DIFFERENTIATE

D
INSTRUCTION
 A Fable

One time the animals had

a school. The curriculum
consisted of running,
climbing, flying and
swimming, and all the
animals took all the
subjects.
The duck was good in swimming,
better than his instructor, and he
made passing grades in flying, but
was practically hopeless in running.
He kept this up until he was only
average in swimming. But, average is
acceptable, so nobody worried about
that but the duck.
The eagle was considered
a problem pupil and was
disciplined severely. He
beat all the others to the
top of the tree in the
climbing class, but he had
used his own way of
getting there.
The rabbit started out
at the top of his class
in running, but had a
nervous breakdown
and had to drop out of
school on account of
so much makeup work
in swimming.
The squirrel led the climbing class, but
his flying teacher made him start his
flying lessons from the ground instead
of the top of the tree, and he developed
charley horses from overexertion at the
Take off and began getting C’s in
climbing and D’s in running.
The practical prairie
dog apprenticed
their offspring to a
badger when the
school authorities
refused to add
digging to the
curriculum.
At the end of the
year, an eel that
could swim well,
run, climb, and fly
a little was made
valedictorian.

Printed in The Instructor, April 1968

DepEd Natl training of Multigrade Teachers
Fairness is
not everyone
getting the
same thing.
It is everyone
getting what
they need.
Pangkatang Gawain:
Unang Pangkat- Edad at atityud ng henerasyon
(Mananalysay: Ikuwento Na!)
Ikalawang Pangkat – Motibasyon
( Kompositor: IpaRap Na!)
Ikatlong Pangkat – Talino
( Pintor: Iguhit na!)
Ika-apat na Pangkat - Istilo ng Pagkatuto
(Reporter: Ibalita Na!)
Ikalimang Pangkat - Paggamit ng Teknolohiya
(Direktor: Ikomersyal Na!)
 Why Do We Need to Differentiate?
When a teacher tries to teach
something to the whole class
at the same time, chances are, one third
of the kids already know it;
one-third will get it; and the
remaining third won’t.
Lillian Katz
Willis, S (November 1993). “Teaching Young Children: Educators Seek
‘Developmental Appropriateness.” Curriculum Update, 1-8
 Differentiated Instruction (NOT)
Individualized Instruction
Different Reading Assignments
Tailoring the Same Suit of Clothes
One-­‐Size-­‐Fits-­‐All
Instruction Does NOT Reach All
Learners
 Differentiate Instruction (IS)
Student Centered
 Multiple Intelligences
 Learning Styles
 Blend of Whole-­‐Class, Group and Individual
Instruction
 Flexible and Responsive
 Learners of Multiple Abilities CAN BE
Educated Together
 PROACTIVE
Differentiated Instruction is…
“Sh______ up” what goes on in
the classroom so that students
have multiple options for taking in
information, making sense of
ideas, and expressing what they
learn.
Tomlinson, 2001
Differentiated Instruction is…
“shape up” what goes on in
the classroom so that students
have multiple options for taking in
information, making sense of
ideas, and expressing what they
learn.
Tomlinson, 2001
 Key Principles of a
Differentiated Classroom
Teachers make the d_________
Students d________ in learning
preferences and need multiple and
varied avenues to learning
All students can l____ what is
important for them to learn
Instruction must be m__________
 Key Principles of a
Differentiated Classroom
Curriculum, instruction, and
a__________ are inseparable
D_______ should be valued and
respected
Fl_________ is the hallmark of a
differentiated classroom
 Key Principles of a
Differentiated Classroom
Teachers make the difference
Students differ in learning preferences and
need multiple and varied avenues to learning
All students can learn what is important for them to
learn
Instruction must be meaningful
Curriculum, instruction, and assessment are
inseparable
Diversity should be valued and respected
Flexibility is the hallmark of a differentiated classroom
 Teacher Roles in a Differentiated
Classroom
In a differentiated classroom, the
teacher proactively plans and carries
out varied approaches to c______,
p_______, p_______, and learning
e____________ in anticipation of and
response to students’ differences in
r________, i_______, and learning
n_______.
- Tomlinson, 2001, p. 7E
Teacher Roles in a Differentiated
Classroom
In a differentiated classroom, the
teacher proactively plans and carries
out varied approaches to content,
process, product, and learning
environment in anticipation of and
response to students’ differences in
readiness, interest, and learning
needs.
 Teacher Roles in a Differentiated
Classroom
Teachers must move away from
the notion that they dispense
information and knowledge and
move towards seeing themselves
as o_________ of l_________
opportunities.
 Teacher Roles in a Differentiated
Classroom
Teachers must move away from
the notion that they dispense
information and knowledge and
move towards seeing themselves
as organizers of learning
opportunities.
Clear Learning Goals Positive Learning Environment

