Download - 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.
DEPARTMENT OF EDUCATION
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.
DEPARTMENT OF EDUCATION
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
DEPARTMENT OF EDUCATION
ANALYSIS
(FLEXIBLE INSTRUCTION RESPONSIVE to
LEARNERS)
DIFFERENTIATED INSTRUCTION
DEPARTMENT OF EDUCATION
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
THEORETICAL BASES OF D.I.Vygotsky, 1896-1934: Zone of Proximal Development; Scaffolding
Jerome Bruner on interest and organization of learning
DEPARTMENT OF EDUCATION
Howard Gardner: Multiple Intelligences, 1983
Honey & Mumford, 1982; Myer Briggs, Dunn & Dunn, etc.: Learning Styles
DEPARTMENT OF EDUCATION
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.
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
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
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
DEPARTMENT OF EDUCATION
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
DEPARTMENT OF EDUCATION
According to Tomlinson (2006), TEACHERS can DIFFERENTIATE INSTRUCTION through FOUR WAYS:
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
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
DEPARTMENT OF EDUCATION
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
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: CONTENTPROCESS OR LEARNING ACTIVITIESPRODUCTS OR ASSESSMENT
DEPARTMENT OF EDUCATION
2. The topic to be prepared should take note the learners in term of:Readiness Interests Learning ProfilesEnvironment