Differentiated Instruction

Objectives
Explain differentiated instruction (DI)
Provide activities for Differentiated
Instruction
Make plans on how to transform the
classroom into a DI classroom
Recognize the importance of DI in
responding to individual differences of
students

DEPARTMENT OF EDUCATION
Overview
Each one of us has different learning
styles.
With this knowledge, it is about
time that we should accept that using a
one-size-fits-all method of teaching will
not make our students learn best.

DEPARTMENT OF EDUCATION
Overview
We should be able to find ways to make
the students learn the most that they
can in the classroom.
This session shall demonstrate
importance of considering individual
differences of the learners in facilitating
learning.

DEPARTMENT OF EDUCATION
* Groups 1 , 2, and 3 will be provided with
armbands.
Each group will follow the given instructions.
Groups 4, 5, and 6 will serve as process
observers for Group 1,2, and 3 respectively.
They have to report their observations.
Groups 1,2, and 3 will also give their idea
about their tasks
Skills
Armbands(with skill/talent)
I can sing. I am good with numbers.
I can dance. I can write good stories.
I can act. I can make people laugh.
I am a good cook. I can tell good stories.
I can run fast. I can draw good pictures.






DEPARTMENT OF EDUCATION
Group 1 Task
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.





DEPARTMENT OF EDUCATION
Group 2 Task
The math enthusiast and the runner will write a short
four-minute skit about a usual scenario in the lowest
section of their class in the public school.
The singer and the actor will make a poster of their
skit.
The cook, the storyteller, the joker and the artist will
play parts in the skit.
The writer and the dancer will see to it that their
group members finish their task on time. They are not
allowed to help the group mates in the skit.

DEPARTMENT OF EDUCATION
Group 3 Task
The cook and the dancer will write a short four-minute
skit about the usual problem that teachers face in the
highest section of their class in the public school.
The runner and the actor will make a poster of their
skit.
The singer, math enthusiast, the writer and the joker
shall role play the skit prepared by the cook and the
dancer.
The artist and storyteller will see to it that the group
finishes their task on time. They are not allowed to
help the group mates in the skit.
DEPARTMENT OF EDUCATION
Task of Other Groups

Group 4- Observe the Group who got
envelope 1 and report your observation.

Group 5- Observe the Group who got
envelope 2 and report your observation .

Group 6- Observe the Group who got
envelope 3 and report your observation.

DEPARTMENT OF EDUCATION
Lets Discuss...
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?

DEPARTMENT OF EDUCATION
Lets discuss...
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?

DEPARTMENT OF EDUCATION
Differentiated instruction is
a systematic approach to
planning curriculum and
instruction for academically
diverse learners with the
goals of honoring each
students learning needs and
maximizing each students
learning capacity.

In DI, a teacher proactively plans
varied approaches to what
students need to learn, how they
will learn it and how they will
express what they have learned in
order to increase the likelihood
that each student will learn as
much as he can as efficiently as
possible.

1.Every student will make
continuous progress no
matter how old she is or
what levels her knowledge
and skills are as she begins
the unit.
2. Every student will become a
lifelong learner. Differentiated
classrooms feel right to students
who learn in different ways and
at different rates and who bring
to school different talents and
interests.

DI is permitting students to
opt out of material they already
know and progress at their own
pace through new material.
The first step in making your classroom a DI class
is to do a formative assessment to create an
individual profile of every student in the class.
Assessment should be on-going and diagnostic to
provide data on readiness for particular skills.

In DI teachers modify the content,
process or product along with the
learning area.
Discuss about the competency or lesson
you will cover

Create a step-by-step lesson plan to
make a specific lesson in their grade 9
class that you think most students will
have difficulty in


Group Task
No two children are alike. An enriched
environment for one is not necessarily
enriched for another.

(Marian Diamonds, Professor of Neuroanatomat
Berkeley)

Differentiation is simply a teacher
attending to the learning needs of a
particular student or small groups of
students, rather than teaching a class
as though all individuals in it were
basically alike.Carol Ann Tomlinson (2000)