Anj Gulf Production

1. DIFFERENTIATED
INSTRUCTION
HARRIETTA A. MIRASOL
SECONDARY PRINCIPAL II

2. What is Differentiation?
Differentiation means creating multiple paths so that
students of different readiness levels, interests, or
learning profiles experience equally appropriate ways
to absorb, use, develop, and present concepts as part
of the daily learning process.

3. Differentiated Instruction
“DI is a teaching philosophy based on the premise that teachers should
adapt instruction to student differences. Rather than marching
students through the curriculum lockstep, teachers should modify their
instruction to meet students’ varying readiness levels, learning
preferences, and interests. Therefore, the teacher proactively plans a
variety of ways to ‘get at’ and express learning.”
-Carol Ann Tomlinson

4. Why Differentiated Instruction?
 SBM requires all cohorts to show adequate yearly progress
 Different learning styles of students
 Multiple intelligences of students should be taken advantage
of
 Brain research shows that a student-centered approach is
essential
 Fairness

5. Why Differentiate?
 All kids are different.
 One size does not fit all.
 Differentiation provides all students with access to all
curriculum.

6. DI: What Is and What Is Not
Is…
• More qualitative
• Student-centered
• A blend of whole class,
group and individual
instruction
Is Not…
• Individual Instruction
• Chaotic
• More work for the ‘good’
students and less and
different for the ‘poor’
studentsSource: Differentiated Strategies
Dr. Gina O. Gonong
Philippine Normal University

7. How can the
teacher make use
of DI?
Through …
- Content
- Process
- Product

8. Content – what the student needs to learn or how the
student will get access to the information
Apply Bloom’s Taxonomy
 Remembering - knowledge
 Understanding - comprehension
 Applying - application
 Analyzing - analysis
 Evaluating - evaluation
 Creating - synthesis

9. 3 Learner’s under Bloom’s Taxonomy
1. Learner that is unfamiliar on the concept of the
can Remember and Understand.
2. Learner that partially recalled the lesson can Apply
and Analyze.
3. Learner that has higher level of learning can
and Create.

10. 13. Learning Centers – Learning stations may contain
both differentiated and compulsory activities. A
center is not necessarily differentiated unless the
activities are varied by complexity taking into account
different student ability and readiness.

11. 14. Learning Contracts – A contract is a written
agreement between teacher and student that will result
students working independently. The contract helps
students to set daily and weekly work goals and develop
management skills. It also helps the teacher to keep track
of each student’s progress.

12. 15. Learning Centers – Learning stations may contain
both differentiated and compulsory activities. A learning
center is not necessarily differentiated unless the
are varied by complexity taking in to account different
student ability and readiness.
Source: Enhance Learning with Technology. Accessed on 28 September 2008, Retrieved at
http://members.shaw.ca/priscillatheroux/ differentiatingstrategies.html

13. Learner Interest and Learning Profile
“The goals of learning profile differentiation are to help individual
learners understand modes of learning that work best for them,
to offer those options so that each learner finds a good learning
in the classroom.”
- Tomlinson (2001)

14. Some students may prefer to work in groups; others may prefer to work
alone. Some students may prefer or be more successful learning a
concept through text, while others may learn best through video.
• Group investigation
• Guided inquiry
• Collaborative problem-based learning
• Choice boards
• Multiple Intelligence options
• Internet mentors
• Create an environment with flexible learning
spaces and options
• Allow working alone or working with peers
• Use part-to-whole and whole-to-part approaches
• Vary teacher mode of presentation (visual, auditory, kinesthetic,
concrete, abstract)

15. Differentiated
Instructional
Strategies:
- Learning Modalities
- Gardner’s Theory of
Multiple Intelligence’s
- Learning Contract
- Think dots/Cubing

16. Learning Modalities - are the sensory channels or
pathways through which individuals give, receive,
and store information.
web.cortland.edu/andersmd/learning/Modalities.htm

17. Example

19. Gardner’s Theory of Multiple Intelligence - "we are all
able to know the world through language, logical-
mathematical analysis, spatial representation, musical
thinking, the use of the body to solve problems or to
things, an understanding of other individuals, and an
understanding of ourselves. Where individuals differ is in
the strength of these intelligences - the so-called profile
intelligences -and in the ways in which such intelligences
are invoked and combined to carry out different tasks,
solve diverse problems, and progress in various domains.“
http://www.tecweb.org/styles/gardner.html

20. MI tell us the kind of learner’s we have

21. Workshop:
Know
Your
MI

22. Learning Contract - is an agreement negotiated
between the student and the teacher in order to
change the student's behavior and improve their
opportunities to learn.

