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Differentiated instruction
- 1. CURRICULU M ASSESSMENT INSTURCTION CURRICULUM (What shouldbe taught?) ASSESSMENT (How should learning be assessed?) INSTRUCTION (How should it be taught?)
- 2. Curriculum (R.A. 10533) Instructional Plan (DepEd Order no.42, s.2016) Assessment (DepED Order No.8, s.2015)
- 3. DIFFERENTIATED INSTRUCTION CRISTINA S. CHIOCO EducationProgram Specialist II SDO- Nueva Ecija
- 4. Objectives: At the endof the session, the participant will be able to: 1. discuss the basic principles of Differentiated Instruction;
- 5. Objectives: 2. Identify activitiessuited to each component of D.I.– content, process, product, environment; 3. Identify activities that respond to learners’ needs—readiness, interest, learning profile;
- 7. ACTIVITY: Fact orBluff • Choose your TEAM LEADER and RECORDER. • Discuss within your group if each statement is FACT OR BLUFF. Arrive at a consensus. • At a given signal, the team will stand if their answer is FACT. They will remain seated if their response is BLUFF. • The Team Leader must be ready to justify the group’s answer in 1 minute.
- 8. FACT OR BLUFF DIFFERENTIATEDINSTRUCTION is: 1. Group work 2. Individualization 3. Stand and deliver 4. Covering the content 5. Related to competencies
- 9. 6. Activity-oriented 7. Learner-centered 8.MOTS (more of the same) 9. More for advanced; less for others
- 10.
- 11. FOR A BITOF HISTORY… 1985- “Differential Education” for gifted & talented invented by Virgil Ward (U of Virginia) 1995 popularized by Carol Ann Tomlinson (U of Virginia)
- 12. The ‘SPIRIT’ ofDifferentiated Teaching for Learning • In teaching, what ultimately matters is NOT what is taught, but what is learned; • If the students have not learned, the teacher has not taught.
- 13. Product Through a varietyof instructional strategies Carol Ann Tomlinson (2006) Differentiation Is a teacher's response to learner’s needs Respectful tasks Continual assessmentFlexible grouping Teachers can differentiate through Content Process According to students’ Readiness Interests Learning Profile Environment
- 14. What Differentiation Is… • Learner Centered • Best practices • Different approaches • 3 or 4 different activities • Multiple approaches to content, process, and product • A way of thinking and planning • Flexible grouping
- 15. What Differentiation Isn’t •One Thing • A Program • The Goal • Hard questions for some and easy for others • 35 different plans for one classroom • A chaotic classroom • Just homogenous grouping
- 16. Differentiation Is a teacher'sresponse to learner’s need Respectful tasks Continual assessmentFlexible grouping Interesting Engaging Challenging In the ZONE Think Pair Share Jigsaw Think Pad Brainstorming Preassessment Summative Assessment Formative Think, write, pair, share Graffiti Four Corners Rally Table Round Robin Place Mat Gallery Walk
- 17. Teaching according to: Skills Concepts READINESSINTEREST LEARNING PROFILE Content Knowledge • Interest Surveys • Interest Centers • Self-Selection •Areas of Strength and Weakness •Work Preferences •Self Awareness ENVIRONMENT •Still/Active •Flexible/Fixed •Warm/Cool •Quiet/Noisy •Many Displays/ Few Displays
- 18. Environment (Where ofteaching) • “He who wishes to teach, teaches everywhere, in the open air. • Socrates taught in the public street, • Plato in the gardens of the Academy, • Even Christ among the mountains and lakes.” -Jose Rizal
- 19. Content: What is taughtand how all students are provided access to the program of study.
- 20. PAMANTAYANG PANGNILALAMAN (CONTENT STANDARD) Thesecover a specified scope of sequential topics within each learning strand, domain, theme or component. They answer the question “What should learners know?”
- 21. Content Essential Questions Reading comprehension Vocabulary Instruction Compacting Using varied text andresource materials Learning contracts Minilessons Varied Support Systems Audio/Video recorders Note-taking Organizers Highlighted Print Materials Lists of Key Ideas Peer or Adult mentors
- 22. Process: How students developthe knowledge, understanding and skills to master the learner outcomes.
- 23. Process Flexible grouping Graphic Organizers Tiered assignments Anchor Activities Framing Questions LearningLogsLearning Centres Learning contracts Literature Circles Writing Workshops
- 24. Product: How the studentis able to demonstrate what he/she knows, understands and is able to do as a result of learning.
