This presentation was made but there are some references. - Dr. M. Violeta, our speaker during the Region 6 training of trainers on higher order thinking skills(HOTS), Differentiated Instruction and Test Construction This was also a collaborative effort of Mrs. Donalyn Frofunga- Llaban and Mrs. Lilibeth Meliton. These slides were presented during the Capiz Division Training for HOTS, DIs, and Test Construction.

1. SPEAKERS

3. DIFFERENTIATED INSTRUCTION is:

4. DIFFERENTIATED INSTRUCTION is:

5. At the end of the Session, the participant
WILL be able to—
1. discuss the basic principles of
Differentiated Instruction;
2. identify activities suited to each component of
D.I.– content, process, product, environment;

6. 3. identify activities that respond to
learners’ needs—readiness, interest,
learning profile;
4. use differentiated instructions in
making DLL.

8. For these questions, choose the first answer that comes
to mind and write down a, b, or c. Don't spend too much
time thinking about any one question.
Question 1
When you study for a test, would you rather
a) read notes, read headings in a book, and look at
diagrams and illustrations.
b) have someone ask you questions, or repeat facts silently
to yourself.
c) write things out on index cards and make models or
diagrams.

9. Question 2
Which of these do you do when you listen to music?
a) daydream (see things that go with the music)
b) hum along
c) move with the music, tap your foot, etc.
Question 3
When you work at solving a problem do you
a) make a list, organize the steps, and check them off as
they are done
b) make a few phone calls and talk to friends or experts
c) make a model of the problem or walk through all the
steps in your mind

10. Question 4
When you read for fun, do you prefer
a) a travel book with a lot of pictures in it
b) a mystery book with a lot of conversation in it
c) a book where you answer questions and solve problems
Question 5
To learn how a computer works, would you rather
a) watch a movie about it
b) listen to someone explain it
c) take the computer apart and try to figure it out for
yourself

11. Question 6
You have just entered a science museum, what will you do first?
a) look around and find a map showing the locations of the various
exhibits
b) talk to a museum guide and ask about exhibits
c) go into the first exhibit that looks interesting, and read directions
later
Question 7
What kind of restaurant would you rather not go to?
a) one with the lights too bright
b) one with the music too loud
c) one with uncomfortable chairs

12. Question 8
Would you rather go to
a) an art class
b) a music class
c) an exercise class
Question 9
Which are you most likely to do when you are
happy?
a) grin
b) shout with joy
c) jump for joy

13. Question 10
If you were at a party, what would you be most likely to
remember the next day?
a) the faces of the people there, but not the names
b) the names but not the faces
c) the things you did and said while you were there
Question 11
When you see the word "d - o - g", what do you do first?
a) think of a picture of a particular dog
b) say the word "dog" to yourself silently
c) sense the feeling of being with a dog (petting it, running
with it, etc.)

14. Question 12
When you tell a story, would you rather
a) write it
b) tell it out loud
c) act it out
Question 13
What is most distracting for you when you are trying to
concentrate?
a) visual distractions
b) noises
c) other sensations like, hunger, tight shoes, or worry

15. Question 14. What are you most likely to do when you are
angry?
a) scowl
b) shout or "blow up"
c) stomp off and slam doors
Question 15. When you aren't sure how to spell a word, which
of these are you most likely to do?
a) write it out to see if it looks right
b) sound it out
c) write it out to see if it feels right

16. Question 16 Which are you most likely to do when standing in a long line at
the movies?
a) look at posters advertising other movies
b) talk to the person next to you
c) tap your foot or move around in some other way
Total your a's, b's, and c's

18. If you scored
mostly b's,
you may have
an auditory
learning style.
You learn by
hearing and
listening.
Auditory
Learners:

19. If you had mostly
c's, you may have
a kinesthetic
learning style.You
learn by touching
and doing.
Kinesthetic
Learners:

21. Makes the learners
feel in control of their
learning
Are goal-driven
Provides opportunities
for active engagement
(cognitive, kinesthetic
and social)
Are self-managing
Uses the learners’
previous experiences
and context
Own the result. Set
their target/s