Learning Environment
 Learning Cycle in Planning and
Implementing Differentiated Instruction
Teaching according to:
READINESS INTEREST LEARNINGPROFILE ENVIRONMENT
• Content Interest Surveys Areas of strength Still/Active
Knowledge Interest Centers & Weakness Flexible/Fixed
• Skills Self Selection Work Preferences Warm/Cool
• Concepts Self-selection Quiet/Noisy
Many display/
Few display
 According to students’
Readiness - Refers to readiness for a given skill,
concept, or way of thinking.

Interests and Attitudes - Have to do with those

things that learners find relevant, fascinating, or
worthy of their time.

Learning Profile & Need - Refer to things such as

learning style, intelligence, preferences, how the
student processes information, and how the
learner sees himself in relation to the rest of the
world
 Readiness
A task that’s a good match for student readiness
extends that student’s knowledge, understanding, and skills
beyond what the student can do independently…it pushes
the student beyond their comfort zone and provides
support in bridging the gap between the known and
unknown.
Encourage your students to “work up” - that is, be ready to
match students to tasks that will stretch them.
Examples include - varied texts, varied scaffolding,
supplemental materials.
 Interests and Attitudes
Planning engaging lessons that “hook” students on the
topic at hand by:
1. Helping students realize a match between school and
their desires
2. Using skills or ideas familiar to students to bridge
ideas and skills less familiar to them
3. Enhancing student motivation to learn
Examples include - interest centers or groups,
exploratory studies (jigsaw, literature circles, web
quests, etc.) using different modes of expression (oral,
written, design/build, artistic, etc.).
 Learning Profile
Learning profile refers to ways in which we
learn best as individuals. Be a student of your
students and also help your students
understand their own learning preferences.
Categories include - learning style preferences,
intelligences preferences, culture influenced
preferences, gender based preferences.
Examples include - varying teacher presentation
(auditory, visual, kinesthetic, whole-to-part,
part-to whole), multiple modes of assessment.
 Flexible Grouping
Students are part of many different groups (and
also work alone) based on the match of the task
to student readiness, interest, or learning style.
Teachers may create skills – based or interest –
based groups that are heterogeneous or
homogeneous in readiness level. Sometimes
students select work groups, and sometimes
teachers select them. Sometimes student group
assignments are purposeful and sometimes
random.
 Flexible Grouping
Initially use whole group for
instruction
Divide group for practice or
enrichment
Not a permanent arrangement
Use for hour, day, week, etc..
 Planning for Grouping
How does flexible grouping benefit
students?
When does grouping facilitate
instruction?
How do you determine group
membership?
Which activities lend themselves to
group work?
How does flexible grouping benefit
students?
Gives students and teachers a
voice in work arrangements.
Allows students to work with a
variety of peers.
Keeps students from being
“pegged” as advanced or
struggling.
 Group Membership
Can be determined by:
Readiness
Interest
Reading Level
Skill Level
Background Knowledge
Social Skills
 Activities to Use in Groups
Cooperative Learning Structures
 Structures are tools you can use in your classroom to
build community, engage students, and make
learning fun
 Some example structures are incorporated using:
 Timed Pair Share
 Rally Robin
 Round Robin
 Roundtable
 Shoulder and face partners.
 TAPS
Total Group
Alone
Partner
Small Group
Effective instruction embeds each of
these grouping methods into lessons
to assist with student learning
 Universal Design to DI
Based on Student Readiness, Interest & Learning
Profile
Content
Process
Products
Learning Environment.
 CONTENT
How can he/she access the information?
How do we Plan?
HOW TO?
 Determine the Ability Level of Your Students
 Survey Past Records,Look at Their Cums
 Align Tasks & Objs to Learning Goals
 Survey Student Interests Inventories, Interview/ Conference,
Respond to Open-­‐Ended Questionnaire with Questions
EXAMPLES
 Use Reading Materials at Varying Readability Levels
 —Put Text Materials on Tape
 Use Spelling/Vocabulary
 Tests at Readiness
 Levels of Students
 Content
How can he/she access the information?
How do we Plan?
HOW TO?
• What are Your Students Multiple Intelligences
& Learning Styles?
• What are Your Student’s Preferences and
Motivators?
• Instruction is Concept-­‐ Focused And
• Principle-­‐ Driven , Brain-­‐Based Research
• Know YOUR Students
EXAMPLES
• Use Reading Buddies
• —Meet with Small Groups to Re-Teach an Idea
or Skill for Struggling Learners, or Extend the Learning
 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_____________.
 Student Survey
Answer the following questions with either a yes or no
answer or fill in the blank.
Yes NO
I like to read. 4321
I like to make up songs. 4321
I am challenged by things
that are difficult to do. 4321
Taking things apart and reassembling 4321
them interests me.
I like to play outside. 4321
I prefer to work by myself. 4321
I enjoy working with others. 4321
I like to draw my own pictures. 4321
I like school. 4321
Carolyn Chapman / Rita King 2005
 Interest Inventory
Diane Heacox, 2002
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?
 The Five Points Teachers Consider
When Planning Any Lesson:

