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.
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
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
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
Editor's Notes
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.