This document discusses strategies for differentiated instruction. It begins with an introduction to a Kahoot game on differentiation. It then provides definitions and explanations of differentiation and adaptation. The document discusses knowing your students, formative assessment, barriers to differentiation, and differentiation strategies for content, process, product, and learning environment. Examples are given of differentiating content, process, and product. The document concludes with a discussion of using case studies to recommend differentiation strategies and formative assessment techniques for a particular class.

1. DI
DIFFERENTIATION,
ADAPTATION
AND EVALUATION
D3.S4.4

2. DI
LET US PLAY….
KAHOOT ….
** Install kahoot aps in your phone now
• Sign in and wait for the pin number to play..
• Differentiated Learning !!!!!
• Universal Design for Learning/Differentiated Instruction
• Differentiated Strategies
D3.S4.4

3. DI
D3.S4.4
Differentiations & adaptations
“Differentiations are
changes to the content of
the school and classroom
curriculum and expected
responses to it. These
changes support students
to experience success”
“Adaptations are changes
to the school and
classroom environment,
teaching and learning
materials, and associated
teaching strategies. These
changes support students
to access and respond to
the school and classroom
environment”

4. What do we need to do first?
• How well do we know the
people in the group?
• How well do you know your
students?
4
Knowledge of the student

5. Assessment for Learning
Plan and modify teaching and learning programmes
Identify student’s strengths- ( Formative Assessment)
Identify student’s learning needs ( Formative Assessment)
Involve parents, families
5

6. Differentiation & adaptation
• What are the barriers to
differentiation and
adaptation of the classroom
curriculum and school
environment?
Time
Teacher skill and knowledge
Differences in curriculum
levels
Access to resources
6

7. Differentiation & adaptation
Content
Process
Product
****Learning Environment
7

8. DIFFERENTIATION STRATEGIES
1. What do you understand by using
differentiation strategies in teaching and
learning?
2. What are some of the strengths and
weaknesses of differentiation?
3. How can apply differentiation in your class?
*** Take A4 papers, then write your answers.
Please make sure your answers are written
clearly and in big fonts . D3.S4.4

9. Purpose and applications of differentiated learning
Differentiation can occur in the content, process, or product.
For example:
• Differentiating content allows some pupils to work ahead
independently and cover the content faster than others or at a
deeper level than others.
• Content may also be differentiated through topic focus so that
pupils work with something that interests them or helps fill a gap
in their understanding.
D3.S4.4

10. Purpose and applications of differentiated learning
• Differentiating the process means varying learning activities to provide different
methods for pupils to learn in different ways.
• This may involve using different types of input or activity – visual, written, physical,
etc.

11. Purpose and applications of differentiated learning
• Differentiating the process means varying learning activities to provide different
methods for pupils to learn in different ways.
• This may involve using different types of input or activity – visual, written, physical,
etc.

12. Purpose and applications of differentiated learning
• Product can be differentiated by asking different pupils to have different end
results of an activity.
• Some pupils may have targets or expectations that are reduced or increased.
• Some pupils may be asked to produce more or less complex or cognitively
challenging work.
• Some pupils may be asked to produce something in fully written form, others less
full or in spoken form.

13. Examples……
• Content – During your pre-assessment to gather information about your learners,
you discover that some of your students already have a solid foundation of the
content to be taught. To maintain interest for these students, enrichment activities
related to the application or extension to more advanced content should be
developed. In addition, the original content you had in mind should be taught to
the other students who do not yet have a good grasp on the content. Flexible
grouping strategies or learning stations could allow these different learning
opportunities to occur simultaneously.
• Differentiating content involves: providing students with choices in order to add
depth to learning providing students with additional resources that match their
levels of understanding.

14. Differentiate in content- By using Taxonomy Bloom

15. A model of progression- One Way to Differentiate Content/ Product/ Process
•A model of progression establishes a path
between where the pupils are now and
where they need to get to in the future.
•In order to help teachers and pupils, a
progression model has to be detailed and
specific. It will break complex skills down
into small steps.
D2.S1.11

16. A model of progression: principles for progression
• Complexity: Simple ⇒ Complex
This relates to structures and vocabulary, going
from single words to phrases to full sentences, from
simple sentences to more complex.
• Length: Shorter ⇒ Longer
This is related to the length of texts read, heard,
spoken or written, as well as the length of sentences.
D2.S1.14

17. A model of progression: principles for progression- Differentiate Content
• Range: Limited ⇒ Wide *** ( can refer to English Profile)
This relates mostly to vocabulary, structures and phonemes. It
goes from being a narrow range (not many) to a wide range (more and of
different types).
• Frequency: High ⇒ Low
This relates to how much people use the language in everyday life.
It goes from being high frequency (used a lot) to less frequent.
• Support: With ⇒ None
This is the help and support pupils need. They move from needing
support to not needing it eg. Visual support etc
D2.S1.13

