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Differentiated instruction-editted

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Differentiated instruction
Differentiated instruction
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Differentiated instruction-editted

  1. 1. DEPARTMENT OF EDUCATION
  2. 2. DEPARTMENT OF EDUCATION OBJECTIVES: In this session, the participants will be able to: 1.Discuss the basic principles of Differentiated Instruction (DI); 2.Identify activities suited to each component of Differentiated Instruction (DI); 3.Identify activities that respond to learners’ needs.
  3. 3. ACTIVITY: FACT OR BLUFF • Choose your TEAM LEADER and RAPPORTEUR. • Discuss within your group if each statement FOLLOWS THE PRINCIPLES OF DIFFERENTIATED INSTRUCTION (DI). • Write FACT if the statement is TRUE and BLUFF if otherwise. • Finally, draw an image of windshield like what is shown below. DEPARTMENT OF EDUCATION
  4. 4. DEPARTMENT OF EDUCATION
  5. 5. DEPARTMENT OF EDUCATION 1.Differentiated Instruction is student-centered. 2. It follows the principles of one-size fits all. 3. Expecting more of advanced learners than of typical learners. 4. More quality rather than simply more of the same thing. 5. It is a way of thinking and planning. 6. Is flexible grouping. 7. Is a chaotic classroom. 8. Many lesson plans for one class. 9. Creating a climate for learning. 10. You cannot differentiate goals.
  6. 6. DEPARTMENT OF EDUCATION 1.Differentiated Instruction is student- centered. FACT 2. It follows the principles of one-size fits all. BLUFF 3. Expecting more of advanced learners than of typical learners. BLUFF 4. More quality rather than simply more of the same thing. FACT 5. It is a way of thinking and planning. FACT 6. Is flexible grouping. FACT 7. Is a chaotic classroom. BLUFF 8. Many lesson plans for one class. BLUFF 9. Creating a climate for learning. FACT 10. You cannot differentiate goals. FACT
  7. 7. DEPARTMENT OF EDUCATION
  8. 8. DEPARTMENT OF EDUCATION ANALYSIS
  9. 9. (FLEXIBLE INSTRUCTION RESPONSIVE to LEARNERS) DIFFERENTIATED INSTRUCTION DEPARTMENT OF EDUCATION
  10. 10. 1985-”Differential Education” for gifted & talented coined by Virgil Ward (U of Virginia) 1995 popularized by Carol Ann Tomlinson (U of Virginia) DEPARTMENT OF EDUCATION FOR A BIT OF HISTORY
  11. 11. THEORETICAL BASES OF D.I. Vygotsky, 1896-1934: Zone of Proximal Development; Scaffolding Jerome Bruner on interest and organization of learning DEPARTMENT OF EDUCATION
  12. 12. Howard Gardner: Multiple Intelligences, 1983 Honey & Mumford, 1982; Myer Briggs, Dunn & Dunn, etc.: Learning Styles DEPARTMENT OF EDUCATION
  13. 13. DEPARTMENT OF EDUCATION DIFFERENTIATED INSTRUCTION Is a systematic approach to planning curriculum and instruction for academically diverse learners… with the goals of honoring each student’s learning needs and maximizing each student’s learning capacity.
  14. 14. The ‘SPIRIT’ of Differentiated Teaching for Learning  In teaching, what ultimately matters is NOT what is taught, but what is LEARNED;  If the students have not learned, the teacher has not taught DEPARTMENT OF EDUCATION
  15. 15. CONTENT PROCES S PRODUC T ENVIRONMEN T Carol Ann Tomlinson (2006)
  16. 16. What Differentiation Is … Student Centered Best practices Different approaches 3 or 4 different activities Multiple approaches to content, process, and product A way of thinking and planning Flexible grouping DEPARTMENT OF EDUCATION
  17. 17. What Differentiation Isn’t One Thing A Program The Goal Hard questions for some and easy for others 35 different plans for one classroom A chaotic classroom Just homogenous grouping DEPARTMENT OF EDUCATION
  18. 18. How to start? Do a formative assessment Create an individual profile of each of his/her student in each class he/she is handling. Using the results of the assessment, teachers can modify/differentiate content, process or product along with the learning area. DEPARTMENT OF EDUCATION
  19. 19. DEPARTMENT OF EDUCATION According to Tomlinson (2006), TEACHERS can DIFFERENTIATE INSTRUCTION through FOUR WAYS:
  20. 20. Content:– what the student needs to learn or how the student will get access to the information.
  21. 21. Examples of differentiating content include the following: Using reading materials at varying readability levels; Using spelling or vocabulary lists at readiness levels of students; Presenting ideas through both auditory and visual means; Meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners.
  22. 22. Process: How students develop the knowledge, understanding and skills to master the learner outcomes. Activities in which the student engages in order to make sense of or master the content
  23. 23. Examples of differentiating process or activities include the following: Using tiered activities through which all learners work with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity; Offering manipulative or other hands-on supports for students who need them
  24. 24. Process Flexiblegrouping Graphic Organizers Tiered assignments AnchorActivities Framing Questions LearningLogsLearningCentres Learning contracts LiteratureCircles Writing Workshops
  25. 25. Product: How the student is able to demonstrate what he/she knows, understands and is able to do as a result of learning. Culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit.
  26. 26. Examples of differentiating products include the following: Giving students options of how to express required learning (e.g., create a puppet show, write a letter, or develop a mural with labels); Using rubrics that match and extend students' varied skills levels; and Encouraging students to create their own product assignments as long as the assignments contain required elements.
  27. 27. Products Developgames Writebooks Givea presentation Writeasong Conducta debate Makeavideo documentary Presenta puppetshow Writeaphoto essay Developweb pages
  28. 28. Learning Environment: the way the classroom works and feels.
  29. 29. Examples of differentiating learning environment include: Making sure there are places in the room to work quietly and without distraction, as well as places that invite student collaboration; Providing materials that reflect a variety of cultures and home settings;
  30. 30. Environment (Where of teaching) “He who wishes to teach, teaches everywhere, in the open air. Socrates taught in the public street, Plato in the gardens of the Academy, Even Christ among the mountains and lakes.” -Jose Rizal DEPARTMENT OF EDUCATION
  31. 31. Graphic Organizers Flow Chart KWL Timeline Venn Diagram Character Map Story Board Circular Story Compare and Contrast Listen-Draw- Pair-SharePMI Retell-Relate- Reflect DEPARTMENT OF EDUCATION
  32. 32. DEPARTMENT OF EDUCATION Now let’s see how you can utilize all these information in making your classroom that practices Differentiated Instruction. Group yourselves according to your region; Assigned a LEADER and RAPPORTEUR. Think of any LESSON in ECONOMICS that your group will cover. 1. Create a STEP BY STEP PLAN to make a lesson that follows a DIFFERENTIATED INSTRUCTION format in terms of: CONTENT PROCESS OR LEARNING ACTIVITIES PRODUCTS OR ASSESSMENT
  33. 33. DEPARTMENT OF EDUCATION 2. The topic to be prepared should take note the learners in term of: Readiness Interests Learning Profiles Environment  
  34. 34. DEPARTMENT OF EDUCATION

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