DIFFERENTIATED INSTRUCTION

By; DR. GRACE M. ABAO

DEPARTMENT OF EDUCATION
 OBJECTIVES

At the end of the session, the participants

should be able to:
1. explain the what ,why and how of
differentiated instruction;
2. relate the role of teachers in a differentiated
classroom;
3. Identify name approaches and strategies in
differentiated instruction;
C:\Users\deped\Desktop\21st\DepEd_ENG_Differentiated Instruction.pps

DEPARTMENT OF EDUCATION
 A Fable
One time, the animals
had a school. The
curriculum consisted of
running, climbing,
flying and swimming
and all the animals
took all the subjects.

DEPARTMENT OF EDUCATION
 The duck was good in
swimming, better than his
instructor, and he made passing
grades in flying but was
practically hopeless in running.
He kept this until he was only
average in swimming. But
average is acceptable, so
nobody worried about that but
the duck.
DEPARTMENT OF EDUCATION
 The eagle was
considered a problem
pupil and was
disciplined severely.
He beat all the others
to the top of the tree in
the climbing class, but
he had used his own
way of getting there.

DEPARTMENT OF EDUCATION
 The rabbit started out at the
top of his class in running but he
had a nervous breakdown and
had to drop out of school on
account of so much make up work
in swimming.

DEPARTMENT OF EDUCATION
 The squirrel led the climbing
class, but his flying teacher made
him start his flying lessons from
the ground instead of the top of
the tree. So he developed
charley horses from overexertion
at the takeoff and he began
getting C’s in climbing and D’s in
running.

DEPARTMENT OF EDUCATION
 The practical
prairie dog
apprenticed their
offspring to a badger
when the school
authorities refused
to add digging to the
class.

DEPARTMENT OF EDUCATION
 At the end of the year, an eel that
could swim well, run, climb and fly a
little was made valedictorian.

DEPARTMENT OF EDUCATION
 “Fairness
is not everyone getting
the same thing
It is everyone getting
what they need”.
DEPARTMENT OF EDUCATION
Change is
constant in
education
DEPARTMENT OF EDUCATION
 QUESTION ???
What teaching practices have
you explored in an attempt to
address the changing needs
of your students?

DEPARTMENT OF EDUCATION
Differentiated Instruction
The What, Why, and How

DEPARTMENT OF EDUCATION
 WHY DIFFERENTIATED
INSTRUCTION?
Classrooms are filled with students who:
have
different
needs

have different
come from cultural
different backgrounds
educational
background
Have different
attention
spans and
interests

DEPARTMENT OF EDUCATION
 Paradigm Shift in Education: CURRICULUM
TRADITIONAL EVOLVING
• Major Focus on • Content and Process
Content balance
• Content Acquisition • Learning to learn
• Lock Step Progress • Continuous progress
• Teacher-centered • Child-centered
• Single textbook • Resource-based learning
• Single Instructional • Multiple approaches to
approach instruction
• Passive learning • Active learning
DEPARTMENT OF EDUCATION
 Paradigm Shift in Education: ENVIRONMENT

TRADITIONAL EVOLVING
• Competitive • Cooperative
• System level • School-based
management management
• Supervision of • Empowerment of
learners learners

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 LET’S PLAY 4 PICS- ONE WORD!
• Here’s a sample.

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 Differentiated instruction is a philosophy that
enables teachers to plan strategically in order to
reach the needs of the diverse learners in the
classroom today.
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
“Shake up” what goes on in the
classroom so that students have
multiple options for taking in
information, making sense of ideas
and expressing what they learn.
Tomlinson (2001)

DEPARTMENT OF EDUCATION
 Key Principles
of Differentiated
Instruction

DEPARTMENT OF EDUCATION
Principle 1 - Teachers make the d______.
DEPARTMENT OF EDUCATION
Principle 2
Students d____
differin learning preferences and need
multiple and varied avenues to learning.
DEPARTMENT OF EDUCATION
Principle 3
All students can l___ what is important for them to be
learned.

DEPARTMENT OF EDUCATION
Principle 4
Instruction must be m_______.
meaningful.

DEPARTMENT OF EDUCATION
Principle 5
Curriculum, Instruction and A________ are
Assessment
inseparable.

DEPARTMENT OF EDUCATION
Principle 6
D_______
Diversity should be valued and respected.

DEPARTMENT OF EDUCATION
Principle 7
Flexibility
F_______ is the hallmark of a differentiated instruction
DEPARTMENT OF EDUCATION
 Key Principles of Differentiated Instruction
1. Teachers make the difference.
2. Students differ in learning preferences and need
multiple and varied avenues to learning.
3. All students can learn what is important for
them to be learned.
4. Instruction must be meaningful.
5. Curriculum, Instruction and Assessment are
inseparable.
6. Diversity should be valued and respected.
7. Flexibility is the hallmark of a differentiated
instruction.
DEPARTMENT OF EDUCATION
ROLE of teachers in Differentiated Instruction

DEPARTMENT OF EDUCATION
 Teachers must move
away from the notion
that they dispense
information and
knowledge but move
towards seeing
themselves as organizer
of learning
opportunities.

