Differentiated

Instruction
NTOT by Dr. Evelyn M. Vicencio (UP)

2nd Tranche Regional Mass Training of Teachers for the TVL track
Laureen Bendoza-Likigan, MPA, LPT
DepEd CAR Teaching Aids Specialist
Microsoft Education Ambassador
http://deped.in/depedcarTVL
OBJECTIVES
At the end of the Session, the participant WILL be able to:
1.Discuss the basic principles of Differentiated
Instruction
2.Identify strategies/ activities/ assessment suited to
each component of D.I.– content, process, product
3.Identify strategies/ activities/ assessment that respond
to learners’ needs—readiness, interest, learning profile,
and environment
ACTIVITY: Fact or Bluff (15 mins.)

Discuss within your

Choose your TEAM group if each statement
LEADER and RECORDER. is FACT OR BLUFF. Arrive
at a consensus.

At a given signal, the

team will stand if their The Team Leader must
answer is FACT. They will be ready to justify the
remain seated if their group’s answer..
response is BLUFF.
 Differentiated instruction is…

1. INDIVIDUALIZATION
FACT-Stand
BLUFF-stay seated
Which group says FACT?
How about BLUFF?
The correct answer is: BLUFF

Justify…
A classroom has how many students?
Can you imagine doing INDIVIDUALIZED INSTRUCTION TO 45 to
65 students? How about other SUBJECTS?
With differentiated instruction… we do something for individual differences…

Talk briefly on how are you different from the other

teachers on your table.
One brief answer please?
How many of you are like her/ him? Please stand.
We do not target individual students in the class.
We CLUSTER them, since the have SIMILAR
DIFFERENCES.
 In DI, the teacher…

2. STAND & DELIVER

FACT-Stand
BLUFF-stay seated
Which group says FACT?
How about BLUFF?
The correct answer is: BLUFF

Reason…
The keyword? ________________-centered
Not TEACHER centered.
 Differentiated instruction is…

3. COVERING THE CONTENT

FACT-Stand
BLUFF-stay seated
Which group says FACT?
How about BLUFF?
The correct answer is: BLUFF

Reason…
If we focus on the content, we tend to hurry, rush
 Differentiated instruction is…

4. RELATED TO COMPETENCIES

FACT-Stand
BLUFF-stay seated
Which group says FACT?
How about BLUFF?
The correct answer is: FACT

Why…
Competencies are non-negotiable.
 Differentiated instruction is…

5. LEARNER-CENTERED
FACT-Stand
BLUFF-stay seated
Which group says FACT?
How about BLUFF?
The correct answer is: FACT

Justify…
----
 Differentiated instruction is…

6. MOTS (MORE OFFACT-Stand

THE SAME)
BLUFF-stay seated
Which group says FACT?
How about BLUFF?
The correct answer is: BLUFF

Why…
Variety is the spice of life
Item Reaso DI is… because
Y
TV
IIT
A
C

ANALYSIS ABSTRACTION

s ns …

What did you learn from the

activity? One answer per specialization….
 WindshieldCheck

Clear – “I get it!”

Bugs – “I get it for the most part, but I
still have a few questions.”
Mud- “I still don’t get it.”
 Who got a perfect score?

Pat your shoulders!

Everybody, itaas naman ang kanang kamay and pat the shoulder
of the person on your right and say:

Ready na akong mag-D.I.!

Differentiated
Instruction
A Definition of Differentiation

In the context of education, we define differentiation as

reacting responsively to a learner's
needs. Differentiation is simply attending to the
learning needs of small group of students rather
than the more typical pattern of teaching the class as

though all individuals in it were basically alike.

What Differentiation IS …

Student Different 3 or 4 different

Centered approaches activities

Multiple
A way of
approaches to Flexible
thinking and
content, process, grouping
planning
and product
What Differentiation is NOT
For a bit of history…

1995 – “Differentiated
1985-”Differential
Instruction” popularized by
education” for gifted &
Carol Ann Tomlinson
talented coined by Virgil
(University of Virginia)
Ward (University of
• Authored a book entitled
Virginia) Differentiated Instruction
• Understanding by Design Co-
Author
 THEORETICAL BASES OF DI

Honey &
Mumford,
Howard
Vygotsky Jerome Bruner Myer Briggs,
Gardner
Dunn & Dunn,
• Zone of • interest • Multiple etc.
• Learning
Proximal • organization Intelligences Styles
development of learning
• Scaffolding
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.
Learner Centered

