technology Needed: None (optional camera for documentation)
- Difficulty: Moderate
- After a field trip to a local park, forest, or nature reserve, students write a report or create a presentation on the observed interactions within the ecosystem.
🎚️ DOK Levels
Overview:
- "DOK Levels" or "Depth of Knowledge Levels" in education refer to a scale that categorizes tasks according to the complexity of thinking required to successfully complete them.
- The levels include:
- Level 1 - Recall and Reproduction
- Level 2 - Skills and Concepts
- Level 3 - Strategic Thinking
- Level 4 - Extended Thinking
Prompt Template:
You are an excellent teacher with expertise in differentiating content to meet the needs of all students, including those who are approaching proficiency, proficient, and exceeding proficiency in the content. I will be teaching the following content:
[Note: include as many details as needed above and delete the rest.] Generate DOK-leveled questions and exemplar answers for this content including:
|
Example Prompt:
You are an excellent teacher with expertise in differentiating content to meet the needs of all students, including those who are approaching proficiency, proficient, and exceeding proficiency in the content.
I will be teaching the following content:
- Subject - Science
- Grade Level - 5
- Topic - Interconnections within Ecosystems
- Standard - 5.LS.1: Organisms perform a variety of roles in an ecosystem. Populations of organisms can be categorized by how they acquire energy. Food webs can be used to identify the relationships among producers, consumers and decomposers in an ecosystem.
Generate DOK-leveled questions and exemplar answers for this content including:
- 3 DOK Level 1 questions and answers
- 3 DOK Level 2 questions and answers
- 3 DOK Level 3 questions and answers
- 3 DOK Level 4 questions and answers
Example Response:
DOK Level 1: Recall and Reproduction
- 1. What is a producer?
Answer: A producer is an organism that can make its own food through the process of photosynthesis, like plants. - 2. What is a consumer?
Answer: A consumer is an organism that eats other organisms for energy. Consumers can be herbivores, carnivores, or omnivores. - 3. What is a decomposer?
Answer: A decomposer is an organism that breaks down dead or decaying organisms, and in doing so, they carry out the natural process of decomposition.
DOK Level 2: Skills and Concepts
- 1. Explain how a rabbit fits into an ecosystem.
Answer: A rabbit is a consumer, specifically an herbivore, because it eats plants for energy. It fits into an ecosystem by consuming producers and providing energy for carnivores and omnivores that might eat it. - 2. How does energy flow from one organism to another in a food chain?
Answer: Energy flows from producers to consumers in a food chain. Producers, like plants, make their own food and provide energy to primary consumers (herbivores) when eaten. Primary consumers can then be a source of energy for secondary consumers (carnivores or omnivores), and so on. - 3. What happens if a species at the top of the food chain is removed?
Answer: If a species at the top of the food chain is removed, it can lead to an increase in the population of its prey because there are fewer predators. This can cause overconsumption of producers and possibly disrupt the balance of the ecosystem.
DOK Level 3: Strategic Thinking
- 1. Compare and contrast the roles of producers, consumers, and decomposers in an ecosystem.
Answer: Producers, like plants, create their own food and are the base of the food chain. Consumers depend on other organisms for food; they can be herbivores, carnivores, or omnivores. Decomposers, such as fungi and bacteria, break down dead organisms, returning nutrients to the soil, which benefits producers. While producers and consumers are directly involved in the flow of energy through consumption, decomposers recycle nutrients to sustain the ecosystem's health. - 2. How can changes in the environment affect a food web?
Answer: Changes in the environment, such as climate change, pollution, or habitat destruction, can affect a food web by altering the availability of resources for organisms. This can lead to shifts in population sizes, potentially causing some species to become endangered or extinct, which in turn affects the balance of the entire ecosystem. - 3. Describe how the introduction of a non-native species might affect an ecosystem.
