DAGDAG GILAS SA FILIPINO:

MGA ESTRATEHIYA SA ACTIVE LEARNING AT

DIFFERENTIATED INSTRUCTION

Marco D. Meduranda
Master Teacher I
 OBJECTIVES
• Enrich teachers repertoire of effective
strategies in meeting diverse students’ needs .
• Share and reflect on best practices in teaching
high school mathematics
• Enhance, expand and apply knowledge on
differentiated instruction.
 Activity 1: Balloon Pop!
• Form two groups of eight (8).
• The goal is to race in solving the equation that
will be found in the balloon once it is popped.
• Once all the member solved the equation and
decoded the puzzle, the group must shout
ACTIVE LEARNING!
Processing..
• How do you find the activity?
• How can you adapt or modify this to suit your
respective lessons and classes?
• What are the challenges in implementing this
kind of activity?
• What other fun warm-up, energizer, or pre-
assessment activities did you do that you
found effective? Write it on metastrips.
 Activity 2: Circle Talk
• Share your best practices through the circle
talk task.
Processing..
• What technique shared to you, do you like the
most?
• What did you realize from this activity?
 Activity 3: Question & Answer Relay
• Participants are divided into four groups.
• In each group, they will choose who will
be the (2) runners and the (2+)readers.
• The runners will get the questions. The
readers will locate the answers in the text.
• The two runners will take turns in getting
the questions and giving the answers.
• The first group to finish answering all the
questions wins.
ACTIVITY 4
 ACTIVITY 4
• The singer and the runner will write a short four-
minute skit about a child from the public school who is
usually absent in the class.
• The dancer and the cook will draw a beautiful picture
of a child with the title and story in big bold letters.
• The math enthusiast, the storyteller, the joker and the
artist will role play the skit prepared by the singer and
runner.
• The actor and the writer will ensure that the
members finish the task on time. They are not
allowed to help the group mates in the skit.
 ANALYSIS
• How do you feel about the activity? Why?
• Were the tasks asked of you congruent to your
strengths or talents?
• What helped/blocked your group in performing
better?
• What did you discover about yourself? About
others?
• What is it telling us about addressing individual
needs?
• What insights have you gained from the activity?
VIEWING: What is differentiated
instruction?
 A Working Definition of Differentiation
Differentiation has come to mean “consistently
using a variety of instructional approaches to
modify content, process, and/or products in
response to learning readiness and interest of
academically diverse students.”
Tomlinson, Carol Ann. The Differentiated Classroom
 TECHNIQUES
• TIERED ASSIGNMENTS/TASKS
• TIC TAC TOE
• CHOICE BOARDS
• MENU
 It Starts with
Assessment
Observation Self-Assessment

Tickets In/Out
the Door
Quick Quiz
 Tiered Graphic Organizers
Below Level: On Level:
Peter
Fudge
____________
____________

____________
Young

Doesn’t eat
___________
turtles
Compare 2 characters from the book you are reading.
How do the 2 characters compare? Write one sentence Write 2 sentences about the characters on the back of
about the characters on the back. the paper.

Above Level:

Choose 2 characters from the book you are reading and

compare them to yourself. Write a comparison paragraph
to describe how the characters compare to you.
 Tiered Graphic Organizers
Plan your next birthday party. Read If You Give a Mouse a
Write or draw at least 5 goods you Cookie with a partner. In the
hope to have at your party. Then, chart, draw or write the goods and
write or draw at least 2 services services you find in the book.
you hope to have there.
Goods Services
Goods Services

Make a story like If You Give a

Pig a Pancake. Each box is one
page. Use words or pictures in
each box. You need 3 goods and
two services in your story.
 How Might We Tier
this Graphic Organizer?
• Change what is expected

• Change the number of

items that need to be
listed

• Change the resources

• Change the look of

the organizer
 Tiered Resources
Use materials at various reading levels and
complexity to tier by resources.
 Tiered Resources
Same Task, Different Sources of Content

