The document discusses differentiated instruction in the K-12 curriculum. It provides an overview of differentiated instruction, which recognizes students' varying needs and abilities. Teachers take on roles as designers, assessors, and facilitators of learning to ensure all students' growth. The K-12 curriculum aims to develop globally competitive graduates and considers students' readiness, interests, and learning profiles when differentiating content, process, products, and environment. Effective differentiated instruction involves understanding students and aligning tasks and objectives to their learning goals.

1. Differentiated Instruction
in the K to 12 Curriculum

2. Objectives
1. Review basic definition of curriculum.
2. To provide an overview of the content
and requirements of the K to 12
program in general.
3. To orient teachers on their roles as
designer, assessors and facilitators of
learning.

3. 4. To discuss the essentials of
Differentiated Instruction.
5. To discuss the different strategies that
supports the implementation of differentiated
instruction
6. To make a differentiated instruction
learning plan and an assessment matrix.

4. A Review on Curriculum
The K to 12 Curriculum
 Differentiated Instruction
Small Group and Cooperative Learning

5. Curriculum is…
A subject matter (Ornstein & Hunkins,
2013)
Science English Filipino
Mathematics
Social
Studies

6. Curriculum is…
Planned learning activities sponsored by
the school” (Tanner & Tanner, 2007)
1 • Curricular-Activities
2
• Extra-curricular Activities
3
• Co-curricular Activities

7. Curriculum is…
A plan for achieving educational goals
(Ornstein & Hunkins, 2013)
Intent (philosophy, aims, goals & objectives)
Content (subjects, courses, topics)
Learning Experiences (activities, strategies, methods)
Evaluation (curriculum evaluation & Instructional evaluation)

8. Curriculum ….Erickson, 2001
Head
(Subjects &
Content)
Heart
(Intended Learning
Outcomes &
Learning
Experiences)
Soul
(School
Experiences & the
Hidden Curriculum)

9.  A Review on Curriculum
The K to 12 Curriculum
 Differentiated Instruction
Small Group and Cooperative Learning

10. How can we ensure that our graduates are
globally competitive?

11. ASEAN Community 2015

13. RATIONALE
1. Enhancing the quality of basic
education in the Philippines is urgent
and critical
2. The poor quality of basic education
is reflected in the low achievement
scores of Filipino students.

14. 3. The congested curriculum partly explains
the present state of education
4. This quality of education is reflected in
the inadequate preparation of high
school graduates for the world of work
or entrepreneurship or higher education

15. 5. Further, most graduates are too young
to enter the labor force.
6. The current system also reinforces the
misperception that basic education is
just a preparation for higher education.

16. Table 1 Philippine Average TIMSS Scores
Scores International
Average
Rank Participating
Countries
2003 Results
7.
Grade IV
Science 332 489 23 25
Mathematics 358 495 23 25
HS II
Science 377 473 43 46
Mathematics 378 466 34 38
2008Results
Advanced
Mathematics
355 500 10 10
Source: TIMSS, 2003 and 2008

17. 8. Our graduates are not automatically
recognized as professionals abroad.
Table 3 Comparative Data on the Pre- University Education in Asia
Country Basic Education Cycle Total
Brunei 12
Cambodia 12
Indonesia 12
Lao PDR 12
Malaysia 12
Myanmar 11
Philippines 10
Singapore 11
Thailand 12
Timor-Leste 12
Vietnam 12
Mongolia recently added grades to make basic education 12 years.

18. Implementation and Transition
Management

19. 2 years Senior HS
4 years Junior HS
Kindergarten
K-12
Basic Education Program
6 years Elementary
K+6+4+2

20. K-12
Basic Education Program
Batang K-12, HandasaTrabaho o Kolehiyo, HandasaMundo
What will each graduate get?
Grade VI
Junior HS
Senior HS

21. Design of the Curriculum
SPIRAL APPROACH
• Concepts are developed in increasing complexity
and sophistication starting from grade school.

