This document discusses differentiating instruction to meet the needs of diverse learners. It defines differentiation as a teacher's response to learner needs through respectful tasks and continual assessment with flexible grouping according to students' readiness, interests, and learning profiles. The document provides examples of differentiating content, process, product, and environment. Activities include tiered assignments, learning contracts, graphic organizers, and interest surveys to engage students at their levels. The goal is to create an inclusive, learner-centered environment where all students are challenged and successful.
EDUCATIONAL DEVELOPMENTAL SEMINAR TOPICS IN EDUCATION Vol. 2
by:
Celia D. Andas, Ph.D.
Janet C. Parpa, Ph.D.
Kathleen M. Morales, M.A.
Laura V. Cespon, Ed.D.
Leonardo B. Dorado, Ph.D.
Sylvia J. Pidor, Ph.D.
Marilou T. Lozarita, Ed.D.
Maria Nancy Q. Cadosales, Ph.D.
Thelma O. Alderite, Ed.D.
Romeo M. Daligdig, Ed.D.
EDUCATIONAL DEVELOPMENTAL SEMINAR TOPICS IN EDUCATION Vol. 2
by:
Celia D. Andas, Ph.D.
Janet C. Parpa, Ph.D.
Kathleen M. Morales, M.A.
Laura V. Cespon, Ed.D.
Leonardo B. Dorado, Ph.D.
Sylvia J. Pidor, Ph.D.
Marilou T. Lozarita, Ed.D.
Maria Nancy Q. Cadosales, Ph.D.
Thelma O. Alderite, Ed.D.
Romeo M. Daligdig, Ed.D.
Child or Learner-Centered Approach This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. ... Problem-Centered Approach This approach is based on a curriculum design that assumes that in the process of living, children experience problems.
How Do You Effectively Engage Your Students In LearningMenchie Magistrado
Objectives:
Activate students’ prior knowledge through the use of engaging strategies designed to focus learning
Provide a structure for learning that actively promotes the comprehension and retention of knowledge through the use of strategies that acknowledge the brain’s limitations of capacity and processing.
Credit to: PhySci 3
Developing essential 21st Century Skills will accelerate the Philippine ascent in the Global Knowledge Economy. Here are the first 3 essential skills we recommend.
Teaching Higher Order Thinking & 21st Century SkillsTimothy Wooi
Higher Order Thinking and 21st Century Skills
I. Introduction of Higher-Order Thinking (H.O.T.) and Why?
II. Bloom’s Cognitive Taxonomy
III. Why Do We Want to Teach
Higher-Order Thinking?
IV. How Do We Teach Higher- Order
Thinking?
V. The High Investment of Higher-
Order Thinking
Presented by Dr. Richlyn Vicente during the 1st Track of CITE3S Seminar entitled Multigrade Teaching and ICT Integration: Challenges to 21st Century Learners, held at Cebbans Garden Resort, Baluan, Gen. Santos City
Child or Learner-Centered Approach This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. ... Problem-Centered Approach This approach is based on a curriculum design that assumes that in the process of living, children experience problems.
How Do You Effectively Engage Your Students In LearningMenchie Magistrado
Objectives:
Activate students’ prior knowledge through the use of engaging strategies designed to focus learning
Provide a structure for learning that actively promotes the comprehension and retention of knowledge through the use of strategies that acknowledge the brain’s limitations of capacity and processing.
Credit to: PhySci 3
Developing essential 21st Century Skills will accelerate the Philippine ascent in the Global Knowledge Economy. Here are the first 3 essential skills we recommend.
Teaching Higher Order Thinking & 21st Century SkillsTimothy Wooi
Higher Order Thinking and 21st Century Skills
I. Introduction of Higher-Order Thinking (H.O.T.) and Why?
II. Bloom’s Cognitive Taxonomy
III. Why Do We Want to Teach
Higher-Order Thinking?
IV. How Do We Teach Higher- Order
Thinking?
V. The High Investment of Higher-
Order Thinking
Presented by Dr. Richlyn Vicente during the 1st Track of CITE3S Seminar entitled Multigrade Teaching and ICT Integration: Challenges to 21st Century Learners, held at Cebbans Garden Resort, Baluan, Gen. Santos City
I planned the induction to last over six months. We started before school with a two day (mostly) intensive, then had an hour and a half session once a month until December.
For EFL teachers who are willing to learn more about differentiation, in order to provide a safe learning environment for all students, by promoting inclusion and embrace diversity.
What the best college teachers do!
(or Advice from an instructor secure with his insecurities!!!)
By. Instr. KG Smith, Dean of Instruction and Online Learning
Co-authored with Dr. Joy Robinson & Dean Arlethia Mayes-Moore
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
4. Objectives:
At the end of the session, the
participant will be able to:
1. discuss the basic principles of
Differentiated Instruction;
5. Objectives:
2. Identify activities suited to each
component of D.I.– content, process,
product, environment;
3. Identify activities that respond to
learners’ needs—readiness, interest,
learning profile;
6.
7. ACTIVITY: Fact or Bluff
• 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
DIFFERENTIATED INSTRUCTION is:
1. Group work
2. Individualization
3. Stand and deliver
4. Covering the content
5. Related to competencies
11. FOR A BIT OF 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’ of Differentiated
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 variety of 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's response 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
READINESS INTEREST 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 of teaching)
• “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
20. PAMANTAYANG PANGNILALAMAN
(CONTENT STANDARD)
These cover a specified scope of
sequential topics within each learning
strand, domain, theme or component.
They answer the question “What should
learners know?”
24. Product: How the
student is able to
demonstrate what
he/she knows,
understands and is able
to do as a result of
learning.
25. (PAMANTAYAN SA PAGGANAP
(PERFORMANCE STANDARD)
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 Write books
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
Concept to 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 Be Tiered?
• Processes, content and
products
• Assignments
• Homework
• Learning stations
• Assessments
• Writing prompts
• Anchor activities
• Materials
30. What Can We Adjust?
• 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. Identify the 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. Create an 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
Written Visual Oral
FREE Poster Speech
Persuasive
Essay
FREE Debate
Editorial Campaign
Poster
FREE
36. My Family in the 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?
41. Writing Bingo
Recipe
Invitation
Newspaper
Article
Advertisement
Letter to
Your
Teacher
Directions to
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
• Select a 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 the class 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
