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DEPARTMENT OF EDUCATION G10

Speaker:

Remedios C. Bacus, Ed.D-ELT (C)College of EducationCebu Normal UniversityDEPARTMENT OF EDUCATION G10

DEPARTMENT OF EDUCATION G10DIFFERENTIATED INSTRUCTION(DI)

DEPARTMENT OF EDUCATION G10

DEPARTMENT OF EDUCATION G10As you know, students come to our classrooms with a variety of:

Learning StylesPrior Educational ExperiencesInterestsPersonal ExperiencesMotivationReadiness LevelDEPARTMENT OF EDUCATION G10Reality Check: Students are diverse.How do we teach?How do our students learn?

DEPARTMENT OF EDUCATION G10

DEPARTMENT OF EDUCATION G10How do you successfully meet the needs of the diverse learners in your classroom?

DEPARTMENT OF EDUCATION G10

DEPARTMENT OF EDUCATION G10ACTIVITY: FACT OR BLUFFChoose 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 EDUCATIONDEPARTMENT OF EDUCATION

FACT OR BLUFF1.Differentiated Instruction is student-centered. 2. It follows the principles of one-size fits all.3. Teacher expects more of advanced learners than of typical learners. 4. It is more quality rather than simply more of the same thing.5. It is a way of thinking and planning.6. It uses flexible grouping. 7. The use of DI results in a chaotic classroom. 8. The teacher prepares many lesson plans for one class. 9. The use of DI creates a climate for learning. 10. The teacher cannot differentiate goals.

Windshield CheckClear I get it!Bugs I get it for the most part, but I still have a few questions.Mud- I still dont get it.

DEPARTMENT OF EDUCATION G10DEPARTMENT OF EDUCATION G10

DEPARTMENT OF EDUCATION G10

DEPARTMENT OF EDUCATION G10

In your lesson plans, did you ever bother to ask this question: Am I fair with my students?THE ANIMAL SCHOOL.pptxDEPARTMENT OF EDUCATION G10

DEPARTMENT OF EDUCATION G10FLEXIBLE INSTRUCTION RESPONSIVE toLEARNERSWhat is Differentiated Instruction_.mp4FOR A BIT OF HISTORY

1985-Differential education for gifted & talented coined by Virgil Ward (U of Virginia)

1995 popularized by Carol Ann Tomlinson (U of Virginia)

THEORETICAL BASES OF DIHoward Gardner: Multiple Intelligences, 1983

Dunn & Dunns Learning Styles (Variables that affect achievement)THEORETICAL BASES OF DIVygotskys Zone of Proximal Development (ZPD) - (Scaffolding)

Jerome Bruner on interest and organization of learning - (constructivism, schema, mental models)The SPIRIT of Differentiated Teaching for LearningIn teaching, what ultimately matters is NOT what is taught, but what is learned;

If the students have not learned, the teacher has not taughtDifferentiated Instruction isA set of unique decisions that the teacher makes to bring learning within the grasps of all students. Remember, this includes who are working on grade level, below grade level and for those students working above grade level.DEPARTMENT OF EDUCATION G10

Principles of DIAll students participate in respectful work.Teacher and students work together to ensure continual engagement & challenge for each learner.The teacher coordinates use of time, space, and activities.Flexible grouping, which includes whole class learning, pairs, student-selected groups, teacher-selected groups, and random groups.DEPARTMENT OF EDUCATION G10Principles of DIStudents are assessed in a variety of ways to demonstrate their own thought and growth.

Clearly established individual and group criteria provide guidance toward success.

A variety of management strategies, such as learning centers, interest centers, learning buddies, etc. is used to help target instruction to student needs.

Time use is flexible in response to student needs.DEPARTMENT OF EDUCATION G10DEPARTMENT OF EDUCATION G10

Teaching according to:SkillsConceptsREADINESSINTERESTLEARNINGPROFILEContentKnowledge Interest Surveys Interest Centers Self-SelectionAreas of Strengthand WeaknessWork PreferencesSelf Awareness

ENVIRONMENT

Still/ActiveFlexible/FixedWarm/CoolQuiet/NoisyMany Displays/Few Displays

28Readiness is for growthDraw on current knowledge, skills, and understanding a student has in relation to the learner outcomesA good readiness match pushes the student a little bit beyond his or her comfort zone and then provides support in bridging the gap between the known and unknown.

Interest is for motivationConnect activities to what students enjoy or are interested in to motivate learning Relating big ideas to student interestsProviding choice of tasks and products to demonstrate learningAccessing varied materials and technologies

Learning Profile is for efficiencyThe goals of learning profile differentiation are to help individual learners understand modes of learning that work best for them, and to offer those options so that each learner finds a good learning fit in the classroom.

Use students preferred mode of learning to extend learning for example MI,

Flexible grouping ( alone/ peers)Teacher varies mode of presentation (visual, auditory, kinesthetic, concrete, abstract)Adjustments for gender, culture, language differences, etc.

Some prefer auditory modes others visual channels touch or movement.It is possible to provide different looks in different portions of the classroom.

Environment:Learn best when they can move others need to sit stillSome enjoy a room with lots to look at, color, things to touch and try- other a more plain room because the busy room is distracting.Some prefer a great deal of light and others prefer a darker room.Flexible learning spaces and options within learning environment

Traditional/ EvolvingCompetitive/CooperativeSupervision of learners/ Empowerment of learners

DEPARTMENT OF EDUCATION G10DEPARTMENT OF EDUCATION G10The curriculum the students access and how they access it.How students demonstrate what they have learned.How teachers sequence the learning and the ways in which students learn How learning is structured30Content:What the student needs to learn or how the student will get access to the information.

Examples of differentiating content include the following:Using reading materials at varying readability levels;Putting text materials on tape;Using spelling or vocabulary lists at readiness levels of students;

Presenting ideas through both auditory and visual means;Using reading buddies; andMeeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners.

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 contentTry this.pptx

Examples of differentiating process or activities at the elementary level 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;Providing interest centers that encourage students to explore subsets of the class topic of particular interest to them;

Offering manipulatives or other hands-on supports for students who need them; and

Varying the length of time a student may take to complete a task in order to provide additional support for a struggling learner or to encourage an advanced learner to pursue a topic in greater depth.

Sample (Exit Cards)

DEPARTMENT OF EDUCATION G10Think-Tac-Toe

DEPARTMENT OF EDUCATION G10Product: 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.

42Examples of differentiating products :

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;Allowing students to work alone or in small groups on their products; andEncouraging students to create their own product assignments as long as the assignments contain required elements.

Learning Environment: the way the classroom works and feels.

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;

DEPARTMENT OF EDUCATION G10

"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.

DEPARTMENT OF EDUCATION G10Howard Gardner:

DEPARTMENT OF EDUCATION G10

DEPARTMENT OF EDUCATION G10Sources:

ideanet.doe.state.in.us/exceptional/gt/iered_curriculum/ welcome.html

Evelina Maclang-Vicencio, PhDDean, College of EducationUniversity of the East

www.proquest.com

DEPARTMENT OF EDUCATION G10