Choose 3 characters in the story and describe in

pictures or writing how the changes in the
environment affected each character’s ability to
meet its basic needs.
 Tiered Resources
Same Task, Different Sources of Content

http://www.hcbe.net/media/CMSImport/9DAA50166CF74737BB90B31E8D85B9D6.pdf
 Tiered Tasks
Provide varied tasks that address a
student’s level of readiness, from
introductory levels to more abstract, less
concrete, advanced work
 Tiered Tasks
Same Content, Different Process

Below Level: On Level: Above Level: ELL:

These are Make a list of 15 These are
quadrilaterals. List 3 characteristics of quadrilaterals you see quadrilaterals.
quadrilaterals. in this room.
Determine a method
These are not to sort these
quadrilaterals: quadrilaterals into
groups. Describe the
characteristics of each Tell 3 things about
What are 3 category. quadrilaterals.
characteristics of
quadrilaterals?
 Tiered Tasks
Same Content, Different Process

http://www.hcbe.net/media/CMSImport/9DAA50166CF74737BB90B31E8D85B9D6.pdf
 Tiered Tasks
Same Content, Same Process, Different Product

http://www.hcbe.net/media/CMSImport/9DAA50166CF74737BB90B31E8D85B9D6.pdf
 Time to Tier
• Tiered Graphic Organizers
• Tiered Resources
• Tiered Tasks

Choose the Design the Develop the

content, on-level higher and
skill, concept activity lower tiers
 Adaptations
Curricular adaptations are changes
permissible in educational environments
which allow the student equal opportunity
to obtain access, results, benefits and
levels of achievement
 Nine Types of Adaptations
Size Time Level of Support

Adapt the number of items Adapt the time allotted and allowed for Increase the amount of
that the learner is expected to learning, task completion, or testing. personal assistance with a
learn or complete. specific learner.

Input Difficulty Output

Adapt the way instruction is Adapt the skill level, problem type, or Adapt how the learner can
delivered to the learner. the rules on how the learner may respond to instruction.
approach the work.

Participation Alternate Goals Substitute Curriculum

Adapt the extent to which a Adapt the goals or outcome Provide different instruction
learner is actively involved in expectations while using the same and materials to meet a
the task.. materials. learner’s individual goals.

Center for School & Community Integration, Institute for the Study of Developmental Disabilities, Indiana University, Bloomington, IN
Nine Types of Curriculum Adaptations
Quantity*
Adapt the number of items that the
learner is expected to learn or
complete.
For example:
Reduce the number of social studies
terms a learner must learn at any one
time.
Input*
Adapt the way instruction is delivered
to the learner.
For example:
Use different visual aids, enlarge text,
plan more concrete examples, provide
hands-on activities, place students in
cooperative groups.
Participation*
Adapt the extent to which a learner
is actively involved in the task.
For example:
In geography, have a student hold
the globe, while others point out
locations.
Time*
Adapt the time allotted and allowed for
learning, task completion, or testing.
For example:
Individualize a timeline for completing a
task; pace learning differently (increase or
decrease) for some learners.
Difficulty
Adapt the skill level, problem type, or the
rules on how the learner may approach the
work.
For example:
Allow the use of a calculator to figure math
problems; simplify task directions; change
rules to accommodate learner needs.
Alternate Goals
Adapt the goals or outcome
expectations while using the same
materials.
For example:
In social studies, expect a student to be
able to locate just the states while
others learn to locate capitals as well.
Level of Support*
Increase the amount of personal
assistance with a specific learner.
For example:
Assign peer buddies, teaching assistants,
peer tutors, or cross age tutors.
Output*
Adapt how the student can respond to
instruction.
For example:
Instead of answering questions in writing,
allow a verbal response, use a
communication book for some students,
allow students to show knowledge with
hands on materials.
Substitute Curriculum
Provide different instruction and
materials to meet a learner’s individual
goals.
For example:
During a language test one student is
learning computer skills in the computer
lab.
 Adaptation Exercise
• Alicia is an 9th grade student who is easily distracted. She can stay
focused for short periods of time, but when a lengthy assignment
is given she will fade out and not complete it. She is not a behavior
problem. When Alicia is assigned 20 math problems she will
usually stop at ten. However, she shows mastery of the material
with those 10 problems. When graded for 20 problems she will fail
because she will only have only completed 50%. Her grade will not
reflect that Alicia has met the standard. What adaptation can an
effective teacher use to ensure Alicia’s grades reflect that she has
met the standard?