22. • Learner-centered
• Relevant, responsive and research-based
• Gender- and culture – sensitive
• Contextualize and global
•Use pedagogical approaches that are constructivist,
inquiry-based, reflective, collaborative and
integrative

23. What should the teachers need to develop among
students for them become globally competitive?

24. Desired Outcomes

26. Roles of a Teacher
Designer
Facilitator Assessor

27. Standards-Based Curriculum
It is a curriculum based on content
standards as explicated by experts
in the field
Glatthorn et.al., 1998

28. Desired Outcomes
Content
Standards
Performance
Standards

29. Content Standards
• what the students are expected to know
(knowledge; facts and information),
•what they should be able to do (process or
skills) with what they know
•the meanings or understandings that they
construct or make as they process the facts and
information (evidence-based)

30. Performance Standards
• The performance standards define the expected
proficiency level whish is expressed in two ways:
Students should be able to....
- use learning or understanding in real-life
situations
- do this on their own

31. Performance Standards
 Explicate the level of achievement expected
for each content standard
 Example:
 Identify questions that can be answered through
scientific investigations
Design & conduct scientific investigation
Kendall & Marzano, (1996)

32. The K-12 Curriculum is an
example of a Standards-based
Curriculum
It includes these sets of learning outcomes
Standards
Content Standards
Performance Standards
Competencies
Knowledge
Process/skills
Understanding
Product/Performance

33. Level of Assessment
Level of Assessment Percentage Wieght
Knowledge 15%
Process/Skills 25%
Understanding (s) 30%
Product/Performances 30%
Total 100%

34. Knowledge
• the substantive content of the curriculum, the
facts and information that the student acquires
•What do we want our students to know? How do
we want them to express or provide evidence of
what they know?
•the level may be assessed using traditional
measures

35. Process/Skills
• cognitive operations that the students performs
on facts and information for the purpose of
constructing meanings or understandings
• What do we want students to do with what they
know? How do we want them to provide of what
they can do with what they know?

36. Understanding
• enduring big ideas, principles and generalizations
inherent to the discipline, which may be assessed
using the facets of understanding or other
indicators of understanding which may be specific
to the discipline.

37. Facets of Understanding
• Explain
•Interpret
•Apply
• Give perspective
•Show empathy
•Self-Knowledge

38. Products/Performances
• real-life application of understanding as
evidence by the student’s performance of
authentic tasks
• A good model for assessment at this level is
GRASPS (Mctighe and Wiggins, 2005)

39. G – real-world Goal
R – real-world Role
A – real-world Audience
S – real-world Situation
P – real-world Products or
Performances
S - Standards

40. Example of Performance Task in GRASPS form
ASEAN 2015 brings life to a country’s
tourism. You are an ARGF travel tour agent. You
are task to make promo packages for the
different Asian tourists. You are to present a
written report of your proposal to your manager.
The proposal should demonstrate practicality,
accuracy, authenticity and application of concepts
on quadratic functions

41. Activity 1
•Examine the Dep.Ed. Curriculum and identify the
first quarter learning competencies as
knowledge, process/skills, understanding,
product/performance.
• Develop a performance task in GRASPS form

42. Insights about Activity 1

43. Process Questions:
1. How can we ensure that our graduates are
globally competitive?
2. Why do we need to ensure that our graduates
are globally competitive?
3. What should the teachers need to develop
among students for them become globally
competitive?
4. What is the importance of unpacking the
learning competencies into the different level
of assessment?

44.  A Review on Curriculum
The K to 12 Curriculum
 Differentiated Instruction
Small Group and Cooperative Learning

45. What is Differentiated Instruction?
 To differentiate instruction is to RECOGNIZE
students varying background knowledge, readiness,
language, preferences in learning, interests, and to
react responsively.
 It is a PROCESS to approach teaching and learning for
students of differing abilities in the same class.
 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.

46. “NOT” “IS”
Individualized
Instruction
Different Reading
Assignments
Taught Skill Practice
Tailoring the Same Suit
of Clothes
One-Size-Fits-All
Instruction Does NOT
Reach All Learners
Student Centered
Multiple Intelligences
Learning Styles
Blend of Whole-Class,
Group and Individual
Instruction
Flexible and Responsive
Learners of Multiple
Abilities CAN BE
Educated Together
PROACTIVE

47. Universal Design to DI
Based on Student Readiness, Interest & Learning Profile
1. Content
2. Process
3. Products
4. Learning
Environment

48. Learning Cycle & Decision Factors Used in Planning and
Implementing Differentiated Instruction

49. Content
How can he/she access the information?
How do we Plan?
How to?
• Determine the Ability Level of Your Students
– Survey Past Records, Look at Their Cums
• Align Tasks and Objectives to Learning Goals
• Survey Student Interests
– Interest Inventories, Interview/Conference,
Respond to Open-Ended Questionnaire with
Questions
• What are Your Students Multiple Intelligences &
Learning Styles?
• What are Your Student’s Preferences and
Motivators?
• Instruction is Concept-Focused and Principle-
Driven
• Brain-Based Research
• Know YOUR Students
Examples:
 Use Reading Materials at
Varying Readability Levels
 Put Text Materials on Tape
 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