No longer Teaching and Learning but rather

Learning and Teaching

or
Teaching for Learning
Word jumble
 Differentiation
..is a teacher's response to learner’s needs

… guided by general principles:

Respectful tasks Flexible grouping Continual assessment

Teachers can differentiate through

Content Process Product

… according to students’

Readiness Interests Learning Profile Environment

through a variety of instructional strategies

Carol Ann Tomlinson (2006)

 Differentiation
Is a teacher's response to learner’s need
… guided by general principles of differentiation:

Respectful tasks Flexible grouping Continual assessment

Four Preassessment
Graffiti
Corners
 Interesting
 Engaging
 Challenging Rally Table Jigsaw
Formative
 In the ZONE
Round
Place mat
robin
Summative Assessment
Think Pad
Gallery
Brainstorm
Walk
ing
Think,
Think Pair
Write, Pair,
Share
Share
 Teaching according to:

READINESSINTERESTLEARNING ENVIRONME
• Interest Surveys PROFILE NT
•Still/Active
• Interest Centers •Areas of Strength •Flexible/Fixed
• Self-Selection and Weakness •Warm/Cool
•Work Preferences •Quiet/Noisy
Content •Self Awareness •Many Displays/
Skills
Knowledge Few Displays

Concepts

Readiness is for growth Learning Profile is for efficiency

Interest is for motivation
Thoughts to ponder

“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
Content: What is taught
and how all students
are provided access to
the program of study.
 Using concrete examples
(i.e tools) with some, but not all
learners to help students
understand a new idea.
Using a variety of task-
buddy arrangements to support
and challenge students working
with task sheets.
Using published articles at
more than one reading level.
Reteaching students who need
another demonstration, or
exempting students who already
demonstrate mastery from
reading a chapter
Be careful NOT to LABEL
Presenting information through
both whole-to-part and part-
to-whole approaches.
Using texts, computer
programs, tape recorders, and
videos as a way of conveying
key concepts to varied
learners.
 Vocabulary
Essential Instruction
Questions

Learning Reading
contracts comprehension

Content
Minilessons
Using varied text
and resource
materials
Compacting

Audio/Video
recorders Varied Highlighted Print
Support Materials
Systems

Lists of Key Ideas Note-taking

Organizers
Peer or Adult
mentors
Process (Activity): How
students develop the
knowledge, understanding
and skills to master the
learner outcomes.
 Learning
contracts
Writing Anchor Activities
Workshops

Tiered
assignments Literature Circles

Process
Graphic
Organizers Flexible grouping

Learning Centres Learning Logs

Framing
Questions
Product (Assessment): How
the student is able to
demonstrate what he/she
knows, understands and is able
to do as a result of learning.
 Develop games Write books
Conduct a
debate

Present a Develop web

puppet show pages

Products

Write a photo
Make a video essay
documentary

Give a
presentation
Write a song
 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.
 Planning Tiered Assignments
Concept to be Understood Adjust---
Level of Complexity
OR Amount of Structure
Materials
Time/Pace
Skill to be Mastered Number of Steps
Form of Expression
Create on-level task first then adjust up and down. Level of Dependence

Below-Level On-Level Above-Level

Task Task Task

“Adjusting the
Task”
What Can Be Tiered?

Processes,
content and Assignments Homework
products

Learning Anchor
Assessments
stations activities

Materials
What Can We Adjust?

Level of complexity
Amount of structure
Pacing
Materials
Concrete to abstract
Options based on student interests
Options based on learning styles
Tiering Instruction

Tiering means that you are matching project materials to student

groups based on readiness or instructional need.
This could be a blow to your classroom morale if you’re not
tactful in making your tiers invisible.
Make it a point to tell students that each group is using different
materials or completing different activities so they can share what
they learned with the class. Be neutral when grouping students—
use numbers or colors for group names, and be equally
enthusiastic while explaining assignments to each cluster.
Tic Tac Toe

Students complete
3 activities of their
Written Visual Oral
choice in a straight
row FREE Poster Speech

Persuasive FREE Debate

Essay
Poem Photo Essay FREE
Cubing – Generic Cubes

Who

Compose
Where When
What

Why

How

Create
My Family in the Past and Present Cube

Create a timeline
with pictures and/or
words showing
changes in your
family over time.
Make a video or tape recording, Create a collage Create a play that
Make a video or tape
interviewing members of your
recording of about
families telling a family
their with digital pictures demonstrates
member, describing
responsibilities. showing changes in changes in your
how your family has your family over family over time.
changed over time. time.

