1.

You need to look for a partner; you will be named

as player A and player B.
2. Player A and player B will answer the presented
questions simultaneously.
3. To get a point player A and player B need to get
3 CONSECUTIVE correct answers.
4. The most number of score at the end of the game
will win and will get a prize.
 Teacher Beda is the teacher of English as a Second
Language. She uses vocabulary cards, fill in the blank sentences,
dialogues, diction and writing exercises in teaching a lesson
about grocery shopping. Based on this information, which of the
following is a valid conclusion?
a) The teacher is teaching in a variety of ways because
not all students learn in the same manner
b) The teacher wants to make her teaching easier by
having less talk
c) The teacher is emphasizing reading and writing
skills
d) The teacher is applying Bloom’s hierarchy of
Cognitive Learning
What should a teacher do to students in his/her class who
are not on an expected grade level?
a) Push them to perform in order to attain desired
grade level
b) Give them materials on their level and let them
work at a pace that is reasonable for them, trying
to bring them up to a grade level
c) Give them the same work as the other students,
not much, so that they won’t feel embarrassed
d) Give them the same work as the other students
because they will absorb as much as they are
capable of
Which activity can help develop team work
among your students?
a)Journal writing
b)Metaphorical thinking
c)Reflective activity
d)Cooperative learning
 To nurture creativity of the learners, the teacher
should be __________?
a) An all powerful authority
b) A repository of knowledge with the
“right answer”
c) double minded
d) Flexible in terms of time, pace
materials, techniques
What factors must be considered in the choice of best
method to be employed in class?
I. Nature of learners
II. Aims and objectives of the lesson
III. Available materials in the community
a) I, and II
b) I, II and III
c) I and III
d) II and II
 What will be the most effective way of dealing
with non-participative students?
a) Employ engaging and enjoyable activities
b) Let them do what pleases them
c) Refer the matter to the Guidance
Counselor
d) Give them the grades they deserve based
on their performance
 “Each learner approaches the world in many ways”
implies that the learner has different views of what he/she
learns. It implies varied learning styles as well as teaching
styles. As a teacher, how would you apply this statement?
a) Review the content of the lesson
b) Master one strategy in teaching
c) Make one standard lesson plan
d) Provide various activities of learning
You consider learning styles in your lesson
development. What do you avoid?
I. Trace the root causes of varied learning styles.
II.Allow children to use preferred learning style
III.Prescribe a uniform way of accomplishing a task.
a)I and III
b)II only
c)I and II
d)III only
As an ECED teacher, Teacher Nica always respects the
individual differences of her students. Which among the
following situations doesn’t exemplify respect for
individual differences?
a) Preparing modules for slow learners in Math
class
b)Treating all learning alike while in the classroom
c) Giving greater attention to gifted learners in the
class
d)Conceptualizing and implementing a wide
variety of learning activities
Teachers like Ms. Caday and Ms. Aki, who provide
a variety of learning activities to their grade 7
students, believe that _____________
a) Hands-on teaching is a new method of teaching
b) Giving students reward makes them participate in
class even more
c) Students who are exposed to a variety of teaching
strategies learn better
d) Individual differences must not be emphasized
when planning activities for the class
 Learning Objectives
1. Become familiar with vocabulary related to
differentiated instruction
2. Understand basic principles of differentiating content,
process, and product in a diverse classroom
3. Be able to implement one or more instructional
strategies that support differentiation
The biggest mistake of past centuries in
teaching has been to treat all children
as if they were variants of the same
individual and thus to feel justified in
teaching them all the same subjects in
the same way
~Howard Gardner
Most Effective
Practice by doing
Teach another 95%
Demonstration
Practice 75% Teach another
Discussion 50% Audio/visuals
Demonstration 30% Discussion
Audio/Visuals 20% Reading
Reading 10%
Lecture
Lecture 5%
Least Effective
How do you successfully meet the
needs of the DIVERSE learners in
your class?
Let’s define DIFFERENTIATED INSTRUCTION

Differentiating instruction is doing what’s fair for

students.
It means creating multiple paths so that students of
different abilities, interests, or learning needs and
experiences learn equally and in appropriate and
meaningful ways.
Let’s define DIFFERENTIATED INSTRUCTION

Providing avenues to acquire content, process and

develop ideas
A means to provide multiples options for taking in and
making sense of information