22. Provides learning
experiences based on
the given curriculum
and contextualize
when necessary
Seek knowledge on
their own with
guidance from the
teacher
Engages learners
through dialogue and
questioning Are self-directed
Is sensitive to the
emotional and cultural
aspects of learning
experiences

23. Contextualizes the
activities with real-
life examples
Facilitates the
learning process
Are transformed from
passive recipients of
information to active
participants in the
learning process and
they construct their
own

25. Let’s take a look at the instructional
strategies we typically use in our
classrooms and see how they affect our
students’ memory retention rates.
You might want to get a piece of paper and a
pencil to see if you can guess the correct
answers.

26. STRATEGIES
• Practice by doing
• Demonstration
• Teach another
• Reading
• Lecture
• Audio visuals
• Discussion
Least Effective
Most Effective
• Rank the strategies on
the right of the pyramid
from least effective (top
of the pyramid) to most
effective
• Try to guess the
percentage of
information a “typical"
student may retain for
each

27. STRATEGIES
people usually remember things in this order
• Lecture 5%
• Reading 10%
• Audio visuals 20%
• Demonstration 30%
• Discussion 50%
• Practice by doing 75%
• Teach another/ immediate use of learning or
application 95%

28. •So now you have a classroom of diverse learners… and you
know that some of our past teaching strategies are not
going to be effective with them…So the Million Peso
Question is...

29. Assign a number for each
member then, share and discuss
ideas regarding the common
problem with diverse learners in
classroom and get top 3 common
ideas from other members; suggest
a probable solution/s how to deal
with such kind of students. Plan a
strategy to let these students learn.
Be ready to justify your answer.

31. The official joker in a
class these are the
students who are not
so bright so, they just
conveying their ideas
through jokes and
funny stories

32. Students who doesn’t
mind others; except on
books, teacher and
chalkboard. They are the
students who never mind
whether you are angry,
they will approach you to
ask the difference of x and
y.

33. A – Students who are
invisible; (absent)
B – Students who
doesn’t pay attention to
the teacher’s lesson
(absent-minded)

34. Female students
who used to:
* do gimiks
* be late in a
class
* hold hair
brush and
song hits

35.  A - politicians (more concern
with school and students
welfare than their grades)
 B - athletes ( fast runner and
active but slow readers)
 C – Performers ( in school just
to sing/dance with guts but
with low IQ)

36. - male counterpart
of SG they used to:
* apply hair gel
* be in school
just for fun

37.  - record holders; used to cope with industry the need of
wisdom
 - diligent in making school projects
 - used to raise hands to answer even with incorrect answers
 - known to be successful in life

38. - problematic students who
misunderstood always
 - called black sheep
 - troublesome
 - with low grades
 - teacher’s enemy

39. - endangered species
(well –rounded)
 - teacher’s pet but not
sipsip
 - king’s and queens of
Mathematics, Science
and English
 - spare time for
enjoyment and co-
curricular activities

40.  - average IQ but little bit
silly
 - used to think what
kind of article he/she
will be going to publish
about his/her classmate
while the teacher is
having the lecture.

41. - generic members of the
class
 - lacks individuality and
unnoticeable when absent.
 - can easily be forgotten by
the teacher and classmates.

43. •Differentiated instruction is based on the assumptions
that students differ in their learning styles, needs,
strengths, and abilities, and that classroom activities
should be adapted to meet these differences.