Answer: Introducing a non-native species can disrupt an ecosystem by competing with native species for resources, preying on native species, or introducing diseases. This can lead to a decline in native species populations, changes in the food web, and altered ecosystem functions, potentially leading to long-term ecological and economic impacts.
DOK Level 4: Extended Thinking
- 1. Develop a plan to protect a local ecosystem from an invasive species.
Answer: To protect a local ecosystem from an invasive species, one could implement a multi-step plan including: research to understand the invasive species and its impact; public education on the importance of not introducing non-native species; physical removal or use of natural predators to control the invasive species; habitat restoration to support native species; and ongoing monitoring and management to adapt strategies as needed. - 2. Design an experiment to test the effects of a variable (e.g., pollution, temperature) on a food web.
Answer: To test the effects of pollution on a food web, one could set up controlled aquatic ecosystems with varying levels of a specific pollutant. Over time, researchers would measure changes in species health, population sizes, and interactions. Variables such as water quality, species mortality rates, and reproductive success would be monitored to assess the impact of pollution on the ecosystem's structure and function. - 3. Analyze the impact of human activity on ecosystem stability and propose solutions to mitigate negative effects.
Answer: Human activities, such as deforestation, pollution, and overfishing, can destabilize ecosystems. To mitigate these effects, solutions could include implementing sustainable resource management practices, restoring damaged ecosystems, reducing pollution through cleaner energy sources, and establishing protected areas to conserve biodiversity. Public education and policy changes are also critical to promote conservation efforts and sustainable living.
🧩 Content, Process, and Product
Overview:
- Differentiation is a key component of educating gifted students, and includes adjusting the following for learners:
- Content (What is Learned): The material or information students are expected to learn.
- Process (How Students Learn): The methods and strategies used to help students learn and make sense of information.
- Product (How Students Demonstrate Learning): The way students demonstrate what they have learned.
Prompt Template:
You are an excellent teacher with expertise in differentiating content to meet the needs of all students, including gifted and talented students. I will be teaching the following content:
[Note: include as many details as needed above and delete the rest.] Provide a detailed list of ways to differentiate this lesson for my gifted and talented students including: 1) Content (What is Learned) - such as accelerated learning topics the gifted students may explore including more complexity or depth for traditional content, as well as advanced-level content or materials not typically covered 2) Process (How Students Learn) - such as enrichment activities for varied options for learning, including flexible pacing to allow students to work at their own speed, and encouraging higher-order thinking through problem-solving, critical thinking, and inquiry-based learning 3) Product (How Students Demonstrate Learning) - such as options for students to choose from to show their knowledge including variety in products, encouragement of creativity and original thinking, higher standards, and such. |
Example Prompt:
You are an excellent teacher with expertise in differentiating content to meet the needs of all students, including gifted and talented students.
I will be teaching the following content:
- Subject - Science
- Grade Level - 5
- Topic - Interconnections within Ecosystems
- Standard - 5.LS.1: Organisms perform a variety of roles in an ecosystem. Populations of organisms can be categorized by how they acquire energy. Food webs can be used to identify the relationships among producers, consumers and decomposers in an ecosystem.
Provide a detailed list of ways to differentiate this lesson for my gifted and talented students including:
1) Content (What is Learned) - such as accelerated learning topics the gifted students may explore including more complexity or depth for traditional content, as well as advanced-level content or materials not typically covered
2) Process (How Students Learn) - such as enrichment activities for varied options for learning, including flexible pacing to allow students to work at their own speed, and encouraging higher-order thinking through problem-solving, critical thinking, and inquiry-based learning
3) Product (How Students Demonstrate Learning) - such as options for students to choose from to show their knowledge including variety in products, encouragement of creativity and original thinking, higher standards, and such.
Example Response:
1) Content (What is Learned)
- Accelerated Learning Topics:
- Complex Ecosystem Dynamics: Explore the impact of climate change on ecosystems, introducing concepts like keystone species, invasive species, and trophic cascades.