23. SAMPLE

24. SAMPLE

25. Think dots and cubing - Provides up to six tasks to
complete for learning skills and/or concepts (e.g.
fractions, plot analysis) Each task is progressively more
difficult and connected to the learning objective. Students
are grouped by readiness, interest, and/or learning
profile. Students randomly pick (use a die) or choose a
specific number of tasks to complete out of those
provided (e.g. 3 of 6, 4 of 6, 6 of 6). Teacher might
assigned some of the tasks as mandatory, and some as
optional.
John McCarthy, Ed.S. – http://wb4all.blogspot.com

26. How it works:
Students can work alone, in pairs, or in small groups with
the appropriate cube. In pairs or small groups, each
student takes a turn rolling the cube and doing the
activity that comes up. Students have the choice to roll
again once if they don’t like the activity that turns up.
Students each roll the cube 2-4 times, depending on the
magnitude of the assignments.

28. More
Differentiated
Strategies: - RAFT
- Sternberg Triarchic
- Tiered Activities

29. Role of the student. What is the
student’s role: reporter,
observer, eyewitness, object?
Audience. Who will be
addressed by this raft: the
teacher, other students, a
parent, people in the
community, an editor, another
object?
Format. What is the best way to
present this information: in a
letter, an article, a report, a
poem, a monologue, a picture,
a song?
Topic. Who or what is the
subject of this writing: a famous
mathematician, a prehistoric
cave dweller, a reaction to a
specific event?
RAFT is an acronym that stands for

31. http://www.i-kan.org/Resources/Handouts/common%20core/Differentiation%20Handouts%20to%20Post%20I-Kan.pdf

32. Robert Sternberg's triarchic theory on intelligence.
The triarchic theory describes three distinct types of
intelligence that a person can possess.
• Practical Intelligence
• Creative Intelligence
• Analytical Intelligence

33. Practical intelligence relates to how you react to your
environment and your ability to adapt to it or change it
to suit your needs. The ability to thrive in the real world.
It involves the ability to understand how to deal with
everyday tasks.

34. Creative intelligence relates to the way a person
approaches new information or a new task. It involves a
person's ability to apply their existing knowledge to new
problems.

35. Analytical intelligence relates to how a person
processes and analyzes information. You could also
think of analytical intelligence as book smarts since.

36. Tiering Instruction
1.Identify the standards, concepts, or generalizations you
want the students to learn.
2.Decide if students have the background necessary to be
successful with the lesson.
3.Assess the students’ readiness, interests, and learning
profiles.

37. Tiering Instruction
4. Create an activity or project that is clearly focused on the
standard, concept or generalization of the lesson.
5.Adjust the activity to provide different levels or tiers of
difficulty that will lead all students to an understanding.
6.Develop an assessment component for the lesson.
Remember, it is on-going!

38. Tiered Activities
Differentiation based on Readiness Level
1. Assign the students to work on this tiered activity: Making Sense of
the Story Ending.
a. Tier 1: Advanced Learners
Examine the events that lead to the ending of the story. Assess if the
ending is justified.
b. Tier 2: Grade-Level Learners
Evaluate the ending of the story. Give at least five (5) reasons why it is
a good or a bad ending.
c. Tier 3: Struggling Learners
Describe the ending of the story.

40. What Can Be Tiered?
Processes, content and products
Assignments
Homework
Learning stations
Assessments
Writing prompts
Anchor activities
Materials

44. In Summary …
What is fair isn’t always
equal…
and
Differentiation gets us away
from “one size fits all”
approach to curriculum and
instruction that doesn’t fit