CTE - Differentiated Instruction

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.
We should be able to find ways to make

the students learn the most that they
can in the classroom.
This session shall pave the way to
improving and facilitating learning
considering the individual differences of
the learners.
Pre-Activity
1. Divide the big group into six smaller
groups with 10 participants.
2. Distribute a set of armbands
representing their special skill, talent or
ability to each group. Let them place
the arm band firmly on the left arm. By
the end of three minutes each member
of the group should have an arm band
on his/her arm.
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.
Activity
3. Distribute the envelopes to each group.
Have them follow the instructions in the
envelope.
Envelope 1
The singer and the runner will write a short fourminute 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.
Envelope 2
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.
Envelope 3
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.
OF EDUCATION
Envelop 4- ObserveDEPARTMENT
the Group
who got envelop 1 and
Envelope 4- Observe the Group who got

envelope 1 and report your observation.
envelope 2 and report your observation .

envelope 3 and report your observation.
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?
Differentiated Instruction
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.
Differentiated Instruction
No two students enter a classroom with
identical abilities, experiences, and needs.
Learning style, language proficiency,
background knowledge, readiness to learn,
and other factors can vary widely within a
single class group.
In Differentiated Instruction, 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.
In DI, teachers:
provide several learning options, or
different paths to learning, which help
students take in information and make
sense of concepts and skills.
provide appropriate levels of challenge for
all students, including those who lag
behind, those who are advanced, and those
right in the middle.
In DI, teachers dont:

develop a separate lesson plan for each
student in a classroom.
"water down" the curriculum for some
students.
The goals of differentiation are:

1. Every student will make continuous
progress no matter how old he/she is
or what levels his/her knowledge and
skills are as he/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.
Differentiated Instruction is permitting
students to opt out of material they
already know and progress at their own
pace through new material.
To make your classroom a DI class, do

a formative assessment first to create
an individual profile of every student in
the class. Assessment should be ongoing and diagnostic to provide data on
readiness for particular skills.
In DI, teachers modify the content,
process or product along with the
learning area.
Based on Content
Utilize pre-tests to assess where individual students
need to begin study of a given topic or unit.
Encourage thinking at various levels of Bloom's
taxonomy.
Use a variety of instructional delivery methods to
address different learning styles.
Break assignments into smaller, more manageable
parts that include structured directions for each
part.
Choose broad instructional concepts and skills that
lend themselves to understanding at various levels
of complexity.
Based on Process
Provide access to a variety of materials which target
different learning preferences and reading abilities.
Develop activities that target auditory, visual, and
kinesthetic learners.
Establish stations for inquiry-based, independent
learning activities.
Create activities that vary in level of complexity and
degree of abstract thinking required.
Use flexible grouping to group and regroup students
based on factors including content, ability, and
assessment results.
Based on Product
Use a variety of assessment strategies,
including performance-based and open-ended
assessment.
Balance teacher-assigned and studentselected projects.
Offer students a choice of projects that reflect
a variety of learning styles and interests.
Make assessment an ongoing, interactive
process.
Application
As a group, decide as a group what
competency or lesson in Grade 9
Science to work on (10 min).
Create a step-by-step lesson plan on

the chosen lesson applying
differentiated instruction.
Closure
Every man is in certain respects
like all other men,
like some other men,
like no other man.
(Murray & Kluckhohn, 1953)
Thank you!

CTE - Differentiated Instruction

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DIFFERENTIATED

We should be able to find ways to make

The runner and the actor will make a poster of their

Envelope 4- Observe the Group who got

Envelope 6- Observe the Group who got

What did you discover about yourself?

In Differentiated Instruction, a teacher

In DI, teachers dont:

The goals of differentiation are:

Differentiated classrooms feel right to

To make your classroom a DI class, do

Create a step-by-step lesson plan on

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