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MRS. EVELINA MACLANG-VICENCIO, Ph.D.
Dean, College of EducationUniversity of the East
This PowerPoint presentation was prepared for the DEPARTMENT OF EDUCATION by
EVELINA MACLANG-VICENCIO, PhD Dean, College of Education
University of the East
ACKNOWLEDGMENT
Objectives
At the end of the Session, the participant WILL be able to—
1. discuss the basic principles of Differentiated Instruction;
Objectives
2. Identify activities suited to each component of D.I.– content, process, product, environment;
3. Identify activities that respond to learners’ needs—readiness, interest, learning profile;
ACTIVITY: Fact or Bluff (15 mins.)
• Choose your TEAM LEADER and RECORDER.
• Discuss within your group if each statement is FACT OR BLUFF. Arrive at a consensus.
• At a given signal, the team will stand if their answer is FACT. They will remain seated if their response is BLUFF.
• The Team Leader must be ready to justify the group’s answer in 1 minute.
FACT OR BLUFFDIFFERENTIATED INSTRUCTION is:1. Group work 2. Individualization3. Stand and deliver4. Covering the content 5. Related to competencies
6. Activity-oriented7. Learner-centered 8. MOTS (more of the same)9. More for advanced; less for
others
Windshield Check
• 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.”
ANALYSIS
(FLEXIBLE INSTRUCTION RESPONSIVE to
LEARNERS)
DIFFERENTIATED INSTRUCTION
FOR A BIT OF HISTORY…
1985-”Differential education” for gifted & talented coined by Virgil Ward (U of Virginia)
1995 popularized by Carol Ann Tomlinson (U of Virginia)
THEORETICAL BASES OF DI
• Vygotsky, 1896-1934: Zone of Proximal development; Scaffolding
• Jerome Bruner on interest and organization of learning
THEORETICAL BASES OF DI
• Howard Gardner: Multiple Intelligences, 1983
• Honey & Mumford, 1982; Myer Briggs, Dunn & Dunn, etc.: Learning Styles
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
Product
Through a variety of instructional strategies
Carol Ann Tomlinson (2006)
DifferentiationIs a teacher's response to learner’s needs
Respectful tasks
Continual assessment
Flexible grouping
Teachers can differentiate through
Content Process
According to students’
Readiness Interests Learning Profile Environment
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’t
• One 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
Differentiation
Is a teacher's response to learner’s need
Respectful tasks
Continual assessment
Flexible grouping
Interesting Engaging Challenging In the ZONE
Think Pair Share
Jigsaw
Think Pad Brainstorming
Preassessment
Summative Assessment
Formative
Think, write, pair, share
Graffiti Four Corners
Rally Table
Round Robin Place Mat
Gallery Walk
Teaching according to:
Skills
Concepts
READINESS INTEREST LEARNINGPROFILE
ContentKnowledge
• Interest Surveys• Interest Centers• Self-Selection
•Areas of Strengthand Weakness•Work Preferences•Self Awareness
ENVIRONMENT
•Still/Active•Flexible/Fixed•Warm/Cool•Quiet/Noisy•Many Displays/Few Displays
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
Content: What is taught and how all students are provided access to the program of study.
Content
Essential Questions
Reading comprehension
Vocabulary Instruction
Compacting
Using varied text and resource
materials
Learning contracts
Minilessons
Varied Support
Systems
Audio/Video recorders
Note-taking Organizers
Highlighted Print Materials
Lists of Key Ideas
Peer or Adult mentors
Process: How students develop the knowledge, understanding and skills to master the learner outcomes.
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.
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
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 UnderstoodOR
Skill to be Mastered
Below-LevelTask
On-LevelTask
Above-LevelTask
Create on-level task first then adjust up and down.
“Adjusting theTask”
What Can Be Tiered?
• Processes, content and products
• Assignments
• Homework
• Learning stations
• Assessments
• Writing prompts
• Anchor 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
1. Identify the standards, concepts, or generalizations you want the students to learn.
2. Decide if students have the background necessary to be successful with the lesson.
3. Assess the students’ readiness, interests, and learning profiles.
Tiering Instructions
4. Create an activity or project that is clearly focused on the standard, concept or generalization of the lesson.
5. Adjust the activity to provide different levels or tiers of difficulty that will lead all students to an understanding.
6. Develop an assessment component for the lesson. Remember, it is on-going!
Tic Tac Toe
• Students complete 3 activities of their choice in a straight row, creating a winning tic tac toe (project)
Tic Tac Toe
WrittenWritten VisualVisual OralOral
FREEFREE PosterPoster SpeechSpeech
PersuasivePersuasive EssayEssay
FREEFREE DebateDebate
EditorialEditorial CampaignCampaign PosterPoster
FREEFREE
Compose
Create
Cubing – Generic Cubes
Who
WhenWhere
Why
How
What
My Family in the Past and Present Cube
Make a video or tape recording, interviewing members of your
families telling about their responsibilities.
Create a timeline with pictures and/or
words showing changes in your
family over time.
Create a song or rap that tells about how
your family has changed over time.
Present an argument that convinces others
how your family is different today than
it was in the past.
Create a collage with digital pictures showing changes in
your family over time.
Create a play that demonstrates
changes in your family over time.
Make a video or tape recording of a family member, describing 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 SurveyName ________ Date_________Answer the following questions with either a yes or no answer or fill in the blank.
Yes NOI like to read. 4 3 2 1I like to make up songs. 4 3 2 1I am challenged by things that are difficult to do. 4 3 2 1Taking things apart and reassembling 4 3 2 1 them intrigues me.I like to play outside. 4 3 2 1I prefer to work by myself. 4 3 2 1I enjoy working with others. 4 3 2 1I like to draw my own pictures. 4 3 2 1I like school. 4 3 2 1
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?
Poetry ContractCreate A Rhyming Wheel
Use your spelling lists as a w ay to get started
Use Your Rhyming Wheel
Write a poem that sounds like Shel Silverstein might have written
Write an Acrostic Poem
Be sure it includes alliteration
Write
A cinquain ( check with another cinquain writer to make sure you got the right pattern
Computer Art
Use clip art to illustrate a simile, metaphor, or analogy on your class list, or ones you create.
Write about you
Use good descriptive words in a poem that helps us know and understand something important about you
Interpret
“How to Eat a Poem”
Research a Famous Person
Take notes. Write a clerihew that uses what you have learned. (It can have more than one stanza.)
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 #1 Student choice #2 Student choice #3
Graphic Organizers
Flow Chart
KWL
Timeline Venn
Diagram
Character Map
Story Board
Circular Story
Compare and
Contrast
Listen-Draw-Pair-SharePMI
Retell-Relate-Reflect
Writing Bingo
Recipe
Invitation
Newspaper Article
Advertisement
Letter to Your Teacher
Directions to one place to another
Rules for a game
Letter to the editor
Thank- you Note
Email request for Information
Letter to a pen pal, friend or relative
Skit or scene
Interview
Schedule for your work
Grocery or shopping list
FREEYOUR Choice
Short Story
Design a web page
Journal for a Week
Proposal to Improve Something
Cartoon Strip
Poem Instructions
Greeting Card
Book Think Aloud
Interest-Based Assignment
• Select a person in one of the folders and write a composition describing that person as thoroughly as you can,
AthletesAuthor
sArtistsFilm Stars
ScientistsMusiciansPolitical
Leaders
Application 1. Divide the class into 3 subgroups assigning
one component for each group: Content Process or Learning Activities Products or Assessment
2. Select a specific topic and prepare three differentiated activities taking note of the learners’:
Readiness Interests Learning Profiles Environment