A means of expressing learning

Principles of DIFFERENTIATED INSTRUCTION

All students participate in respectful work

Students are assessed in a variety of ways

Flexible groupings
 What Differentiated instruction IS

Realizing that NOT all students learn the same way

Allowing students some choices in their way to learning

Providing opportunities for students to demonstrate

knowledge they know and move forward
Offering lessons of varying degrees of difficulty to meet
the same standard
 What Differentiated instruction IS NOT
A different lesson plan for each student each day
Assuming that all students learn by listening and writing
Assigning more work to students who have demonstrated
mastery
Only for students who need acceleration
Giving all students the same work/ assignments all the
time
Differentiation of Instruction
is a teacher’s response to learners’ needs

guided by general principles of

differentiation such as:
Ongoing
Respectful Flexible assessment and
Tasks Groupings adjustment
Differentiation of Instruction

Ways to differentiate:

Content Process Product

Differentiation of Instruction

According to students’

Readiness Interests Learning Profile

Strategies for Differentiation
1.Tiered Lessons
2.Anchoring Activities
3.Flexible Groupings
1. Tiered Lessons
provides teachers
with a means of
assigning different
tasks within the
same lesson or unit
1. Tiered Lessons
Allows teachers to meet students where they are

Tasks/means of instruction are appropriately challenging

for students

Avoids anxiety-production and boredom-producing

1. Tiered Lessons
Promotes success and is, therefore, MOTIVATING

All students are still arriving at mastery of the same

learning target
1. Tiered Lessons
Task will vary according
to the students’
Readiness

Interest

Learning Profile
1. Tiered Lessons
 What can be Tiered
Assignments Materials
Activities Assessments
Homework Writing reports
Experiments
1. Tiered Lessons
Planning Tiered Activities
(a four step method)
Identify key concept or skill
1. Tiered Lessons
Planning Tiered Activities
(a four step method)
Think about students and use
assessment to determine their:
Readiness Learning
Interest
Levels Profiles
1. Tiered Lessons
Planning Tiered Activities
(a four step method)
Create an activity for “on-level”
learners that is:
Causes the students
Interesting Challenging
to use key skills
1. Tiered Lessons
Planning Tiered Activities
(a four step method)
Adjust the activity accordingly
Struggling On-level Highly-able
learners learners learners

Adjusting the task

 Steps in Planning Tiered Lessons
Key concept Design common
Pre-assessment for
(identify what the experience for whole
readiness, interest
student will know, class. (this is the
and learning styles.
understand and do) HOOK)

Tier 1
After creating “on-level” activity, adjust up or
Tier 2 down to create parallel activities. You can adjust
pace materials, number of steps, level of
Tier 3 dependency or complexity
Goals : (KUD) Pre-assessment

Introduction

Tier 1 Tier 2 Tier 3

Closure
Lesson topic:

Learning Targets:

K Know
U Understand
D
Do
Pre-assessment for Tiering:

Introduction plan for Tiering Activity:

Tier 1
Tier 2
Tier 3
 What do you do
when…
Students finish work early
and correctly

Students finish tests or in

class activities at different
rates
You need to work with
certain students on specific
information/skills
When you finish early and
have nothing to do, come
and choose an activity or
two
 Student activities are designed
to extend and review already
learned skills

Self-directed
Can free up classroom teacher to
work with small groups or
individual students
Can be used to begin the day when
students complete an assignment or
when students are stuck up and
waiting for help
Teach the whole class to work independently and
quietly on the anchor activity

Half of the class

Other half works on a
works on anchor
different activity
activity

1/3 works with

1/3 works on 1/3 works on
teacher – direct
anchor activity different activity
instruction
3. Flexible Grouping
Flexible grouping is the
cornerstone of successful
differentiated instruction.
~Carol Ann Tomlinson
How does Flexible Grouping benefit
students?
Gives students and teachers a voice in work arrangements

Allows students to work with variety of peers

Keeps students from being “pegged” as advanced or

struggling
Group membership can be determined by:

Readiness Skill level

Interest Background knowledge

Reading level Social skills

Group membership can be determined by:

Homogenous ability Heterogeneous groups

 Cluster students of  Different abilities, levels

similar abilities, level, or interest
learning styles or  Good for promoting
interest creative thinking
 Based on pre-
assessment
 In my differentiated classroom…

Everyone will feel welcomed

Mutual respect will be nonnegotiable

Students will feel physical, mental and emotional safety

There will be a pervasive expectation of growth

In my differentiated classroom…

I will teach for success

A new sort of fairness will be evident and accepted

We will collaborate for mutual growth and success

In my differentiated classroom…
Zip Grade