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The document defines differentiated instruction as designing lesson plans based on students' individual learning styles and levels of readiness. It discusses how differentiating instruction can involve teaching material in different ways or at varying difficulty levels based on each student's abilities. Teachers who practice differentiation may design lessons based on learning styles, group students by interest or ability, assess learning formatively, and continually adjust lessons. There are four main ways to differentiate: content, process, product, and learning environment. The document also defines Howard Gardner's theory of multiple intelligences and lists the nine types of intelligence.

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Johann Emmanuel Molato
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14 views

Assignment # 1

The document defines differentiated instruction as designing lesson plans based on students' individual learning styles and levels of readiness. It discusses how differentiating instruction can involve teaching material in different ways or at varying difficulty levels based on each student's abilities. Teachers who practice differentiation may design lessons based on learning styles, group students by interest or ability, assess learning formatively, and continually adjust lessons. There are four main ways to differentiate: content, process, product, and learning environment. The document also defines Howard Gardner's theory of multiple intelligences and lists the nine types of intelligence.

Uploaded by

Johann Emmanuel Molato
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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What are the differentiated in Instruction?

Definition: According to Carol Ann Tomlinson describes differentiated instruction as


factoring students’ individual learning styles and levels of readiness first before designing a
lesson plan. Research on the effectiveness of differentiation shows this method benefits a
wide range of students, from those with learning disabilities to those who are considered
high ability. Differentiating instruction may mean teaching the same material to all students
using a variety of instructional strategies, or it may require the teacher to deliver lessons at
varying levels of difficulty based on the ability of each student.

Teachers who practice differentiation in the classroom may:

 Design lessons based on students’ learning styles.


 Group students by shared interest, topic, or ability for assignments.
 Assess students’ learning using formative assessment.
 Manage the classroom to create a safe and supportive environment.
 Continually assess and adjust lesson content to meet students’ needs.

Four ways to differentiate instruction:

1. Content - What you could do is differentiate the content by designing activities for groups
of students that cover various levels of Bloom’s Taxonomy (a classification of levels of
intellectual behavior going from lower-order thinking skills to higher-order thinking skills).
The six levels are: remembering, understanding, applying, analyzing, evaluating, and
creating. Students who are unfamiliar with a lesson could be required to complete tasks on
the lower levels: remembering and understanding. Students with some mastery could be
asked to apply and analyze the content, and students who have high levels of mastery could
be asked to complete tasks in the areas of evaluating and creating.

Example: Match vocabulary words to definitions.

2. Process - This process-related method also addresses the fact that not all students
require the same amount of support from the teacher, and students could choose to work
in pairs, small groups, or individually. And while some students may benefit from one-on-
one interaction with you or the classroom aide, others may be able to progress by
themselves. Teachers can enhance student learning by offering support based on individual
needs.

Example: Provide textbooks for visual and word learners.

3. Product - The product is what the student creates at the end of the lesson to
demonstrate the mastery of the content. This can be in the form of tests, projects, reports,
or other activities. You could assign students to complete activities that show mastery of an
educational concept in a way the student prefers, based on learning style.

Example: Visual learners create a graphic organizer of the story


4. Learning Environment - A flexible classroom layout is key, incorporating various types of
furniture and arrangements to support both individual and group work. Psychologically
speaking, teachers should use classroom management techniques that support a safe and
supportive learning environment.

Example: Break some students into reading groups to discuss the assignment

What is the multiple intelligence tool?

9 Multiple Intelligence:
Gardner claims that all human beings have multiple intelligences. These multiple
intelligences can be nurtured and strengthened or ignored and weakened. His research from
1991 identified seven intelligences; in the intervening time, he has come to believe there
are a total of nine intelligences:

 Verbal-Linguistic Intelligence: Well-developed verbal skills and sensitivity to the


sounds, meanings and rhythms of words.
 Mathematical-Logical Intelligence: The ability to think conceptually and abstractly,
and the capacity to discern logical or numerical patterns.
 Musical Intelligence: The ability to produce and appreciate rhythm, pitch and
timbre.
 Visual-Spatial Intelligence: The capacity to think in images and pictures, to visualize
accurately and abstractly.
 Bodily-Kinesthetic Intelligence: The ability to control one's body movements and to
handle objects skillfully.
 Interpersonal Intelligence: The capacity to detect and respond appropriately to the
moods, motivations and desires of others.
 Intrapersonal Intelligence: The capacity to be self-aware and in tune with inner
feelings, values, beliefs and thinking processes.
 Naturalist Intelligence: The ability to recognize and categorize plants, animals and
other objects in nature.
 Existential Intelligence: The sensitivity and capacity to tackle deep questions about
human existence, such as the meaning of life, why we die and how we got here.
Assignment

In
Curriculum
Development
(Prof Ed. 383)

Johann Emmanuel L. Molato


DTS 1-A

Submitted by:
Mrs. Leona G. Dela Cruz
Instructor

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