This document outlines an educational session on differentiated instruction. The objectives are to discuss DI principles, identify activities for each component, and identify learner-needs activities. An activity called "Fact or Bluff" tests participants' understanding of DI statements. Basic DI principles are outlined, including being student-centered, flexible grouping, and creating a learning climate. Tomlinson's four ways of differentiating instruction are discussed: content, process, product, and environment. Examples are provided for each. The session concludes with groups planning a DI-formatted economics lesson considering learner readiness, interests, and profiles.
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. 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
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. 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
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. THEORETICAL BASES OF D.I.
Vygotsky, 1896-1934: Zone of
Proximal Development;
Scaffolding
Jerome Bruner on interest and
organization of learning
DEPARTMENT OF EDUCATION
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. 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
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. 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. 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
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. 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. 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
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. 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.
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. 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
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. DEPARTMENT OF EDUCATION
2. The topic to be prepared should take
note the learners in term of:
Readiness
Interests
Learning Profiles
Environment