This document discusses differentiated instruction and provides guidance for implementing it in the classroom. It begins by defining differentiated instruction as a systematic approach that allows teachers to accommodate the individual learning needs of students. It then provides objectives and examples of differentiated instruction strategies for content, process, and product. These include using flexible grouping, varying reading materials and assignments, and allowing students to demonstrate knowledge in different ways. The document emphasizes that differentiated instruction is important for maximizing all students' learning.

1. DIFFERENTIATED
INSTRUCTION
22 April 2014

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. DEPARTMENT OF EDUCATION
ACTIVITY
(20 minutes)
Follow strictly the
instructions written in
the sheets or given to
each group.

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. DEPARTMENT OF EDUCATION
ANALYSIS
5. What is telling us about addressing individual
needs?
6. What insights have you gained from the
activity?

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. 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. 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. 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. 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. 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. DEPARTMENT OF EDUCATION
Learning Cycle and Decision factors Used in Planning and Implementing
Differentiated Instruction

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. 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. 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. 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. 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

18. DIFFERENTIATED INSTRUCTION
CONTENT PROCESS
PRODUCT
DEPARTMENT OF EDUCATION
WAYS TO DIFFERENTIATE
How it is taught How it is done
How to demonstrate knowledge

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. 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. 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. 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. 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. 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. DIFFERENTIATED INSTRUCTION
DEPARTMENT OF EDUCATION
WAYS TO DIFFERENTIATE: PROCESS
• Reciprocal teaching
• Graphic organizing
• Scaffolding
• Webbing
• Self Talk
• Web Quests
• Guided Notes

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. 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. 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. 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. 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. 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