Describe a simple cycle for using data to drive differentiation in a unit plan.

• A. Ignore data; proceed with plan.
• B. Always use the same tasks regardless of data.
• C. Collect data; analyze patterns; adjust content; re-assess; reflect.
• D. Collect data (exit tickets, quick quizzes, observations); analyze patterns; adjust content/process/product; re-assess; reflect.

Answer: (D)

The main idea is using data as a living guide to tailor instruction within a unit plan, creating a continuous loop of improvement. The best choice captures a practical cycle: you gather data from accessible sources like exit tickets, quick quizzes, and daily observations; you analyze patterns to see where students are thriving or struggling; you adjust what you teach (content), how you teach it (process), and what students create or produce (product) to meet diverse needs; then you re-assess to check the impact and reflect to plan the next steps. This approach keeps differentiation responsive and concrete, anchored in real evidence from students.

Other options fall short because they either ignore data, repeat the same tasks regardless of what data shows, or only mention adjusting content without acknowledging the need to adapt process and product or to include varied data sources. By incorporating multiple data sources and a comprehensive set of adjustments, the cycle becomes actionable and aligned with differentiated instruction in a unit.