44. •effective instruction that is responsive to
the learning preferences, interests and
readiness of the learner
•an organized framework for teaching and
learning
•responds to the need of the student by
providing a balance of shared, guided,
and independent instructional strategies

45. DI means…….. DI does not mean……….
Flexible, short term groupings that allow
students to work with a variety of peers with
the same or different strengths and interest.
Labelling students or grouping by ability
Engaging and interesting tasks for all learning
preferences, interest and levels of readiness
Confining some students to low level,
repetitive or rote tasks while others engage
in higher-order thinking
A reasonable number of well constructed
choices that address identified
needs/strength of students
Different students working on different
expectations with varying success criteria
(e.g., different rubrics)
Students learning about themselves to help
them make effective and informed choices
Teachers assuming responsibility for
making all decision regarding student choice
Routines, procedures, and classroom
agreements are in place
A chaotic or unstructured classroom
environment

51. 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

52. 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

55. Teachers can differentiate through

56. What is taught and how
all students are provided
access to the program of
study.
Content:

57. What the student needs
to learn or how the
student will get access to
the information
Content:

59. Teachers can differentiate through

60. How students develop the
knowledge, understanding
and skills to master the
learner outcomes.
Process:

61. Process:
Activities in which the
student engages in order
to make sense of or
master the content.

63. Teachers can differentiate through

64. How the student is able to
demonstrate what he/she
knows, understands and is
able to do as a result of
learning.
Product:

65. Culminating projects that ask
the student to rehearse,
apply, and extend what he or
she has learned in a unit.
Product:

67. Higher Prep
• Tiered Lessons
• RAFT
• Think-Tac-Toe
• Multiple Intelligence
• Options
• Graphic Organizers
• Response/Exit Cards
• Multiple Texts
• Flexible Grouping
Lower Prep
• Reading & Study
Buddies
• Anchor Activities
• Think-Pair-Share
• Choices of books
• Interest Surveys
• Multiple Levels of
Questioning

69. Provides teachers with a means of
assigning different tasks to
students within the same lesson or
unit.
•The tasks will vary according to
the students’:
•Readiness
•Interest
•Learning Profile

70. •All students focus on the skills of common
core but at different levels of complexity.
•Keeping the focus of the activity the same,
but providing routes of access at varying
degrees of difficulty will maximize each
student being challenged.

71. Students are to understand the effect of global warming.
Tier 1
Students write a
public service
announcement
using jingles,
slogans, or art to
convey why global
warming is a
problem and what
people can do to
prevent it.
Tier 2
Students conduct a
survey of peer
awareness and
understanding of
global warming.
They design
questions and
report their results
using charts and
news format.
Tier 3
Students debate
the issue about
global warming,
each side
expressing a
different
viewpoint with
credible evidence
to support the
argument.

72. •Assignments
•Activities
•Homework
•Centers
•Experiments
•Materials
•Assessments
•Writing Prompts

73. •Level of Complexity
•Amount of Structure
•Materials
•Time/Pace
•Number of Steps
•Form of Expression
•Level of Dependence

74. RAFT
ROLE-AUDIENCE-
FORMAT-TOPIC

75. •Have any of you heard
of and/or used Raft in
your classroom?

76. RAFT is…
•an engaging, high level strategy that
encourages writing across the curriculum
•a way to encourage students to…
assume a role
consider their audience
write in a particular format
examine a topic from a relevant perspective

77. The RAFT Strategy…
•forces students to process
information
•allows for more creative responses to
learning the materials
•gives students choice, appealing to
their interests and learning profiles

78. Choice Variations

79. Common Core and RAFT Example
• American Revolution-students in 8th grade
must analyze the events leading up to the
revolution. Students must be able to
determine the causes and effects.

80. RAFT Topic- What’s Worth Fighting For?
ROLE AUDIENCE FORMAT TOPIC
Patriot Town Folks Speech
“Get on my
side!”
Loyalist English Relative Post Card
What is
happening in
the colonies
G. Washington Patriot Soldier News Letter
Why join the
fight
Soldier Wife, Martha Letter or Poem
What a great
leader GW is
King George His Subjects
Political
Cartoon
Making fun of
the AR

81. RAFT-Sample Roles & Audience
• Ad agencies
• Athletes
• Cartoonist
• Editors
• Pen Pals
• Animals
• Historical figures
• TV Characters
• Doctors
• Lawyers
• Politicians
84
• Poets
• Plants
• Parents
• Historical
events
• Literary
characters
• Body parts
• Binoculars
• Rear-view
mirrors
• Musicians
• Artists
• Branches of the
Government
• Presidents
• Military figures
• Husbands/wives
• Famous cooks
• Political activists
• Freedom fighters
• Authors
• Heroes
• Villains
• Frontiersmen

