DEPARTMENT OF EDUCATION

OBJECTIVES:

1. Explain the Differentiated Instruction (DI).

2. Provide activities for DI.

3. Make plans on how to transform the

classroom into a DI classroom.

4. Recognize the importance of DI in

responding to individual differences of

students.

DEPARTMENT OF EDUCATION

ACTIVITY

(20 minutes)

Follow strictly the instructions written in the sheets or given to each group.

DEPARTMENT OF EDUCATION

ANALYSIS

1. How do you feel about the activity? Why?

2. Were the tasks given of you congruent to your

strengths or talents?

3. What helped/blocked your group in

performing better?

4. What did you discover about yourself? About

others?

DEPARTMENT OF EDUCATION

ANALYSIS

5. What is telling us about addressing individual

needs?

6. What insights have you gained from the

activity?

DEPARTMENT OF EDUCATION

• It refers to a systematic approach to planning curriculum and instruction for academically diverse learners.
• It is a way of thinking about the classroom with the dual goals of honoring each student’s learning needs and maximizing each student’s learning capacity

(Carol Ann Tomlinson)

Definition of Differentiated Instruction (DI)

DEPARTMENT OF EDUCATION

DEPARTMENT OF EDUCATION

According to Melanie Bailey-Bird,

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• To differentiate instruction is to RECOGNIZE students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively.

Purposes of Differentiated Instruction

• It is a PROCESS to approach teaching and learning for students of different abilities in the same class.

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Purposes of Differentiated Instruction

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Purposes of Differentiated Instruction

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Purposes of Differentiated Instruction

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• The intent of differentiating instruction is to MAXIMIZE each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.

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Purposes of Differentiated Instruction

DEPARTMENT OF EDUCATION

• a teacher proactively plans varied approaches to what students need to learn, how they will learn it, and/or how they will express what they have learned in order to increase the likelihood that each student will learn as much as he or she can.

In a DI class,

Principles of Differentiation

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* Students differ in experience, readiness, interests,

intelligences, language, culture, gender, and mode of

learning.

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* Teachers must meet each student at his or her starting

point and ensure substantial growth during each school

term.

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* Teachers that ignore student differences are unlikely to

maximize potential in any student who differs

significantly from the “norm.”

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Carol Ann Tomlinson, 2001

The Differentiated Classroom: Responding to the Needs of All Learners, p. 2

Principles of Differentiation

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* Teachers need to make modifications in

instruction for students rather than assume

students must modify themselves to fit the

curriculum.

* Teachers should always keep in mind that

human brains learn best when curriculum is

highly interesting and highly relevant.

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Carol Ann Tomlinson, 2001

DEPARTMENT OF EDUCATION

Learning Cycle and Decision factors Used in Planning and Implementing Differentiated Instruction

DEPARTMENT OF EDUCATION

So, how to start?

• create an individual profile of each of your students in each class you are handling.

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Remember,

• the differentiation should be based on the students’ Readiness, Interest and Learning Profile.

DEPARTMENT OF EDUCATION

• Learning profile has to do with how the students’ learn.
• It may be shaped by intelligence, preferences, gender, culture, or learning style.

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LEARNING PROFILE

DIFFERENTIATED INSTRUCTION

CONTENT

PROCESS

PRODUCT

WAYS TO DIFFERENTIATE

How it is taught

How it is done

How to demonstrate knowledge

DIFFERENTIATED INSTRUCTION

WAYS TO DIFFERENTIATE : CONTENT

• Content is input.
• It is what a student should come to know (facts), understand (concepts and principles), and able to do (skills).

DIFFERENTIATED INSTRUCTION

WAYS TO DIFFERENTIATE : CONTENT

• Use Reading Materials at Varying Readability Levels
• Put Text Materials on ppt, mp4 or mp3 format
• Use Spelling/Vocab. Tests at Readiness Levels of Students

• Use Reading Buddies
• Meet with Small Groups to Re-Teach an Idea or Skill for Struggling Learners, or Extend the Learning

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DIFFERENTIATED INSTRUCTION

CONTENT

WAYS TO DIFFERENTIATE

How it is taught

TEACHER or STUDENT Centered

* Whole Class Instruction

* Small Group Instruction

* Stations

* Cooperative Groups

DIFFERENTIATED INSTRUCTION

WAYS TO DIFFERENTIATE: PROCESS

• Process is the opportunity for students to make sense of the content.
• Part of process is the activities in the lesson. They should be well-thought of.

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DIFFERENTIATED INSTRUCTION

WAYS TO DIFFERENTIATE: PROCESS

• Flexible Grouping is Consistently Used.
• Groupings are Not Fixed, and Should Be Dynamic in Process.
• Teach Whole Class Introductory Discussions, then Follow with Small Group (or) Pair Work.
• Direct Instruction
• Inquiry-Based Learning
• Cooperative Learning
• Classroom Management Benefits Students and Teachers
• Organization & Routines

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DIFFERENTIATED INSTRUCTION

WAYS TO DIFFERENTIATE: PROCESS

• Use Tiered Activities
• Provide Interest Centers
• Develop Personal Agendas for Completion of Work
• Manipulatives (or) Hands on Supports
• Varying the Length of Time
• Memorization
• KWL

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DIFFERENTIATED INSTRUCTION

WAYS TO DIFFERENTIATE: PROCESS

• Reciprocal teaching
• Graphic organizing
• Scaffolding
• Webbing
• Self Talk
• Web Quests
• Guided Notes

DIFFERENTIATED INSTRUCTION

WAYS TO DIFFERENTIATE: PROCESS

PRocess

How it is done

* Traditional Pencil/Paper

* Cooperative Groups

* Stations

* Compacting

* Independent Contacts

* Choice Opportunities

DEPARTMENT OF EDUCATION

WAYS TO DIFFERENTIATE: PRODUCT

• Product is a vehicle through which a student show (and extends what he or she has come to understand and can do as a result of a considerable segment of learning.
• It is something students produce to exhibit major portions of learning.

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DEPARTMENT OF EDUCATION

WAYS TO DIFFERENTIATE: PRODUCT

• These are culminating projects that ask the student to rehearse, apply, and extend what he/she has learned in a unit.

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DIFFERENTIATED INSTRUCTION

PRoduct

WAYS TO DIFFERENTIATE: PRODUCT

How to demonstrate knowledge

* Traditional Assessments

* Written Reports/Papers

* Art/Video Projects

* Oral Reports/Presentations

* Powerpoint Presentations

* Skits/ Songs/ Dances

DEPARTMENT OF EDUCATION

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• For 5 minutes, discuss among yourselves what competency or lesson your group will cover.
• Write a lesson plan with activities that are differentiated.

APPLICATION (GROUP WORK)

DEPARTMENT OF EDUCATION

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EVERY MAN is in certain respects

a. like all other men,�b. like some other men,�c. like no other man.

-Murray, H. A. & C. Kluckhohn, 1953

THANK YOU

Happy TOT!