Diana Browning Wright,

Teaching and Learning
Trainings, 2003
 Adaptation Exercise
• Jacob is a diligent, hard worker whose grades matter
very much to him. He stays focused and on-task, but
many times he cannot finish the work in the time
allotted. He understands the material well, but when
graded on work completed in a specific time period it
will appear he has not mastered the standard. What
adaptation can an effective teacher use to ensure
that Jacob’s grades reflect that he has met the
standard?

Diana Browning Wright,

Teaching and Learning
Trainings, 2003
 Adaptation Exercise

• It’s hard for Hector to concentrate when the

teacher is giving direct instruction in front of the
room. He needs to be doing something active to
stay focused. During a lesson on map reading,
what adaptation could an effective teacher use to
ensure that Hector stays focused and learns the
material?

Diana Browning Wright,

Teaching and Learning
Trainings, 2003
 Adaptation Exercise

• Matthew is a student with a visual

impairment who has difficulty reading
student text. He is attending a marketing
class and the textbook has many graphs with
small numbers and words. What adaptations
can his teacher make to ensure that
Matthew is successful at mastering the
standard?

Diana Browning Wright,

Teaching and Learning
Trainings, 2003
 Adaptation Exercise

• James, is a student who is severely

developmentally delayed and is fully included
in an automotive class.
While other students are exploring the
“electrical current theory”, James is
developing skills according to functional
standards by color matching pegs to wires.
What adaptation is the teacher using with
James so he is successful?

Diana Browning Wright,

Teaching and Learning
Trainings, 2003
 Adaptation Exercise
• Terri, a student with learning disabilities in
a CISCO networking class, has difficulty
processing information into long-term
memory. She is asked to troubleshoot a
network diagnostic problem from memory
with the rest of the class. What adaptation
should be made so Terri masters the
standard?

Diana Browning Wright,

Teaching and Learning
Trainings, 2003
 Adaptation Exercise
• Zach has ADHD and has serious problems
staying focused and on-task. He will begin a
task, but very quickly will lose his focus and
become disruptive. When his behavior is
pointed out to him, he can redirect his
attention and continue with the task. What
adaptations can his teacher make so that
Zach can be successful in mastering the
standard?

Diana Browning Wright,

Teaching and Learning
Trainings, 2003
 Adaptation Exercise
• Sarah has great difficulty with written assignments.
When asked to demonstrate by written work, her
reading comprehension of the content material, Sarah
will not do it. However she is very verbal and when
asked to tell about what she has read, she responds
articulately and shows comprehension of the material.
Sarah is also very artistic and creative. What
adaptation could the teacher make so that Sarah can
demonstrate mastery of reading comprehension?

Diana Browning Wright,

Teaching and Learning
Trainings, 2003
 Adaptation Exercise
• Beth is a student with Developmental Disabilities.
She is fully included in general education classes,
but is unable to grasp all the concepts required in
her math class. What adaptations could her math
teacher make so that Beth can demonstrate
mastery of the math standards?

Diana Browning Wright,

Teaching and Learning
Trainings, 2003
 ACTIVITY
• Choose a lesson or a unit.
• Develop your own DI material. Choose one
from below:

• Choice boards
• Menu
• Tiered Assignment
• Think tac toe
“ A student is not an interruption of our
work…the student is the purpose of it. We are
not doing a favor by serving the student…the
student is doing us a favor by giving us the
opportunity to do so.”

Rick Wormeli from L.L. Bean Co.poster

“What is a customer?” by JM Eaton