50. How Do We Plan?
Determine a Focus Area:
• Four T’s
– Teaching Objective
– Target
– Bloom’s Taxonomy
– Text/Materials
• Instructional Strategies
• Learner Engagement
– Effective Presentations
• Learning Environment
Based on Research:
• All GOOD Instruction Must
Have:
– Active Engagement
– Reading & Writing Strategies
– Address the Auditory,
Kinesthetic, Visual & Tactile
Learners
– Address Multiple Intelligences
– Be Developmentally
Appropriate

51. Do YOU Wing It?
teaching.mrbelshaw.co.uk
(Or) Do YOU
Plan it!

52. Learning Cycle & Decision Factors Used in Planning and
Implementing Differentiated Instruction

53. Process
How to process information, organize, store
retrieve & apply information?
How to?
 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
Examples:
 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
 Reciprocal teaching
 Graphic organizing
 Scaffolding
 Webbing
 Self Talk
 WebQuests
 Guided Notes

54. Learning Cycle & Decision Factors Used in Planning and
Implementing Differentiated Instruction

55. Products
Culminating projects that ask the student to rehearse,
apply, and extend what he/she has learned in a unit
How to?
 Initial & On-Going Assessment of
Student Readiness & Growth are
Essential
 Authentic Assessment
 Students are Active & Responsible
Explorers
 Vary Expectations & Requirements
for Student Responses
 Consider each Student’s Multiple
Intelligences & Learning Styles
Based on Outcomes
Examples:
 Give Students Options of How to
Express Required Learning
 Create a Puppet Show, Write a
Letter, Develop Mural with Labels
 Use Rubrics that Match Student’s
Varied Skill Level
 RubiStar.com
 Allow Students to Work Alone (or)
in Small Groups
 Performance -Based Assessment
 Student Portfolios
 Knowledge Mapping

56. Learning Cycle & Decision Factors Used in Planning and
Implementing Differentiated Instruction

57. Learning Environments
The way the classroom works and feels
How to?
• How the Classroom is
Organized?
• Classroom Behavior
Management System is in
Place
– Procedures
– Consequences
– Positive Interventions
Examples:
 Places in Room Free of
Distractions, and Places that
Invite Student Collaboration
 Materials that Reflect a Variety
of Cultures & Home Settings
 Clear Guidelines for
Independent Work
 Develop Routines
 Students Understand
Differences of Learners

58.  A Review on Curriculum
The K to 12 Curriculum
Differentiated Instruction
Small Group and Cooperative
Learning

59. What type/s of teaching strategies do the
teacher needs to consider that would cater
meaningful learning experiences among his/her
students?

60. Group work vs Cooperative
learning

61. What is Group Work?
Students form a group. (usually 4)
Each person has a “job”. (reporter, materials
collector, captain, recorder, etc.)
Students are only concerned with “their
job”,and do not participate the entire time.
(easy for them to hide)
All students are not engaged
Learning is not equal (one person may do all
or most of the work)

62. WHAT IS COOPERATIVE LEARNING?
What does cooperative learning look
like?
Students are working in teams that
display:
• P- Positive Interdependence (on
the same side, same goals)
• I- Individual Accountability
(student’s can’t hide)
• E- Equal participation (equal
status)
• S- Simultaneous Interaction
(engagement)

63. What’s the difference?
Cooperative Group Traditional Group
Positive interdependence No interdependence
Individual accountability No individual accountability
Heterogeneous membership Homogeneous membership
Shared leadership One leader
Responsible to each other Responsibly only for self
Task & maintenance emphasized Only task emphasized
Social skills directly taught Skills assumed or ignored
Teacher observes & intervenes Teacher ignores groups
Group processing occurs No group processing
Mutual assistance Competitive

64. From Traditional to Cooperative
Learning
• “Learning involves healthy
noise.” “A good class is a
quiet class.”
“Keep your eyes • “Help your partner solve it.”
on your own
paper.”
• “Get up and look at what
“Sit quietly.” others did.”

