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- 7. DIFFERENTIATED TEACHING STRATEGIES. These refer to the approaches or tactical procedure used to reach a goal involving a wide variety of texts, tasks, processes and products suited to the various learning needs of diverse range of students.
- 8. LEARNERS’ GENDER This refers to the social attributes and opportunities associated with being male and female and the relationships between women and men and girls and boys, as well as the relationships between women and those between men. These attributes, opportunities, and relationships are socially constructed and learned through socialization processes
- 9. LEARNERS’ NEED. These are observable gaps between a learner’s present knowledge or competence and the curriculum standards identified as necessary for the grade level.
- 10. LEARNERS’ STRENGTHS These are pre-existing knowledge or competence that helps a learner meet required standards.
- 11. LEARNERS’ INTERESTS These are learners’ personal preferences, likes or dislikes, which must be considered in the teaching-learning process.
- 12. LEARNERS’ EXPERIENCES. These refer to skill or knowledge that a learner gets from doing something.
- 13. “HARDWORKING TEACHERS HAVE ALWAYS RECOGNIZED THE DIVERSE NEEDS OF STUDENTS AND ADJUSTED THEIR INSTRUCTION TO ACCOUNT FOR THEM.”
- 14. HISTORY OF DIFFERENTIATED INSTRUCTION • As the educational system transitioned to grading schools, it was assumed that children of the same age learned similarly. • In 1912, achievement tests were introduced, and the scores revealed the gaps in student’s abilities within grade levels. • In 1975, Congress passed the Individuals with Disabilities Education Act (IDEA). To reach this student population, many educators used differentiated instruction strategies. • Research by educator Leslie Owen Wilson supports differentiating instruction within the classroom, finding that lecture is the least effective instructional strategy, with only 5 to 10 percent retention after 24 hours. Engaging in a discussion, practicing after exposure to content, and teaching others are much more effective ways to ensure learning retention.
- 15. PRINCIPLE OF DIFFERENTIATED CLASSROOM Providing choice, respectful tasks, a shared responsibility for learning and flexible learning groups. Differentiated instruction is a cyclical process of finding out about the learner and responding by differentiating.
- 16. DIFFERENTIATED INSTRUCTION IS TAKING MULTIPLE APPROACHES TO CONTENT, PROCESS, AND PRODUCT. •In all classrooms, teachers deal with at least three curricular elements: (1) content—input, what students learn; (2) process—how students go about making sense of ideas and information; and (3) product—output, or how students demonstrate what they have learned.
- 17. (1) Content—what the student needs to learn or how the student will get access to the information; (2) Process—activities in which the student engages in order to make sense of or master the content; (3)Product—culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit;
- 18. THE BEST DIFFERENTIATED INSTRUCTION STRATEGIES
- 43. PROS AND CONS OF DIFFERENTIATED INSTRUCTION Pros • Differentiation effective for both high-ability students and those with a disability • Children take on more of the responsibility for learning • Engagement in learning tends to be stronger because it addresses the children as equal individuals Cons • Requires much more lesson-planning time for teachers • May require more resources for a school or school district to • Many schools lack the professional development resources to properly train faculty