DIFFERENTIATED OUTPUT HIERARCHY
The differentiated output hierarchy is a systematic, organized approach to support
student’s active engagement in the general education curriculum. The differentiated
output hierarchy supports the concepts defined in differentiated instruction.
Differentiated instruction is defined as the planning of curriculum and instruction using
strategies that address student strengths, interests, skills, and readiness in flexible
learning environments “At its core, differentiation is simply high-quality, thoughtful
teaching that builds on our best understanding of how students learn and what teachers
can do to maximize each student’s learning” (The Common Sense of Differentiation,
2005). Tomlinson (2000) suggests that differentiated instruction is a way of thinking
about teaching and learning.
Differentiated Instruction has three primary components
Multiple options for taking in information Content
Multiple options for making sense of the ideas Process
Multiple options for expressing what they know Product
“Each section, the Content, Process, and Product, must be varied in anticipation of and
response to student differences in readiness, interest, and learning needs.” (Common
Sense of Differentiation, 2005) The differentiated output hierarchy provides a
framework for addressing the multiple options for expressing what they know – The
Product.
Many students who receive special education supports and services struggle with
reading comprehension, written language, organization skills, etc. The hierarchy
provides a framework to allow students to show what they know even with these
deficits.
There are five levels in the differentiated output hierarchy :
Open Ended – Open-ended questions may be the most difficult for students receiving
special education services. Many students who have trouble with written language skills
or have trouble processing spoken language will not be able to answer open-ended
questions as presented in the curriculum. If the student is having trouble with open-
ended questions, it is the time to move through the differentiated output hierarchy.
Visual Organizational Strategies - Visual strategies should provide the student with a
kick-start, which may assist the student in organizing the answer. For example, showing
the student how many words or sentences are required to answer a question or
complete a paragraph.
Closed Strategies - Closed strategies organize the student’s output within the
curriculum. Closed strategies also narrow the depth of the curriculum and allow the
student to utilize recognition skills versus recall skills to output the information.
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Choice Strategies - Choice strategies provide the student with a visual method to recall
the information. Choice strategies should be utilized in a combination with other
hierarchy strategies.
Yes/No Strategies – Yes/No strategies change the format of an open-ended, multiple
choice, etc. type question into a Yes/No format. The yes/no format requires the
overlay of other hierarchy strategies. A Yes / No strategy may have to be taught to a
student.
EXAMPLES OF OPEN ENDED QUESTIONS: Open-ended questions are the hardest for
students to complete. Many students who have trouble with written language skills or
processing spoken language will not be able to answer open-ended questions in the
curriculum.
Math –
There are 5 blue birds in the cage. There are 5 times as many green birds in
another cage. How many green birds are there?
Social Studies –
How are a globe and a dollhouse alike?
Science –
Describe at least two ways Mary can improve her experiment.
Language Arts –
In a story, a character usually faces a problem. For example, a child named
Connor wants a pet but is allergic to cat and dog hair. The ending of the story is
important. Finish the story in a few sentences.
EXAMPLES OF VISUAL ORGANIZATION STRATEGIES: This level should provide the
student with a kick-start, which may assist him/her in organizing the answer. Visual
Organization strategies can be used in conjunction with all the other academic
modification strategies as well.
General Examples:
• Provide instructions in written/bulleted forms instead of in paragraph form
• Color code the important information
• Use symbols to connect important information
• Highlighting important passages or answers to particular items
• Expand the writing output area
• Highlight the important process information + - x, etc
Specific Examples:
Math –
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There are 5 blue birds in the cage. There are 5 times as many green birds in
another cage. How many green birds are there?
Social Studies –
How are a globe and a dollhouse alike? A globe and dollhouse are alike because
they both _______________________________________________________.
Science –
Mary could improve her experiment by
1.___________________________________
2.___________________________________
3.___________________________________
Language Arts –
Connor wants a pet but is allergic to cat and dog hair.
1. Connor should___________________________
2. This way he_____________________________
3. In the end_______________________________
EXAMPLES OF CLOSED STRATEGIES: Closed strategies allow the student to clearly
understand what is expected in the curriculum and narrow the expected response.
Students without mastery level skills can interact with the curriculum using closed
strategies. Visual organization strategies also can be used to support the closed
strategies.
General Examples:
• Provide a “Fill in the Blank”
• Provide a Word Bank
• Give the Page Number of the Reference
• Use Highlighter Tape to highlight answers
• Use Symbols and have student match – Box to box….triangle to triangle
Specific Examples:
Math –
There are 5 blue birds in the cage. There are 5 times as many green birds in
another cage. How many green birds are there?
blue birds X = green birds
Social Studies –
A globe and dollhouse are alike because they are a ___________________
of the real thing.
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Science –
Mary needs to be sure all the pieces of the cloth are_______________________.
Language Arts –
Connor is allergic to _____________ and _______________ hair. A pet he might
not be allergic to is a ___________________.
EXAMPLES OF CHOICE STRATEGIES: Choice strategies provide a student a visual method
for recalling information. It also narrows the expected response. Choice strategies can
be provided with words, colors, pictures, or objects.
General Examples:
• COLOR CODE A WORD BANK TO OFFER TWO CHOICES
• COLOR MATCH FOR MULTIPLE CHOICE
• BLOCKING OUT CHOICES IN A MULTIPLE CHOICE TO REDUCE OPTIONS
• PROVIDE PICTURES OF THE TWO CHOICES
Specific Examples:
Math –
5 X 5 = ______________
20 25 30
Social Studies –
Circle 2 things that are alike because they both are models of the real thing.
Globe State Dollhouse
Science –
Circle one way Mary could improve her experiment
Pieces of cloth need to be the same size
Use more clothing made by Girbau
Language Arts -
What might be 2 good pets for Connor?
Bird Puppy Fish
EXAMPLES OF YES / NO STRATEGIES: Because of the ability level of some of students, a
Yes / No response must be taught could be used but must be specifically taught. The
person modifying the curriculum must consistently deliver the Yes / No system to the
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student if he/she is likely to learn it. Once the student has made a Yes / No decision, the
student must be held accountable for his actions to teach the meaning of Yes / No.
General Example:
• CHANGE THE FORMAT OF THE QUESTION INTO YES/NO
• OVERLAY OTHER HIERARCHY STRATEGIES
Specific Examples:
Math –
5 x 5 = 20
Yes No
Social Studies –
Are a globe and dollhouse both models of the real thing?
Yes No
Science –
If Mary wanted to improve her experiment, she could make sure the pieces of
cloth were the same size
Yes No
Language Arts –
Is a bird possibly a good pet for Connor?
Yes No