65. 5 Major Phases
1.Teacher clarifies goals, provides a hook and
introductory information
2.Organize student teams with clearly defined
roles
3.Facilitate team activities, including academic
learning, social skills & cooperative behavior
4.Assess student knowledge throughout the
process and/or by team presentations
5.Recognize both group & individual efforts
such as active participation and taking
responsibility for learning

66. Phase 1: Goals, Hook & Introduction
• The 3 instructional goals of cooperative
learning are:
1. Academic achievement,
2. Tolerance and acceptance of diversity, and
3. Development of social skills
• Consider how you will communicate these
goals in your introduction

67. Phase 2: Teams and Roles
• Organize materials, learning experiences and
small group activities by paying attention to 4
key features:
1. Form heterogeneous teams
2. How students will work together in small groups
(Student Teams, Jigsaw, Group Investigation, Think-
Pair-Share)
3. How behavior and results will be recognized or
rewarded
4. Realistic time estimate

68. Jigsaw-Teams

69. Think-Pair-Share

70. Four- and Six-Cluster Seating
Arrangements

71. The Swing Seating Arrangement

72. Cooperative Learning Roles May Include …
• Group recorder
• Materials collector
• Reporter
• Final copy scribe
• Illustrator
• Timekeeper
• Cheerleader/
Facilitator
• Monitor
• Messenger

73. Phase 3: Facilitate learning, social skills &
cooperative learning
• Help with Transitions
• Teach Cooperation
– Task Interdependence
– Social Skills
• Sharing Skills
• Participation Skills
– Communication Skills
– Group Skills
• Team Building
– Teaching Social and Group Skills

74. Phase 4: Assess Throughout and/or with
Presentations
• Test Academic Learning
• Assess Cooperation
• Grade Cooperative Learning
• Recognize Cooperative Effort

75. Phase 5: Recognize Group & Individual Efforts
• Find ways to highlight group presentations
by displaying results prominently in room.
• Maybe invite guests to hear final reports.
• Consider summarizing results through
newsletters or other forums.
• Each individual makes some kind of unique
contribution – highlight those.

76. Pre Lesson Activities

77. Mind Mapping
Activity

78. Find Your Group
• Look around the room and find those wearing the
same color as you
• Find a place to gather and work
• Once you are all settled, send someone to get the
necessary supplies:
1. 1 large piece of poster paper
2. A marker for each member
3. Stacks of post-its for everyone

79. Word Association
• Write the term given to your group by the
teacher, nice and BIG, in the center of your large
poster paper
• Each group member should have their own
marker and package of post-its
• You will have 2 minutes to silently brainstorm as
many words and phrases that are related to the
key term as possible
• Write them on the post-its and place on the paper

81. When Time is Called:
• Rotate to the next table and continue the process
• Don’t read what others have written!
• Just think for yourself and fill the paper with as
many post-its as you can

82. Make a Complete Rotation
VISIT EACH TABLE!

86. Return to Your
Original Spot

87. Organize the Ideas
•Clear all post-its from paper
•Categorize the thoughts
VISION
MISSION GOALS OBJECTIVES

88. Rearrange Post-its
• Cluster the post-its back on the paper in a
way that makes sense to your group
• Draw a shape (circle, square, etc.) around
each cluster as a barrier; try to use a
different color for each cluster
• Devise a category title for each cluster and
clearly label each with the new title

89. Send Someone New for Supplies
• 1 new piece of
poster paper
• A variety of markers
• Mind Mapping
directions

90. Mind Mapping
Based on the work of Tony Buzan (Australia)

91. THE RULES:
1. Begin with a central image of 3 or more colors
2. Make the lines connecting to center image thicker and
curved, like the branch of a tree
3. For the lines connected to central image, use only one
key word per branch (these are your categories)
4. PRINT all words
5. Make line length equal to word length
6. Try to have an image for each branch (category)
7. Keep your paper placed horizontally before you; there
should be no turning of the paper to read the
completed map

93. Share Your Maps

94. A learner’s response to social issues
Post different feelings inside the classroom. And
ask the students to respond to the given
photos by going to the appropriate expression
of feeling.

101. a cognitive rehearsal structure that can be used
to help students:
• recall events
• make a summary
• stimulate thinking
• share responses, feelings and ideas

102. How to do it?
• The teacher sets a problem or asks for a
response to the reading.
• The students think alone for a specified time.
• The students form pairs to discuss the
problem or give responses.
• Some responses may be shared with the class.

