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The ACT framework—Analyze, Create, Test—is a flexible, student-centered approach to differentiated learning that supports diverse products and learning preferences. By breaking the process into three simple steps, ACT empowers students to take ownership of their work, adapt tasks to their strengths, and reflect on their progress. Whether students are creating digital media, written reports, or hands-on projects, ACT ensures a structured yet creative process.
The ACT framework—Analyze, Create, Test—is a flexible, student-centered approach to differentiated learning that supports diverse products and learning preferences. By breaking the process into three simple steps, ACT empowers students to take ownership of their work, adapt tasks to their strengths, and reflect on their progress. Whether students are creating digital media, written reports, or hands-on projects, ACT ensures a structured yet creative process.
This framework is freely available and usable under
Creative Commons Copyright (CC-BY-SA) Miguel Guhlin
A: Analyze
A: Analyze
A: Analyze
A: Analyze
Focus: Understanding the task, setting goals, and selecting a product type.
Questions to Ask:
What is the purpose of this project?
What type of product (paper, digital, artistic, or mixed) will best meet my learning objectives?
How does my choice align with my strengths and interests?
Actions:
Break down the task into manageable steps.
Offer students options for product formats to suit their learning preferences.
K-2: Building a Community Model
Analyze: Students discuss what makes a community (e.g., buildings, people, roles) and choose how they will represent it (drawing, building blocks, clay).
3-5: Designing an Animal Habitat
Analyze: Students research a chosen animal’s habitat and decide how they’ll represent it (poster, diorama, digital slideshow).
6-8: Investigating Renewable Energy
Analyze: Students choose a renewable energy source to explore (solar, wind, hydro) and decide on their product type (infographic, video, prototype).
9-12: Debating a Historical Event
Analyze: Students select a historical event (e.g., Civil Rights Movement, Industrial Revolution) and decide how to present their perspective (debate script, podcast, research paper).
C: Create
C: Create
C: Create
C: Create
Focus: Gathering resources, organizing ideas, and producing the chosen product.
Questions to Ask:
What materials, tools, or information do I need to create my product?
How can I present my ideas effectively in this format?
Actions:
Provide diverse tools for creating (e.g., Canva, Adobe Spark, paper templates, coding platforms).
Encourage creativity and experimentation while aligning with task criteria.
K-2: Building a Community Model
Create: Students gather materials to construct their models, using guidance from the teacher to represent key elements like schools, homes, and parks.
3-5: Designing an Animal Habitat
Create: Using books and online resources, students gather facts about their animal and construct their habitats, ensuring they include food, water, and shelter elements.
6-8: Investigating Renewable Energy
Create: They research their energy source, organize key details, and create their product using tools like Canva, coding platforms, or hands-on materials.
9-12: Debating a Historical Event
Create: They gather evidence, write arguments, and develop their chosen product using advanced tools or platforms like podcast software or presentation tools.
T: Test
T: Test
T: Test
T: Test
Focus: Evaluating the product and reflecting on the process.
Questions to Ask:
Does my product meet the goals and success criteria?
What feedback have I received, and how can I use it to improve my work?
What did I learn about myself during this process?
Actions:
Facilitate peer reviews and self-assessments.
Support iterative improvements based on feedback.
K-2: Building a Community Model
Test: Students present their models to classmates, explaining what each part represents. The teacher facilitates reflection with simple questions like, "What else could you add?" or "What did you learn about communities?"
3-5: Designing an Animal Habitat
Test: Students share their habitats with peers, answering questions and receiving feedback. They reflect on what worked well and what could improve.
6-8: Investigating Renewable Energy
Test: Students present their projects to the class, discussing its importance and receiving feedback. They write a short reflection on how their product communicates their findings.
9-12: Debating a Historical Event
Test: Students present or submit their work, participate in a debate or Q&A session, and reflect on how their preparation and delivery could improve future projects.
Why It Works
Why It Works
ACT aligns with students’ developmental levels and interests while maintaining a focus on critical thinking and self-reflection. The simple structure scales easily across grades, making it a versatile tool for differentiated learning.
ACT aligns with students’ developmental levels and interests while maintaining a focus on critical thinking and self-reflection. The simple structure scales easily across grades, making it a versatile tool for differentiated learning.
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