Taylor, B. (2015). Content, Process, and Product: Modeling Differentiated Instruction. Learning to Teach, 13-17.
In this article, we see how to model differentiated instruction by demonstrating ways educators can incorporate approaches to address the needs of students, their interests, and their learning styles. The teacher mentioned in this article practices differentiated instruction first on the students in the teaching program before they go ahead and use these in their own classrooms. This a good way of practicing techniques before actually applying them.
The teacher begins by grouping these students in the education program based on their abilities and then uses the UbD- understanding by design method. The purpose of this experiment was to help students experience this firsthand and to be abe to generate strategies when they get their own classroom. An example like this helps to prepare students.