103. Lesson Activities

104. Concept Mapping
A concept map is a way of illustrating the
connections that exist between terms or
concepts covered in course material; students
construct concept maps by connecting
individual terms by lines which indicate the
relationship between each set of connected
terms.

105. Activity: Pinoy Tinapay
Create concept map about the following local
bread:
• Pandesal
• Pandecoco
• Pandelimon
• Nutriban
• Putok

106. Role Playing
Here students are asked to "act out" a part. In
doing so, they get a better idea of the concepts
and theories being discussed. Role-playing
exercises can range from the simple to the
complex.
e.g.
"What would you do if a Nazi came to your
door, and you were hiding a Jewish family in the
attic?"

107. Debates
Formal debates provide an efficient
structure for class presentations when the
subject matter easily divides into opposing
views or ‘Pro’/‘Con’ considerations. Students are
assigned to debate teams, given a position to
defend, and then asked to present arguments in
support of their position on the presentation
day.

108. Debate Topics
Superman, Spiderman, Batman -
superheroes or misleading idols?
Should homework be banned?
Do video games really cause bad behavior
in children?
Are there aliens?
Bottled water: more harmful than good.

109. Mobile phones in school - should we ban them?
Are vampires real?
Junk food should be banned from public
schools.
Thanks to social networking, there is no face-to-
face interaction.
Is there life after death?
Are mermaids real?
Are dolls affecting the mental image we create
for our appearance?

110. Should “Pork Barrel” be banned?
Is animal testing humane?
Euthanasia: should the right to die be granted?
Paparazzi livelihood vs. privacy of celebrities: what is
important?
Should marijuana be legalized for medicinal purposes?
Are school uniforms a good or a bad idea?
Recycling should be compulsory.
God: myth or reality?
Should the legal age allowing consumption of alcohol be
raised?
Should abortion be approved?
Should we encourage the belief that kids have in Santa
Claus?

111. Jigsaw Method
Professor Elloit Aronson

112. Benefits of Jigsaw Method
1. Empower the students to take charge of their
learning.
2. Make students learn without realizing that
they are learning;
3. Encourages peer tutoring.
- better retention and retrieval of facts
4. Makes learning fun!

113. When to use Jigsaw Method?
- It is best used when the lesson
requires a teacher to cover few
interrelated concepts (3 to 5
concepts) in one session.

114. Examples
• Five Types of Animals
• Three Types of Clouds
• Three Types of Graphs
• Three Types of Measures of Central Tendency

115. What to prepare?
1. Handouts
2. Quiz (non graded)
3. Physical Arrangement of the Classroom

116. Steps to Follow

129. Other Cooperative Learning
Strategies as Teacher Tools to
Construct Learning

130. Cooperative Structures
• Agreement Circles
– Students stand in a large circle, then
step to the center in proportion to
their agreement with a statement by a
student or teacher.

131. Cooperative Structures
• Blind Sequencing
– Students sequence all pieces without
peeking at the pieces of teammates.

132. Cooperative Structures
• Circle-the –Sage
– Students who know, stand to become
sages; teammates each gather around
a different sage to learn.
– Students return to teams to compare
notes.

133. Cooperative Structures
• Corners
– Students pick a corner, write its
number, go there, interact with others
with same corner choice in a Rally
Robin or Timed Pair Share.

134. Cooperative Structures
• Find Someone Who
– Students circulate, finding others who
can contribute to their worksheet.
• People Hunt: Students circulate, finding
others who match their own
characteristics.
• Fact Bingo: Find someone who played on
bingo worksheet.

135. Cooperative Structures
• Formations
– Students stand together as a class to form
shapes.

136. Cooperative Structures
• Jigsaw Problem Solving
– Each teammate has part of the answer
or a clue card; teammates must put
their info together to solve the team
problem.

137. Cooperative Structures
• Line Ups
– Students line up by characteristics,
estimates, values, or assigned items.
• Value Lines: Students line up as the agree
or disagree with a value statement.
• Folded & Split Line Ups: Students fold the
Line Up or Split and Slide it to interact with
someone with a different point of view,
characteristic, or estimate.

138. Cooperative Structures
• Lyrical Lessons
– Students write and/or sing songs based on
curriculum, often to familiar tunes

139. Cooperative Structures
• Match Mine
– Receivers arrange objects to match
those of Senders whose objects
are hidden by a barrier.
• Draw-What-I-Say: Receiver draws
what sender describes.
• Build-What-I-Write: Receiver
constructs what Sender has described
in writing.