- 25. (PAMANTAYAN SA PAGGANAP (PERFORMANCESTANDARD) These describe the abilities and skills that learners are expected to demonstrate ( product & performance) in relation to the content standards and integration of 21st- century skills.
- 26. Products Develop games Writebooks Give a presentation Write a song Conduct a debate Make a video documentary Present a puppet show Write a photo essay Develop web pages
- 27. How to start? •Do a formative assessment • Create an individual profile of each of his/her student in each class he/she is handling. • Using the results of the assessment, teachers can modify/differentiate content, process or product along with the learning area.
- 28. Planning Tiered Assignments Conceptto be Understood OR Skill to be Mastered Below-Level Task On-Level Task Above-Level Task Create on-level task first then adjust up and down. “Adjusting the Task”
- 29. What Can BeTiered? • Processes, content and products • Assignments • Homework • Learning stations • Assessments • Writing prompts • Anchor activities • Materials
- 30. What Can WeAdjust? • Level of complexity • Amount of structure • Pacing • Materials • Concrete to abstract • Options based on student interests • Options based on learning styles
- 31. Tiering Instruction 1. Identifythe standards, concepts, or generalizations you want the students to learn. 2. Decide if students have the background necessary to be successful with the lesson. 3. Assess the students’ readiness, interests, and learning profiles.
- 32. Tiering Instructions 4. Createan activity or project that is clearly focused on the standard, concept or generalization of the lesson. 5. Adjust the activity to provide different levels or tiers of difficulty that will lead all students to an understanding. 6. Develop an assessment component for the lesson. Remember, it is on-going!
- 33. Tic Tac Toe •Students complete 3 activities of their choice in a straight row, creating a winning tic tac toe (project)
- 34. Tic Tac Toe WrittenVisual Oral FREE Poster Speech Persuasive Essay FREE Debate Editorial Campaign Poster FREE
- 35. Compose Create Cubing – GenericCubes Who WhenWhere Why How What
- 36. My Family inthe Past and Present Cube Make a video or tape recording, interviewing members of your families telling about their responsibilities. Create a timeline with pictures and/or words showing changes in your family over time. Create a song or rap that tells about how your family has changed over time. Present an argument that convinces others how your family is different today than it was in the past. Create a collage with digital pictures showing changes in your family over time. Create a play that demonstrates changes in your family over time. Make a video or tape recording of a family member, describing how your family has changed over time.
- 37. Student Survey At school,I like _____________________ Because___________________________ I do not like_________________________ Because___________________________ If I have free time, I prefer to __________ or _____________. My favorite thing to read is_____________. Carolyn Chapman / Rita King 2005
- 38. Student Survey Name ________Date_________ Answer the following questions with either a yes or no answer or fill in the blank. Yes NO I like to read. 4 3 2 1 I like to make up songs. 4 3 2 1 I am challenged by things that are difficult to do. 4 3 2 1 Taking things apart and reassembling 4 3 2 1 them intrigues me. I like to play outside. 4 3 2 1 I prefer to work by myself. 4 3 2 1 I enjoy working with others. 4 3 2 1 I like to draw my own pictures. 4 3 2 1 I like school. 4 3 2 1 Carolyn Chapman / Rita King 2005
- 39. Interest Inventory Diane Heacox,2002 1. What is your favorite activity or subject at school? Why? Your least favorite? Why? 2. What are your best subjects: What makes them easiest for you? 3. What subjects are difficult for you? What makes them the hardest? 4. What subject make you think and work the hardest? Why is it the most challenging? 5. What are your favorite games or sports? 6. If you could learn about anything you wanted to, what would you choose to learn about?
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- 41. Writing Bingo Recipe Invitation Newspaper Article Advertisement Letter to Your Teacher Directionsto one place to another Rules for a game Letter to the editor Thank- you Note Email request for Information Letter to a pen pal, friend or relative Skit or scene Interview Schedule for your work Grocery or shopping list FREE YOUR Choice Short Story Design a web page Journal for a Week Proposal to Improve Something Cartoon Strip Poem Instructions Greeting Card Book Think Aloud
- 42. Interest-Based Assignment • Selecta person in one of the folders and write a composition describing that person as thoroughly as you can, Athletes Authors Artists Film Stars Scientists Musicians Political Leaders
- 43. Application 1. Divide theclass into 3 subgroups assigning one component for each group: Content Process or Learning Activities Products or Assessment 2. Select a specific topic and prepare three differentiated activities taking note of the learners’: Readiness Interests Learning Profiles Environment