Present an argument
that convinces others
how your family is
different today than
it was in the past.

Create a song or rap

that tells about how
your family has
changed over time.
 Exit Cards: Decimals and Fractions

Name:___________
How is a decimal like a fraction?

How are they different?

What’s a light bulb moment for you as you’ve thought

about fractions and decimals?
Student Survey

At school, I like _____________________

Because___________________________
I do not like_________________________
Because___________________________
If I have free time, I prefer to __________ or _____________.
My favorite thing to read is_____________.
Carolyn Chapman / Rita King 2005
 Student Survey
Name ________ Date_________
Answer the following questions with either a yes or no answer or fill in the blank.
Yes NO
I like to read. 4 3 2 1
I like to make up songs. 4 3 2 1
I am challenged by things that are difficult to do. 4 3 2 1
Taking things apart and reassembling 4 3 2 1
them intrigues me.
I like to play outside. 4 3 2 1
I prefer to work by myself. 4 3 2 1
I enjoy working with others. 4 3 2 1
I like to draw my own pictures. 4 3 2 1
I like school. 4 3 2 1

Carolyn Chapman / Rita King 2005

 Interest Inventory
1. What is your favorite activity or subject at school? Why? Your least favorite?
Why?
2. What are your best subjects: What makes them easiest for you?
3. What subjects are difficult for you? What makes them the hardest?
4. What subject make you think and work the hardest? Why is it the most
challenging?
5. What are your favorite games or sports?
6. If you could learn about anything you wanted to, what would you choose to
learn about?

Diane Heacox, 2002

 Poetry Contract
Create A Rhyming Wheel Use Your Rhyming Wheel
Use your spelling lists as a w ay to Write a poem that sounds like Shel
get started Silverstein might have written
Write Computer Art
A cinquain ( check with another Use clip art to illustrate a simile,
cinquain writer to make sure you got metaphor, or analogy on your class
the right pattern list, or ones you create.
Interpret Research a Famous Person
“How to Eat a Poem” Take notes. Write a clerihew that
uses what you have learned. (It can
have more than one stanza.)
Student choice #1 Student choice #2
Write an Acrostic Poem
Be sure it includes alliteration
Write about you
Use good descriptive words in a
poem that helps us know and
understand something important
about you
Illustrate a Poem
Find a poem we’ve read that you like
or one on your own. Write about why
you illustrated it as you did.
Student choice #3
 Compare
Circular and
Story Contrast Venn
Diagram
Timeline

Listen-Draw-
PMI Pair-Share
Graphic
Organizers
Retell-Relate-
KWL Reflect

Flow Chart
Story Character
Board Map
 Writing Bingo
Recipe Thank- you Note Letter to the Directions to one place to Rules for a game
editor another

Invitation Email request for Letter to a pen pal, Skit or scene Interview
Information friend or relative

Newspaper Article Short Story FREE

Grocery or shopping list Schedule for your
YOUR Choice work

Advertisement Cartoon Strip Instructions Greeting Card

Poem

Letter to Your Proposal to Improve

Something Journal for a Week Design a web Book Think Aloud
Teacher page
Interest-Based Assignment

Select a person in one of the folders and write a

composition describing that person as thoroughly as
you can, Athletes Scientists
Authors Musicians
Artists
Political
Film Stars Leaders
“You cannot teach a child you do not
know well”
-Ted Sizer
A
on
cp
iat:ipl•ICT-Con
et;•AF
A-Proces;•A
I-P•rocesH;E-Produsct

 Select a specific topic and apply differentiation, taking note of the learners’: Readiness;
Interests; Learning Profiles; Environment
CONTENT (DLL-C,D,E) Group 1 Group 2
Objectives
Strategies
Materials
Learning competency

PROCESS (DLL-F,G)/ Group 1 Group 2

PRODUCT (DLL-I)
Objectives
Activity/
Assessment
Materials
Instruction
Learning competency
 Objectives check…

Arrange your fingers so that Are you able to:

ingers!
all finger tips are touching 1.Discuss the basic principles
a n d op en your of
sma l l f
Tip touch
except the middle finger. Differentiated Instruction;
They should be touching at 2.Identify activities suited to each
the first knuckle. component of D.I.– content, process, X finger
s!
e n your INDE
op
product Tip touch
an d

3.Identify activities that respond to

learners’ needs—readiness, interest,
HUMBS
!
e n your T
d op
Tip t ouc h a n
learning profile, environment
Iyaman!