140. Cooperative Structures
• Mix-Freeze-Group
– Students rush to form groups of a specific size,
hoping not to land in “lost and found.”

141. Cooperative Structures
• Mix-Pair-Discuss
– Students pair with classmates to discuss question
posed by the teacher.

142. Cooperative Structures
• Mix-N-Match
– Students mix, then find partners with
the matching card.
• Snowball: Students toss crumpled papers
over imaginary volleyball net, stop, pick up
a snowball, then find the person with the
matching “snowball.”

143. Cooperative Structures
• Numbered Heads Together
– Students huddle to make sure all can
respond, a number is called, the
student with that number responds.
• Paired Heads Together: Students in pairs
huddle to make sure they both can
respond, an “A” or “B” is called, the
student with that letter responds.

144. Cooperative Structures
• One Stray
– The teacher calls a number; students
with that number “stray” to join
another team, often to share.
• Two Stray: Two students stray to another
team, often to share and to listen.
• Three stray: Three students stray to
another team, often to listen to the one
who stayed to explain a team project.

145. Cooperative Structures
• Pairs Check
– Students work first in pairs each doing a
problem and receiving coaching and
praise from their partner; then pairs
check and celebrate after every two
problems.

146. Cooperative Structures
• Pairs Compare
– Pairs generate ideas or answers,
compare their answers with another
pair, and then see if working together
they can come up with additional
responses neither pair alone had.

147. Cooperative Structures
• Paraphrase Passport
– Students can share their own ideas only after they
accurately paraphrase the person who spoke
before them.

148. Cooperative Structures
• Partners
– Pairs work to prepare a presentation, then
present to the other pair in their team.

149. Cooperative Structures
• Poems for Two Voices
– Partners alternate reading “A” and “B”
lines of a poem, and read “AB” lines
together in unison.
• Songs for Two Voices: Partners alternate
singing “A” and “B” lines of a song, and
sing “AB” lines together in unison.

150. Cooperative Structures
• Q-Spinner
– Students generate questions from one
of 36 prompts produced by spinners.

151. Cooperative Structures
• Rally Robin
– Students in pairs take turns talking.
• Rally Toss: Partners toss a ball (paper wad)
while doing Rally Robin.

152. Cooperative Structures
• Rally Table
– Students in pairs take turns writing,
drawing, pasting. (2 papers, 2 pencils
per team)
• Pass-N-Praise: Students in pairs take turns
writing and hand their paper to the next
person only after receiving praise.

153. Cooperative Structures
• Reading Boards
– Students manipulate game pieces
relating to the song as they sing along.

154. Cooperative Structures
• Rotating Review
– Teams discuss topic; chart their
thoughts; rotate to the next chart to
discuss and chart their thoughts.
• Rotating Feedback: Teams discuss, then
chart their feedback to another team’s
product; then rotate to do the same with
the next team.

155. Cooperative Structures
• Same – Different
– Students try to discover what’s the
same and different in two pictures, but
neither student can look at the picture
of the other.

156. Cooperative Structures
• Send-A-Problem
– Teammates make problems which are
sent around the class for other teams
to solve.
• Trade-A-Problem: Teammates make
problems which are traded with another
team to solve.

157. Cooperative Structures
• Showdown
– Teammates each write an answer, then
there is a “showdown” as they show
their answers to each other.
Teammates verify answers.

158. Cooperative Structures
• Similarity Groups
– Students form groups based on a
commonality.

159. Cooperative Structures
• Spend-A-Buck
– Each student has four quarters to
spend on two, three, or four items.
The item with the most quarters is the
team choice.

160. Cooperative Structures
• Spin-N-Think
– Students follow a thinking trail (Read
Q, Answer Q, Paraphrase & Praise, &
Discuss). At each point on the trail a
student is randomly selected to
perform after all students have had
think time.
• Spin-N-Review: Students review questions
by following a trail (Read Q, Answer Q,
Check Answer, Praise or Help).

161. Cooperative Structures
• Talking Chips
– Students place their chip in the center
each time they talk; they cannot speak
again until all chips are in the center and
collected.
• Gambit Chips: Like Talking Chips but chips
contain gambits (things to say or do): For
examples, Affirmation Chips contain praisers;
Paraphrase Chips contain gambits for
paraphrasing.
• Response Mode Chips: Like Talking Chips but
chips contain response modes: For examples,
Summarizing, Giving an Idea, Praising an Idea.