- Biodiversity and Ecosystem Services: Discuss the importance of biodiversity for ecosystem resilience, covering topics like pollination, genetic resources, and natural pest control.
- Conservation and Restoration Ecology: Introduce the concepts of conservation biology, habitat restoration, and the role of human activity in ecosystem degradation and conservation.
- Advanced-Level Content:
- Ecological Niches and Speciation: Explore how organisms adapt to their environment over time, leading to speciation. Introduce the concept of ecological niches and how they contribute to biodiversity.
- Biogeochemical Cycles: Dive deeper into the carbon, nitrogen, and water cycles, emphasizing the interconnectedness of living organisms and their environment.
- Energy Flow and Entropy: Introduce the principles of energy flow in ecosystems and the concept of entropy as it relates to ecological efficiency and energy transfer.
2) Process (How Students Learn)
- Enrichment Activities:
- Independent Research Projects: Allow students to select a topic related to ecosystem interconnections that interests them, encouraging them to explore in-depth and present their findings.
- Field Studies: Organize field trips to local ecosystems (forests, wetlands, parks) where students can conduct real-world observations and collect data on biodiversity, species interactions, or environmental factors.
- Simulation and Modeling: Use computer simulations to model ecosystem dynamics, allowing students to experiment with variables such as species population sizes, energy flow, and the impact of human interventions.
- Flexible Pacing and Higher-Order Thinking:
- Self-Paced Learning Modules: Design modules that students can work through at their own pace, incorporating videos, articles, and interactive activities that cover both foundational and advanced topics.
- Socratic Seminars and Debates: Facilitate discussions on ethical issues related to ecosystems, such as habitat destruction, conservation strategies, and human impact, encouraging critical thinking and diverse perspectives.
- Problem-Based Learning: Present real-world problems related to ecosystem management and conservation, challenging students to apply their knowledge to develop innovative solutions.
3) Product (How Students Demonstrate Learning)
- Variety in Products:
- Digital Portfolios: Students can create digital portfolios showcasing their research, field study data, simulations, and reflective essays on topics explored.
- Science Fair Projects: Encourage participation in science fairs where students can present their independent research projects or experiments related to ecosystem interconnections.
- Multimedia Presentations: Allow students to use video, podcasts, or interactive presentations to share their learning, incorporating visuals, data analysis, and personal insights.
- Creativity and Original Thinking:
- Ecosystem Design Projects: Challenge students to design their own ecosystem or habitat restoration plan, considering factors like species diversity, energy flow, and human impacts.
- Creative Writing and Art: Encourage students to express their understanding and perspectives on ecosystems through creative writing (e.g., stories, poems) or art projects (e.g., ecosystem dioramas, biodiversity art).
- Higher Standards:
- Peer Review: Implement a peer review process where students give and receive feedback on each other's work, encouraging a higher standard of quality and critical evaluation.
- Expert Feedback: If possible, arrange for experts in ecology or environmental science to review student projects and provide feedback, adding a level of authenticity and challenge to the task.
By implementing these differentiated strategies, you can provide gifted and talented students with a rich, engaging learning experience that pushes the boundaries of the standard curriculum and allows them to explore their interests in depth.
Post by Eric Curts
📮 Join the "Control Alt achieve" email discussion group
💬 Join the "Control Alt Achieve" Facebook group - bit.ly/caa-fb
🔔 Get new blog posts automatically through email - FollowIt link
📰 Sign up for my email newsletter
🐦 Connect on socials: Threads - Twitter - Facebook - LinkedIn - Instagram - Mastodon - Bluesky▶️ Subscribe to my YouTube channel
📧 Reach out through email - ericcurts@gmail.com
📗 Check out my "Control Alt Achieve" book
🔗 See my "EdTech Links of the Week" - bit.ly/caa-links
🏫 Bring me to your school, organization, or conference with over 70 PD sessions to choose from
No comments:
Post a Comment