82. RAFT-Format
• Advertisement
• Anecdote
• Application
• Blurb
• Board game
• Brochure
• Critique
• Dear Abby letter
• Debate
• Dialogue
• Directions
• Editorial
• E-mail
85
• Epitaph
• Free verse
poem
• Graffiti
• Greeting card
• Instructions
• Interview
• Journal entry
• Lecture
• Letter
• List
• Map
• Math problem
• Motto
• News article
• Picture
• Post card
• Poster
• Puzzle
• Screen play
• Ship’s log
• Skit
• Song
• Speech
• Telegram
• Wanted poster

84. What is Think-Tac-Toe
•A simple way to give students
alternative ways of exploring
key ideas
•Designed to help students think
about a topic from different
angles
•Game-like—motivates children
•A grid consisting of 9 or more
boxes

85. Think-Tac-Toe Setup
•It does not matter the
choices students
make, they must work
with key ideas and use
the key skills central
to the topic.

86. Knowledge
list, define, tell, describe,
identify, show, label, collect,
examine, quote, name, who,
when, where
Comprehension
summarize, describe,
interpret, contrast, predict,
associate, distinguish,
estimate, discuss, extend
Application
apply, demonstrate,
calculate, complete,
illustrate, show, solve,
examine, modify, relate,
change, classify,
experiment,
Analysis
analyze, separate, order,
explain, connect, classify,
arrange, divide, compare,
select, explain, infer
Synthesis
combine, integrate, modify,
rearrange, substitute, plan,
create, design, invent, what
if?, compose, formulate,
prepare, generalize, rewrite
Evaluation
assess, decide, rank, grade,
test, measure, recommend,
convince, select, judge,
explain, discriminate,
support, conclude, compare
Comprehension or
Evaluation
Application or
Evaluation
Knowledge or
Analysis
Think-Tac-Toe & Common Core

87. Algebra Think-Tac-Toe Board
Summarize the most
important information
about linear functions and
put it to a beat.
Draw the sequence of
events to graph a linear
equation on a timeline.
Create a way to remember
how to graph linear
equations given in standard
form.
Reflect on the application of
linear functions to
something in your life in
your journal.
WILD CARD !!!
Your choice after getting
approval.
Create a series of at least
six cartoon frames to
capture the most important
information about linear
functions.
Condense the information
about linear functions and
create an advertisement,
banner, or slogan.
Act a short skit that
conveys the life of a linear
function.
Write a poem that conveys
the main ideas about linear
functions.

88. Filipino Think-Tac-Toe Board
F6SS- IIh-9
Nabibigyang kahulugan at nakagagawa ng graph para sa mga impormasyong nakalap
Gumawa ng pie grap batay sa
pinaglalaanan ng baon ng mag-
aaral - Tanghalian 50%,
Miryenda 25%, Pamasahe 15%
at Ipon 10%.
Magtala ng iba’t ibang
uri ng grap batay sa
natalakay.
Magtala ng bilang ng mga mag-aaral
na pumasok sa klase mula Lunes
hanggang Biyernes noong nakaraang
linggo. Ilahad sa pamamagitan ng line
grap.
Maghambing sa tulong ng
Pictograp ng dami ng mga
kalalakihan at mga kababaihan
sa tatlong pangkat sa Ika-anim
na baitang ng DCS
Gumawa ng survey ng
paboritong kulay ng
inyong mga kaklase at
gawan ito ng angkop na
grap.
Gumawa ng tula tungkol sa paggamit
ng nakalarawang balangkas upang
ipakita ang nakalap na impormasyon
o datos
Gumawa ng bar grap batay sa
impormasyon sa ibaba: Lunes –
P 370.00 Miyerkules – P
300.00 Martes – P 220.00
Huwebes – P 400.00
Friday – P 180.00
Isadula: guro na
nagtatalakay ng
kahalagahan ng
nakalarawang
balangkas sa mga mag-
aaral sa pagpapakita ng
impormasyon o datos.
Gawan ng akrostik/ pakahulugan
batay sa inyong pag-unawa:
G-
R-
A-
P-