18. LET us try…..A model of progression
• On your own, look at Handout D2 and the examples of
activities to do in a language lesson.
• Place the activities according to their level on the CEFR,
starting at A1.
• In groups, discuss ideas about the progression from
one task to the next task. What principles for
progression can you identify?
D2.S1.12

19. Examples……
• Process -By assessing your students, you also find out how they learn and what
engages them. You then offer multiple ways for the students to interact with the
content – e.g., digital texts, books on CD, PowerPoint presentations, films,
individual work, small group work, etc. – all chosen because they will help the
students in the particular class you’re teaching.
• Differentiating process involves: providing varied options at different levels of
difficulty or based on differing student interests , offering different amounts of
teacher and student support for a task , giving choices about how students express
their understanding , varying the learning process depending upon how students
learn

20. Examples……
Product - Again, by assessing your students, you discover how they can best express
what they have learned in both their in-class and homework assignments. Then, give
students a menu of options for demonstrating their learning, some of which may be
required while others may be student-choice. Examples could include writing a letter
or song; creating artwork; making a video; creating a performance; working alone;
and working in a team. Guidelines, expectations, and/or a rubric for each type of
product must be available to the learners so they know how the product will be
evaluated before beginning the task/activity.
* Differentiating product involves: providing challenge, variety and choice , giving
students options about how to express required learning (for example, create a
puppet show, write a letter, or develop an annotated diagram)

21. Differentiation and planning formative assessment
• Strategy 1: Differentiate by instruction and feedback
• Strategy 2: Differentiate by the task pupils are given
• Differentiate by the type and amount of support
provided
• Strategy 4: Differentiate by the outcome expected from
pupils
D3.S4.8

22. Differentiation and planning formative assessment
• Strategy 5: Differentiate by the time pupils are given
to complete a task.
• Strategy 6: Differentiate by supporting individual
learning preferences and needs
• Strategy 7: Differentiate by the types of question
asked
• Strategy 8: Differentiate by the feedback given
D2.S4.9

23. LET US PLAY
DIFFERENTIATION
STRATEGIES!!!!
This Photo by Unknown Author is licensed under CC BY-NC-ND
***In your groups,
rearrange the
description with the
correct strategies

24. Recaps…..Some ideas on Differentiated Instruction

25. Strategies for differentiation
This is a case study activity. The case study describes a
particular class of Form 1 learners and their teacher.
(See Handout D3.S4.H3)
• On your own, read though the case study.
• Discuss in your group the strategies for
differentiation and formative assessment
techniques you would recommend the teacher use
with this group of learners.
• Be ready to share your ideas.
D2.S4.11

26. D2.S4.11
Materials Evaluation, Adaptation and Design

27. Key considerations when designing materials
Analyse your audience
characteristics of group
consider culture
socio-economic status and
age
ethnic names of terms
selecting topics

28. Key considerations when designing materials for
younger learners
Consider differing learning styles
Visual learners learn most effectively when they can see something;
auditory learners learn best through sound; and kinaesthetic learners
learn the most while engaged in motion.
Provide your learners with multi-sensory opportunities –in other words all
the senses.

29. Other considerations when designing materials
If possible, integrate technology
Using technology can increase learners’ engagement. When creating your materials,
consider ways in which you could use available technology. If you could show an
online video, take advantage of the opportunity and use the technology available to
you to aid learning.

30. Other considerations when designing materials
USE ENGLISH GRAMMAR PROFILE.
1. To check the words used in the reading text- are they suitable for the
targeted groups.
For example, if the students’ level are A2 so the words used in the text
should not be 70% of B1, should be more A1.
If the selected text are above the students’ level, you can change it by
using text inspector.
Shall we try ????- copy a text from HEBAT module and paste in the
TEXT Inspector ( English Grammar Profile)
2. CEFR Global Scale- what level, what topics etc…

31. LEARNERS TEACHERS MATERIALS/LANGUAGE
To Evaluate…..Considering the communicative
classroom

32. Evaluating materials
• Engaging and fun
• Meaningful - the game has an
aim and purpose
• Familiar objects for the
children
• Children able to practise
orally and reinforce the
language
• Uses spoken English
combined with visual and
kinaesthetic activity
• No written form
• No reflection element
[Possibly added later]

33. Considering the communicative classroom
A communicative classroom context for
evaluating materials
A
SECONDARY
B
PRIMARY
C
PRESCHOOL
Collaborative problem solving
Space for independent learning
Working out solutions
Choosing topics/activities & reflecting on
their own work in detail
Support through clear examples, step by
step
Encouraging co-operative learning
Teacher monitoring, guiding & listening
to contributions
Creativity- games and puzzles
Using prior knowledge
Recognising success
Secure, positive environment
Giving lots of praise
Flexibility
Mixing high activity with calming activity
High levels of variety including a range of
kinaesthetic, audio and visual
Active participation
Meaningful and realistic language use
Examples and activities that are personalised / related to the learners’ experience
A variety of tasks using audio, visual and kinaesthetic
Acceptance of errors

34. Designing LO and Group Work…