Professional Documents
Culture Documents
Instruction
Prepared by:
Ms. Ma. Irene G. Gonzales
Prior
Educational
Experiences
Skills
Interests
Readiness
Levels
• The biggest mistake of
past centuries in teaching
has been to treat all
children as if they were
variants of the same
individual and thus to feel
justified in teaching them
all the same subjects in the
same way.
-Howard Gardner
How do we successfully
meet the needs of the diverse
learners in our classroom?
Differentiated Instruction
►
Differentiated Instruction
►
–
–
–
Differentiated Instruction
►
Differentiated Instruction
Differentiated Instruction
Differentiated Instruction
Differentiated Instruction
Differentiated Instruction
X
Differentiated Instruction
Differentiated Instruction
Differentiated Instruction
Differentiated Instruction
Differentiation of Instruction
♦
♦
Traditional vs. Differentiated Instruction
Assessment is most
common at the end Assessment is on-going
of learning to see and diagnostic to make
“who got it” instruction more
responsive to learners’
needs
Traditional vs. Differentiated Instruction
A relatively narrow
sense of Focus on multiple
intelligence prevails forms of intelligences is
evident
Traditional vs. Differentiated Instruction
Traditional vs. Differentiated Instruction
Coverage of
curriculum guides
drives instruction Student readiness,
interest, and learning
profile shape instruction
Traditional vs. Differentiated Instruction
Traditional vs. Differentiated Instruction
History
•
•
History
•
•
History
•
•
Essentials of Differentiated Instruction
• Knowledge of students’ readiness to work with
concepts, their interests and their learning
preferences and seeing all preferences as equally
valid.
Learning begins
from a student’s
D.I.
point of readiness. Principle 2
Examples of Research Support for Differentiated
Instruction
Learning begins
from a student’s
D.I.
point of readiness. Principle 2
Examples of Research Support for Differentiated
Instruction
Learning begins
from a student’s
D.I.
point of readiness. Principle 2
Examples of Research Support for Differentiated
Instruction
• “A student’s ‘functioning’ in
school is inextricably linked
with his or her sense of
belonging and connection to
the school environment and
his or her relationships with
peers and teachers within
it.” (Schonert-Reich, 2000)
A safe, non-threatening
and respectful learning
environment is vital to D.I.
student achievement. Principle 3
Examples of Research Support for Differentiated
Instruction
• “A student’s ‘functioning’ in
school is inextricably linked
with his or her sense of
belonging and connection to
the school environment and
his or her relationships with
peers and teachers within
it.” (Schonert-Reich, 2000)
A safe, non-threatening
and respectful learning
environment is vital to D.I.
student achievement. Principle 3
Examples of Research Support for Differentiated
Instruction