Chapter 13 "Differentiating Products"

At the end of our Texas unit, I like to have each student create a book that includes what they have learned from our study. For most students this is more a non-fiction re-telling of what was covered together in class. For the more advanced learners in the class, I have them create a story which includes both Texas facts from our class study AND other Texas facts that the students must research. All student books must include illustrations, maps, and graphs. We decide together and create a Rubric for what is to be expected in each book.
Throughout the week (sometimes it takes longer than just one week) I act as Chief Editor. Every student is allowed to help edit their peer's book, per request. This allows for both collaboration and for individual expression. Once finished, the students may read their own book to their Reading Buddy (from another class). These books are then kept in the classroom so they can be enjoyed by peers during DEAR time. 

 
How can we provide students the opportunity to directly "own" the curriculum?  Chapter 13 explains how providing ways for students to share what they have learned, through differentiated products, can be highly motivating to students.  Please select one of the options below to address on your blog:

1. Think about your most effective product assignment. Analyze the assignment by using Figure 13.1 and the accompanying explanation. What are the areas of "match" between your product assignment and the guidelines? Areas of mismatch? What insights does this analysis give you about the product assignment? About the guidelines?