differentiated instruction-editted

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.

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.



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.


1.Differentiated Instruction is student- centered. FACT2. It follows the principles of one-size fits all. BLUFF3. Expecting more of advanced learners than of typical learners. BLUFF4. More quality rather than simply more of the same thing. FACT5. It is a way of thinking and planning. FACT6. Is flexible grouping. FACT7. Is a chaotic classroom. BLUFF8. Many lesson plans for one class. BLUFF9. Creating a climate for learning. FACT10. You cannot differentiate goals. FACT


ANALYSIS

http://www.parentmap.com/c/526710d5/images/stories/Rotators_Verts_2012/blendedlearning.jpg

(FLEXIBLE INSTRUCTION RESPONSIVE to

LEARNERS)

DIFFERENTIATED INSTRUCTION


http://www.parentmap.com/c/526710d5/images/stories/Rotators_Verts_2012/blendedlearning.jpg

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

1995 popularized by Carol Ann Tomlinson (U of Virginia)


FOR A BIT OF HISTORY

THEORETICAL BASES OF D.I.Vygotsky, 1896-1934: Zone of Proximal Development; Scaffolding

Jerome Bruner on interest and organization of learning


Howard Gardner: Multiple Intelligences, 1983

Honey & Mumford, 1982; Myer Briggs, Dunn & Dunn, etc.: Learning Styles



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.

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


CONTENT PROCESS

PRODUCT

ENVIRONMENT

Carol Ann Tomlinson (2006)

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


What Differentiation Isn’tOne 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


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.



According to Tomlinson (2006), TEACHERS can DIFFERENTIATE INSTRUCTION through FOUR WAYS:

Content:– 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;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.

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

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

Process

Flexible groupingGraphic

Organizers

Tiered assignments

Anchor Activities

Framing Questions

Learning LogsLearning Centres

Learning contracts

Literature Circles

Writing Workshops

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.

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.

Products

Develop games Write books

Give a presentation

Write a song

Conduct a debate

Make a video documentary

Present a puppet show

Write a photo essay

Develop web pages

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;

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


Graphic Organizers

Flow Chart

KWL

Timeline

Venn Diagram

Character Map

Story Board

Circular Story

Compare and

Contrast

Listen-Draw-Pair-SharePMI

Retell-Relate-Reflect



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: CONTENTPROCESS OR LEARNING ACTIVITIESPRODUCTS OR ASSESSMENT


2. The topic to be prepared should take note the learners in term of:Readiness Interests Learning ProfilesEnvironment