162. Cooperative Structures
• Team Chants
– Teammates come up with words and
phrases related to the content, then
come up with a rhythmic chant often
with snapping, stomping, tapping, and
clapping.

163. Cooperative Structures
• Team Interview
– Students are interviewed, each in turn,
by their teammates.

164. Cooperative Structures
• Teammates Consult
– For each of a series of questions,
students place pens in cup, share and
discuss their answers, and then pick up
pens to write answer in own words.

165. Cooperative Structures
• Team-Pair-Solo
– Students solve problems first as a
team, then as a pair, finally alone.

166. Cooperative Structures
• Telephone
– One student leaves the room. The
teacher teaches the remaining
students. The absent student returns
and is taught by teammates, and later
takes a quiz.

167. Cooperative Structures
• Three-Pair-Share
– Students share on a topic three times,
once with each of their teammates.

168. Activity 2
• Develop an differentiated instruction learning
plan, one item on each level of assessment.

169. How can we tell the students are
learning and we were able to meet the
standards?

170. Assessment and Rating of Learning
• The assessment process is holistic, with
emphasis on the formative or developmental
purpose of quality assuring student learning.

171. Assessment Matrix

172. Activity 3
• Develop an assessment matrix, one item on each
level of assessment.

173. The mediocre teacher tells. The
good teacher explains. The superior
teacher demonstrates. The great
teacher inspires.
William A. Ward

174. Education is what remains after
one has forgotten what one has
learned in school.
Albert Einstein

175. References:
•DepEd Order No. 31, s. 2012 Guidelines on the
Implementation of Grades 1 to 10 of the K to 12 Basic
Education Curriculum (BEC) Effective SY 2012-2013
• K to 12 Curriculum Guides
•http://www.mb.com.ph/philippine-industries-brace-for-
asean-2015/
•http://www.slideshare.net/martianne21/k-to12-
assessment-and-rating-of-learning-outcomes
•http://www.gov.ph/k-12/#implementation

176. References
Hall, T. (2002). Differentiated Instruction. Wakefield, MA: National Center on Accessing
the General Curriculum. Retrieved October 22, 2008, from
http://www.cast.org/publications/ncac/ncac.diffinstruc.html
Heibeck, T. (2008). How to use multiple intelligences to reach every child. Retrieved
November 1, 2008 from http://www.teachervision.fen.com/intelligence/teaching-methods-
and-management/4802.html
Kozleski, E. (2003). Guidelines that make differentiation possible for teachers to attain.
Retrieved November 1, 2008 from,
www.urbanschools.org/events.docs/Penn320062.ppt
Lamb, A. (2003). Ten Tips for Differentiation. Eduscapes. Retrieved November 1, 2008,
from http://eduscapes.com/sessions/needs/elementary2.html
Nunley, K. (2008). Layered Curriculum. Retrieved November 1, 2008, from
http://help4teachers.com/
Robinson, S. (2005). Instructional Tools Related to Universal Design for Learning. KS:
Special Connections. Retrieved November 1, 2008, from
http://www.specialconnections.ku.edu/cgi-bin/
cgiwrap/speccconn/main.php?cat=instrucition...

177. References –continue-
Teachervision (2008). Structuring Lessons to Promote Learning from
Materials. Partnership with Council for Exceptional Children. Retrieved,
November 1, 2008 from, http:www.teachervision.fen.com/curriculum-planning/
learning-disablilities/6731.html?
Teachnology. (2007). How to Differentiate Instruction. Retrieved November 1,
2008, from http://www.teach-nology.com/tutorials/teaching/
differentiate/print.htm
Thompson, S. (2005). Instructional Tools Related to Instructional
Accommodations. KS: Special Connections. Retrieved November 1, 2008,
from http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/
specconn/main.php?cat=instruction…
Tomlinson, C. (2000). Differentiation of Instruction in the Elementary Grades.
Retrieved October 1, 2008, from http://www.ericdigests.org/2001-2/
elementary.html
Tomlinson, C. (2000). Educational Leadership, 58, 6-11, Retrieved October 1,
2008, from http://www.jamesviledewitt.orgtfiles/
folder257/ReconcileDITomlinson.pdf

178. 