Differentiated instruction 04162014


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  • The teacher is clear about what matters in subject matter.
    The teacher understands, appreciates, and builds upon student differences.
    Assessment and instruction are inseparable.
    The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile

    All students participate in respectful work.
    Students and teachers are collaborators in learning.
    Goals of a differentiated classroom are maximum growth and individual success.
    Flexibility is the hallmark of a differentiated classroom.
  • Differentiated instruction 04162014

    2. 2. 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.
    3. 3. DEPARTMENT OF EDUCATION ACTIVITY (20 minutes) Follow strictly the instructions written in the sheets or given to each group.
    4. 4. DEPARTMENT OF EDUCATION ANALYSIS 1. How do you feel 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?
    5. 5. DEPARTMENT OF EDUCATION ANALYSIS 5. What is telling us about addressing individual needs? 6. What insights have you gained from the activity?
    6. 6. 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)
    7. 7. DEPARTMENT OF EDUCATION According to Melanie Bailey-Bird, • 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.
    8. 8. DEPARTMENT OF EDUCATION • 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. Purposes of Differentiated Instruction
    9. 9. 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,
    10. 10. DEPARTMENT OF EDUCATION Principles of Differentiation * Students differ in experience, readiness, interests, intelligences, language, culture, gender, and mode of learning. * Teachers must meet each student at his or her starting point and ensure substantial growth during each school term. * Teachers that ignore student differences are unlikely to maximize potential in any student who differs significantly from the “norm.” Carol Ann Tomlinson, 2001 The Differentiated Classroom: Responding to the Needs of All Learners, p. 2
    11. 11. DEPARTMENT OF EDUCATION Principles of Differentiation * 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. Carol Ann Tomlinson, 2001
    12. 12. DEPARTMENT OF EDUCATION Learning Cycle and Decision factors Used in Planning and Implementing Differentiated Instruction
    13. 13. DEPARTMENT OF EDUCATION Fully Differentiated Not Differentiated  Assessment is ongoing. Diagnostic assessment is used. Teacher scaffolds self-reliant learning.  Assessment is at the end  A single form of assessment is used  Teacher directs students behaviour
    14. 14. DEPARTMENT OF EDUCATION Fully Differentiated Not Differentiated  Flexible grouping is practiced  Materials are varied  Multiple forms of intelligence are valued  Instruction is whole class  Coverage of texts and curriculum drive instruction.  Intelligence is viewed narrowly
    15. 15. DEPARTMENT OF EDUCATION Fully Differentiated Not Differentiated  Assignments offer multiple options  Time is flexible in terms of students’needs  Teacher facilitates student’s problem solving  Grading is determined by learning goals  Single option assignments  Time is not flexible  Teacher solves problems  Grading is based on teacher-set, inflexible objectives
    16. 16. DEPARTMENT OF EDUCATION So, how to start? • create an individual profile of each of your students in each class you are handling. Remember, • the differentiation should be based on the students’ Readiness, Interest and Learning Profile.
    17. 17. 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. LEARNING PROFILE
    19. 19. DIFFERENTIATED INSTRUCTION DEPARTMENT OF EDUCATION 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).
    20. 20. DIFFERENTIATED INSTRUCTION DEPARTMENT OF EDUCATION 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
    21. 21. DIFFERENTIATED INSTRUCTION CONTENT DEPARTMENT OF EDUCATION WAYS TO DIFFERENTIATE How it is taught TEACHER or STUDENT Centered * Whole Class Instruction * Small Group Instruction * Stations * Cooperative Groups
    22. 22. DIFFERENTIATED INSTRUCTION DEPARTMENT OF EDUCATION 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.
    23. 23. DIFFERENTIATED INSTRUCTION DEPARTMENT OF EDUCATION 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
    24. 24. DIFFERENTIATED INSTRUCTION DEPARTMENT OF EDUCATION 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
    25. 25. DIFFERENTIATED INSTRUCTION DEPARTMENT OF EDUCATION WAYS TO DIFFERENTIATE: PROCESS • Reciprocal teaching • Graphic organizing • Scaffolding • Webbing • Self Talk • Web Quests • Guided Notes
    26. 26. DIFFERENTIATED INSTRUCTION DEPARTMENT OF EDUCATION WAYS TO DIFFERENTIATE: PROCESS PRocess How it is done * Traditional Pencil/Paper * Cooperative Groups * Stations * Compacting * Independent Contacts * Choice Opportunities
    27. 27. 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.
    28. 28. 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.
    29. 29. DIFFERENTIATED INSTRUCTION PRoduct DEPARTMENT OF EDUCATION WAYS TO DIFFERENTIATE: PRODUCT How to demonstrate knowledge * Traditional Assessments * Written Reports/Papers * Art/Video Projects * Oral Reports/Presentations * Powerpoint Presentations * Skits/ Songs/ Dances
    30. 30. DEPARTMENT OF EDUCATION • Group participants per learning area. • Assign a leader and a rapporteur. • For 5 minutes, discuss among yourselves what competency or lesson your group will cover. • Create a step-by-step plan to make a specific lesson that follows a DI format. APPLICATION
    31. 31. DEPARTMENT OF EDUCATION 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