Differentiated instruction 04162014

DIFFERENTIATED
INSTRUCTION
22 April 2014

DEPARTMENT OF EDUCATION
OBJECTIVES:
1. Explain the Differentiated Instruction (DI).
2. Provide activities for DI.
3. Make plans on how to transform the
classroom into a DI classroom.
4. Recognize the importance of DI in
responding to individual differences of
students.

ACTIVITY
(20 minutes)
Follow strictly the
instructions written in
the sheets or given to
each group.

ANALYSIS
1. How do you feel the activity? Why?
2. Were the tasks given of you congruent to your
strengths or talents?
3. What helped/blocked your group in
performing better?
4. What did you discover about yourself? About
others?

ANALYSIS
5. What is telling us about addressing individual
needs?
6. What insights have you gained from the
activity?

• It refers to a systematic approach to
planning curriculum and instruction for
academically diverse learners.
• It is a way of thinking about the classroom
with the dual goals of honoring each
student’s learning needs and maximizing
each student’s learning capacity
(Carol Ann Tomlinson)
Definition of Differentiated Instruction (DI)

According to Melanie Bailey-Bird,
• To differentiate instruction is to RECOGNIZE
students varying background knowledge,
readiness, language, preferences in learning,
interests, and to react responsively.
Purposes of Differentiated Instruction
• It is a PROCESS to approach teaching and
learning for students of different abilities in
the same class.

• The intent of differentiating instruction is to
MAXIMIZE each student’s growth and
individual success by meeting each student
where he or she is, and assisting in the
learning process.
Purposes of Differentiated Instruction

• a teacher proactively plans varied
approaches to what students need to
learn, how they will learn it, and/or how
they will express what they have
learned in order to increase the
likelihood that each student will learn as
much as he or she can.
In a DI class,

Principles of Differentiation
* Students differ in experience, readiness, interests,
intelligences, language, culture, gender, and mode of
learning.
* Teachers must meet each student at his or her starting
point and ensure substantial growth during each school
term.
* Teachers that ignore student differences are unlikely to
maximize potential in any student who differs
significantly from the “norm.”
Carol Ann Tomlinson, 2001
The Differentiated Classroom: Responding to the Needs of All Learners, p. 2

Principles of Differentiation
* Teachers need to make modifications in
instruction for students rather than assume
students must modify themselves to fit the
curriculum.
* Teachers should always keep in mind that
human brains learn best when curriculum is
highly interesting and highly relevant.
Carol Ann Tomlinson, 2001

Learning Cycle and Decision factors Used in Planning and Implementing
Differentiated Instruction

Fully Differentiated Not Differentiated
 Assessment is
ongoing.
Diagnostic
assessment is used.
Teacher scaffolds
self-reliant learning.
 Assessment is at
the end
 A single form of
assessment is used
 Teacher directs
students behaviour

 Flexible grouping is
practiced
 Materials are varied
 Multiple forms of
intelligence are valued
 Instruction is whole
class
 Coverage of texts and
curriculum drive
instruction.
 Intelligence is viewed
narrowly

 Assignments offer multiple
options
 Time is flexible in terms of
students’needs
 Teacher facilitates
student’s problem solving
 Grading is determined by
learning goals
 Single option
assignments
 Time is not flexible
 Teacher solves problems
 Grading is based on
teacher-set, inflexible
objectives

So, how to start?
• create an individual profile of each of your
students in each class you are handling.
Remember,
• the differentiation should be based on the
students’ Readiness, Interest and Learning
Profile.

• Learning profile has to do with
how the students’ learn.
• It may be shaped by intelligence,
preferences, gender, culture, or
learning style.
LEARNING PROFILE

DIFFERENTIATED INSTRUCTION
CONTENT PROCESS
PRODUCT
WAYS TO DIFFERENTIATE
How it is taught How it is done
How to demonstrate knowledge

WAYS TO DIFFERENTIATE : CONTENT
• Content is input.
• It is what a student should come to
know (facts), understand (concepts
and principles), and able to do
(skills).

WAYS TO DIFFERENTIATE : CONTENT
• Use Reading
Materials at Varying
Readability Levels
• Put Text Materials
on ppt, mp4 or mp3
format
• Use Spelling/Vocab.
Tests at Readiness
Levels of Students
• Use Reading
Buddies
• Meet with Small
Groups to Re-Teach
an Idea or Skill for
Struggling Learners,
or Extend the
Learning

CONTENT
WAYS TO DIFFERENTIATE
How it is taught
TEACHER or STUDENT Centered
* Whole Class Instruction
* Small Group Instruction
* Stations
* Cooperative Groups

WAYS TO DIFFERENTIATE: PROCESS
• Process is the opportunity for
students to make sense of
the content.
• Part of process is the
activities in the lesson. They
should be well-thought of.

• Flexible Grouping is Consistently Used.
– Groupings are Not Fixed, and Should Be Dynamic
in Process.
– Teach Whole Class Introductory Discussions, then
Follow with Small Group (or) Pair Work.
• Direct Instruction
• Inquiry-Based Learning
• Cooperative Learning
• Classroom Management Benefits Students
and Teachers
– Organization & Routines

• Use Tiered Activities
• Provide Interest Centers
• Develop Personal Agendas for
Completion of Work
• Manipulatives (or) Hands on Supports
• Varying the Length of Time
• Memorization
• KWL

• Reciprocal teaching
• Graphic organizing
• Scaffolding
• Webbing
• Self Talk
• Web Quests
• Guided Notes

PRocess
How it is done
* Traditional Pencil/Paper
* Cooperative Groups
* Stations
* Compacting
* Independent Contacts
* Choice Opportunities

WAYS TO DIFFERENTIATE: PRODUCT
• Product is a vehicle through which a
student show (and extends what he or
she has come to understand and can
do as a result of a considerable
segment of learning.
• It is something students produce to
exhibit major portions of learning.

• These are culminating projects that
ask the student to rehearse, apply,
and extend what he/she has
learned in a unit.

PRoduct
How to demonstrate knowledge
* Traditional Assessments
* Written Reports/Papers
* Art/Video Projects
* Oral Reports/Presentations
* Powerpoint Presentations
* Skits/ Songs/ Dances

• Group participants per learning area.
• Assign a leader and a rapporteur.
• For 5 minutes, discuss among
yourselves what competency or lesson
your group will cover.
• Create a step-by-step plan to make a
specific lesson that follows a DI format.
APPLICATION

EVERY MAN is in certain respects
a. like all other men,
b. like some other men,
c. like no other man.
-Murray, H. A. & C. Kluckhohn, 1953

Differentiated instruction 04162014

Differentiated instruction 04162014

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (20)

Andere mochten auch

Andere mochten auch (11)

Ähnlich wie Differentiated instruction 04162014

Ähnlich wie Differentiated instruction 04162014 (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Differentiated instruction 04162014

Hinweis der Redaktion