93. Exit Cards

97. 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

98. Student Survey
Name ________ Date_________
Answer the following questions with either a yes or no answer or fill in the blank.
I like to read. Yes NO
I like to make up songs. Yes NO
I am challenged by things that are difficult to do. Yes NO
Taking things apart and reassembling Yes NO
them intrigues me. Yes NO
I like to play outside. Yes NO
I prefer to work by myself. Yes NO
I enjoy working with others. Yes NO
I like to draw my own pictures. Yes NO
I like school. Yes NO
Carolyn Chapman / Rita King 2005

99. 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?
Yes NO

101. Graphic
Organizers
Flow Chart
KWL
Timeline
Venn
Diagram
Character
Map
Story
Board
Circular
Story
Compare
and
Contrast
Listen-Draw-
Pair-SharePMI
Retell-Relate-
Reflect

105. 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
Scientists
Film Stars
Political
LeadersMusicians

108. Compose
Create
Cubing – Generic Cubes
Who
WhenWhere
Why
How
What

111. 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.

118. Implementing Differentiated Instruction
•Develop Instructional Routines
Identify your own learning preferences and
your students using inventories and
observations
Deliberately plan part of a lesson so that it
appeals to a learning preference that you do
not usually address

119. Implementing Differentiated Instruction
•Expand Routines and Skills
Determine ways of learning that motivate your
students the most
Over several days provide the class with learning
experiences that introduce them to different ways of
learning and allow you to observe which
opportunities work for which students

121. Implementing Differentiated Instruction
•Sustain a Differentiated Instruction Culture in
the Classroom
Challenge students to experiment with other
ways of learning
Reflect on what helps to engage students and
respond by refining your instructional
approaches.

122. Application
1.Divide the class into 3 subgroups assigning one component for each
group:
Content
Process or Learning Activities
Products or Assessment
2. Prepare three differentiated activities taking note of the learners’:
Readiness
Interests
Learning Profiles
Environment

123. Application
3. Assigned topics:
Group 1: Elements of a Short Story
Group 2: Reflexive Pronouns
Group 3: Main Ideas
Group 4: Tone/Mood of the Selection
Group 5: Using Polite Expressions
Group 6: Adjectives

125. Building Capacity
•When you leave today,
what will you do with this
information?
•How will you share it with
others in your district?
•When will you share it?
(Timeline)
128

126. Let’s Take a Poll!
Please take a moment to
answer these post-questions
regarding your knowledge:

127. 1. Which of the following is NOT an example of
differentiated instruction?
A. Allowing students to answer test questions in essay
form or to choose to use a graphic organizer.
B. Giving students the opportunity to create an
original physics experiment about acceleration.
C. Having all students read a social studies chapter
and answer the questions at the end to teach new
content.
D. Providing students with prepared teacher notes to
accompany a lecture mini-lesson.

128. 2. Which one of the following is NOT a way
in which instruction can be differentiated to
meet the needs of all learners?
A.Modifying how content presented by the teacher.
B.Discarding the curriculum and teaching only to
student interests.
C.Offering product choices.
D.Allowing students to process information in
different ways.

129. 3. Please finish this sentence with the best possible
answer.
Differentiation
A.means that there is never any whole-class
instruction.
B.means that some students will never have to do
things they do not want to do, like write an essay.
C.means that teachers teach in the ways that students
in the class learn best.
D.means that the students run the classroom.

130. AP– GRAPHIC ORGANIZER
ENGLISH- RAFT
MATH– THINK- TAC-TOE
SCIENCE- CUBING
FILIPIN0- GRASP
ESP/MTB- RESPONSE CARDS
MAPEH- TEIRED INSTRUCTIONS

131. F7-IKAAPAT NA
MARKAHAN
LINGGO - 4
(DI).docx