1. Topic
2. Students
3. Classroom Context
4. Teacher
5. Appropriate Instructional Practices
 PROCESS
How to process information, organize, store retrieve&
apply information?
HOW TO?
 Flexible Grouping is Consistently Used
 — Groupings are Not Fixed, and Should Be Dynamic in Process
 —Teach Whole Class Introductory Discussions ,then Follow with
Small Group (or) Pair Work.
 —Direct Instruction
EXAMPLES
 Use Tiered Activities
 —Provide Interest Centers
 — Develop Personal Agendas for Completion of Work
 —Manipulatives (or) Hands on Supports
 —Varying the Length of Time
 Memorization
 Tiered Instruction as a Teaching
Strategy

Create different groups.

 Reinforcement Class
 Remediation Group
 Enrichment Group
D
 Process
How to process information, organize,
store retrieve & apply information?
HOW TO?
 Inquiry-Based Learning
 —Cooperative Learning
 —Classroom Management Benefits
 Students and Teachers
 —Organization & Routines Process
EXAMPLES
 KWL
 —Reciprocal teaching
 —Graphic organizing
 —Scaffolding
 —Webbing
 Self Talk
 —Web Quests
 —Guided Notes
 Products
Culminating projects that ask the student
to rehearse, apply, and extend what he/she
Has learned in a unit
HOW TO?
• Initial & On-­‐Going Assessment of Student Readiness & Growth
are Essential
• Authentic Assessment
• Students are Active & Responsible Explorers
EXAMPLES
 Give Students Options of How to Express Required Learning
 Create a Puppet Show, Write a Letter, Develop Mural with
Labels
 PRODUCTS
Culminating projects that ask the student to rehearse, apply, and
extend what he/she has learned in a unit
HOW TO?
Vary Expectations & Requirements for Student
Responses
Consider each Student’s Multiple Intelligences & Learning
Styles Based on Outcomes
EXAMPLES
Use Rubrics that Match Student’s Varied Skill Level
RubiStar.com
Allow Students to Work Alone (or) in Small Groups
Performance -­‐Based Assessment
Student Portfolios
Know ledge Mapping
 Learning Environments
The way the classroom works and
feels
HOW TO?
• How the Classroom is Organized?
• Classroom Behavior Management System is in Place
• Procedures
• Consequences
• Positive
• Interventions
EXAMPLES
 Places in Room Free of Distractions, and Places that Invite Student
Collaboration
 —Materials that Reflect a Variety of Cultures & Home Settings
 —Clear Guidelines for Independent Work
 —Develop Routines
 —Students Understand Differences of Learners
“THE TEACHER as an INSTRUMENT OF
POWER”
Every man is in certain
respects :
like all other men
like some other men
like no other men