DEPARTMENT
DEPARTMENT OF OF EDUCATION
EDUCATION
 The teacher
proactively PLANS
and carries out
varied approaches in
order to create the
best learning
experience possible

DEPARTMENT OF EDUCATION
How am I supposed to do in
Differentiated Instruction?

DEPARTMENT OF EDUCATION
Teachers can differentiate by….
Process Product learning
Content environment
input, what how students
Output, how the way the
students go about
students classroom
making sense
learn demonstrate works and
of ideas and
what they feels
information
have learned

DEPARTMENT OF EDUCATION
Content Process

DEPARTMENT OF EDUCATION
Product Learning environment

DEPARTMENT OF EDUCATION
• A student’s • Passions, • Preferred
proximity affinities, approaches
to specified kinships to learning
learning that
goals motivate
learning

Learning
Readiness Interests
profile

DEPARTMENT OF EDUCATION
 A Recap
Differentiated Instruction:
a teacher’s response to learners’ needs

based on the general principles of differentiation

Clear Positive Ongoing

Respectful Flexible
learning learning assessment
tasks grouping
goals environment & adjustment

Teachers can differentiate

CONTENT PROCESS PRODUCT LEARNING ENVIRONMENT

Readiness Interests Learning Profile

DEPARTMENT OF EDUCATION
 WAYS TO DIFFERENTIATE

Provide different approaches to acquiring

content, processing or making sense of
ideas, and to developing products so that
each students can learn.
Tomlinson (2001)

DEPARTMENT OF EDUCATION
 Flexible Grouping
Flexible Grouping options

DEPARTMENT OF EDUCATION
Flexible grouping can be:
•TAPS Effective instruction
Total Group embeds each of these
Alone grouping methods into
Partner lessons to assist student
Small Group learning.

DEPARTMENT OF EDUCATION
 GROUPINGACTIVITIES
Cooperative Learning Structures
Structures to build community, engage students and make learning fun

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 WAYS TO DIFFERENTIATE CONTENT
1. Varied texts
2. Accelerated coverage of material
3. Varied supplementary materials
4. Varied graphic organizers
5. Independent study
6. Tiered assignments
7. Interest development center
8. Compacting (Assesses what a student knows and what the
student still needs to master • Eliminates content that is
already known • Plans time to be spent in enriched or
accelerated study)
Remember:
Differentiating content allows students to begin in different places in the
curriculum and proceed at varying rates.
DEPARTMENT OF EDUCATION
 Ways to Differentiate PROCESS
•Fun and Games
•RAFT ( Role, Audience, Format, Topic)
•Cubing, Think Dots
•Choices (Intelligences)
•Centers
•Tiered Lessons
•Contracts

DEPARTMENT OF EDUCATION
RAFT

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Choices ( Intelligences)

DEPARTMENT OF EDUCATION
LEARNING CENTERS

DEPARTMENT OF EDUCATION
 TIERED ASSIGNMENTS / LESSONS
Steps for Planning Tiered Activity
KEY CONCEPT
Identify what the student will KNOW, UNDERSTAND, DO

After creating an “on-level” PRE-ASSESS for

activity, adjust up or down DESIGN common
to create parallel activities. experience for readiness,
Adjust pace, materials, whole class. interest and
number of steps, level of learning profile
complexity

TIER 1 TIER 2 TIER 3

DEPARTMENT OF EDUCATION
 Ways to differentiate the PRODUCTS

1. Giving students options of how to express

required learning
Example: puppet show, write a letter, or mural
with labels
2. Using rubrics that match and extend students'
varied skills levels;
3. Allowing students to work alone or in small
groups on their products; and
4. Encouraging students to create their own
product assignments as long as the assignments
contain required elements.
DEPARTMENT OF EDUCATION
 Possible Products
• Map • Tour • Research Product
• Diagram • Painting • Recipe
• Sculpture • Scrapbook • Puzzle
• Poem • Questionnaire • Biography
• Chat • Scrapbook • Journal
• Dance • Graph • Article
• Learning Center • Diary
• Quiz Show
• Advertisement • Timeline
• Brochure
• Book • Speech
• Debate
• Calendar • Cartoon
• Flow Chart
• Coloring Book • Game
• Puppet Show • Graphic Organizer
• Mural
• Tour
DEPARTMENT OF EDUCATION
Ways to differentiate LEARNING ENVIRONMENT

DEPARTMENT OF EDUCATION
 Ways to differentiate LEARNING ENVIRONMENT

1. Making sure there are places in the

room to work quietly and without
distraction, as well as places that
invite student collaboration;

2. Providing materials that reflect a

variety of cultures and home settings;

3. Setting out clear guidelines for

independent work that matches
DEPARTMENT OF EDUCATION
 Ways to differentiate LEARNING ENVIRONMENT

4. Developing routines that allow

students to get help when teachers are
busy with other students and cannot help
them immediately; and
5. Helping students understand that
some learners need to move around to
learn, while others do better sitting
quietly.
(Tomlinson, 1995, 1999;OFWinebrenner,
DEPARTMENT EDUCATION 1992, 1996)
DEPARTMENT OF EDUCATION
 There is nothing more
UNEQUAL than the EQUAL
treatment of UNEQUALS.
Thomas Jefferson

DEPARTMENT OF EDUCATION
 [email protected]

DEPARTMENT OF EDUCATION