1. Day 2, Session 5 Grade 9
1 2014 Training of Trainers/Teachers
Session Title Differentiated Instruction
Episode Title Unity in Diversity
Duration 2 hours
Materials multicolored art paper Adhesive tape
6 Envelopes Arm bands
Bond paper Manila paper
Laptop Projector
Crayons/ Colored pens/ pencils
Objectives In this session, the participants should be able to:
1. Explain differentiated instruction (DI)
2. Provide activities for Differentiated Instruction
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
Overview/Introduction
Each one of us has different learning styles. With this knowledge, it is about
time that we should accept that using a one-size-fits- all method of teaching will not make
our students learn best. We should be able to find ways to make the students learn the most
that they can in the classroom.
This session shall pave the way to improving and facilitating learning
considering the individual differences of the learners.
Session Flow
ACTIVITY (20 min.)
1. Divide the big group into six smaller groups with 10 participants.

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2. Distribute a set of armbands representing their special skill, talent or ability to each
group. Let them place the arm band firmly on the left arm. By the end of three
minutes each member of the group should have an arm band on his/her arm.
Example:
I can sing. I am good with numbers.
I can dance. I can write good stories.
I can act. I can make people laugh.
I am a good cook. I can tell good stories.
I can run fast. I can draw good pictures.
(Facilitators should move around to see if everyone has arm band before the time
ends.)
3. Distribute activity cards to each group. Have them follow the instructions in the
envelop.
Envelop 1
A. The singer and the runner will write a short four- minute skit about a child
from the public school who is usually absent in the class.
B. The dancer and the cook will draw a beautiful picture of a child with the title
and story in big bold letters.
C. The math enthusiast, the storyteller, the joker and the artist will role play
the skit prepared by the singer and runner.
D. The actor and the writer will ensure that the members finish the task on
time. They are not allowed to help the group mates in the skit.
Envelop 2
A. The math enthusiast and the runner will write a short four-minute skit about
a usual scenario in the lowest section of their class in the public school.
B. The singer and the actor will make a poster of their skit.
C. The cook, the storyteller, the joker and the artist will play parts in the skit.
D. The writer and the dancer will see to it that their group members finish
their task on time. They are not allowed to help the group mates in the skit.
Envelop 3
A. The cook and the dancer will write a short four-minute skit about the usual
problem that teachers face in the highest section of their class in the public
school.

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B. The runner and the actor will make a poster of their skit.
C. The singer, math enthusiast, the writer and the joker shall role play the skit
prepared by the cook and the dancer.
D. The artist and storyteller will see to it that the group finishes their task on
time. They are not allowed to help the group mates in the skit.
Envelop 4- Observe Group 1 who got the first envelop and report your observation
Envelop 5- Observe Group 2 who got the second envelop and report your
observation .
Envelop 6- Observe Group 3 who got the third envelop and report your observation.
ANALYSIS
1. How do you feel about the activity? Why?
2. Were the tasks asked 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. What is it telling us about addressing individual needs?
6. What insights have you gained from the activity?
ABSTRACTION
From the responses of the class the facilitator will lead the discussion on
Differentiated Instruction
 Differentiated instruction is a systematic approach to planning curriculum and
instruction for academically diverse learners… with the goals of honoring each
student’s learning needs and maximizing each student’s learning capacity.
 In DI, a teacher proactively plans varied approaches to what students need to
learn, how they will learn it and how they will express what they have learned
in order to increase the likelihood that each student will learn as much as he
can as efficiently as possible.
 The goals of differentiation are:

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1.Every student will make continuous progress no matter how old she is or
what levels her knowledge and skills are as she begins the unit.
2. Every student will become a lifelong learner.
Differentiated classrooms feel right to students who learn in different ways
and at different rates and who bring to school different talents and interests.
 DI is permitting students to opt out of material they already know and
progress at their own pace through new material.
 The first step in making your classroom a DI class is to do a formative
assessment to create an individual profile of every student in the class.
Assessment should be on-going and diagnostic to provide data on readiness
for particular skills.
 In DI teachers modify the content, process or product along with the learning
area.
APPLICATION
Now let’s see how you can be able to translate these data into something that
can be utilized in your region.
1. Group participants per division.
2. Ask the group to assign a leader and a rapporteur.
3. For 10 minutes , discuss among them what competency
or lesson they will cover.
4. Instruct them to create a step-by-step lesson plan to
make a specific lesson follow a DI format. They should
use a particular lesson in their grade 9 class that they
think most students will have difficulty in.
Clincher
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.
REVISED AS OF MARCH 12, 2014