Differentiated Instruction

DEPARTMENT OF EDUCATION
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Speaker:
Remedios C. Bacus, Ed.D-ELT (C)
College of Education
Cebu Normal University
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DIFFERENTIATED
INSTRUCTION
(DI)
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As you know, students come to our

classrooms with a variety of:
Learnin
g Styles
Personal
Experience
s
Prior
Education
al
Experienc
es
Motivati
on
Interes
ts
Readin
ess
Level
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Reality Check:
Students are diverse.
How do we
teach?
How do our
students
learn?
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How do you successfully meet the

needs of the diverse learners in
your classroom?
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ACTIVITY: FACT OR BLUFF

Choose your TEAM LEADER and
RAPPORTEUR.
Discuss within your group if each
statement FOLLOWS THE PRINCIPLES
OF DIFFERENTIATED INSTRUCTION (DI).
Write FACT if the statement is TRUE
and BLUFF if otherwise.
Finally, draw an image of windshield
like what is shown below.
1.Differentiated Instruction is student-centered.

FACT
BLUfits
FFall.
2. It follows the
principlesOofRone-size
3. Teacher expects more of advanced learners than of typical
learners.
4. It is more quality rather than simply more of the same thing.
5. It is a way of thinking and planning.
6. It uses flexible grouping.
7. The use of DI results in a chaotic classroom.
8. The teacher prepares many lesson plans for one class.
9. The use of DI creates a climate for learning.
10. The teacher cannot differentiate goals.
Windshield
Check
Clear I get it!
Bugs I get it for the
most part, but I still have

a few questions.
Mud- I still dont get it.
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In your lesson plans, did you

ever bother to ask this
question:
Am I fair with my students?

THE ANIMAL SCHOOL.pptx
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FLEXIBLE
INSTRUCTIO
N
RESPONSIVE
to
LEARNERS
What is Differentiated Inst

ruction_.mp4
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FO R A BIT O F H ISTO RY
1985-Differential education
for gifted & talented coined
by Virgil Ward (U of
Virginia)
1995 popularized by Carol
Ann Tomlinson (U of
Virginia)
TH EO RETICAL BASES O F D I
Howard Gardner: Multiple
Intelligences, 1983
Dunn & Dunns Learning
Styles
(Variables that affect
achievement)
TH EO RETICAL BASES O F D I
Vygotskys Zone of Proximal
Development (ZPD)
- (Scaffolding)
Jerome Bruner on interest
and organization of learning

- (constructivism, schema, mental models)
The SP IR IT of D if e
frentiated
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
D iff
erentiated Instruction is
A set of unique decisions that the
teacher makes to bring learning

within the grasps of all students.
Remember, this includes who are
working on grade level, below
grade level and for those students
working above grade level.
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Principles ofD I
All students participate in respectful work.
Teacher and students work together to
ensure continual engagement & challenge

for each learner.
The teacher coordinates use of time,
space, and activities.
Flexible grouping, which includes whole
class
learning, pairs, student-selected groups,
teacher-selected groups, and random
groups.
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Principles ofD I
Students are assessed in a variety of ways to
demonstrate their own thought and growth.

Clearly established individual and group criteria
provide guidance toward success.

A variety of management strategies, such as
learning centers, interest centers, learning

buddies, etc. is used to help target instruction to
student needs.
Time use is flexible in response to student needs.
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Teachingaccordingto:
READINESS
INTEREST
InterestSurveys
InterestCenters
SelfSelection
Skills
Content
Knowledge
Concepts
LEARNING
PROFILE
AreasofStrength
andWeakness
WorkPreferences
SelfAwareness
ENVIRONMENT
Still/Active
Flexible/Fixed
Warm/Cool
Quiet/Noisy
ManyDisplays/
FewDisplays
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Environment
Product
Process
Content
How teachers
sequence the
learning and
the ways in
which students
learn
The curriculum
the students
access and how
they access it.
How students
demonstrate
what they have
learned.
How learning
is structured
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Content:
What the student
needs to learn or
how the student
will get access to
the information.
Vocabulary
Instruction
Essential
Questions
Learning
contracts
Reading
comprehension
Content
Minilessons
Using v aried text

and resource
materials
Compacting
Audio/Video
recorders
Varied
Support
Sy stems
Lists of Key Ideas

Peer or Adult
mentors
Highlighted Print
Materials
Note-taking
Organizers
Exam ples ofdiff

erentiating
content include the
follow ing:
Using reading materials at varying
readability levels;
Putting text materials on tape;
Using spelling or vocabulary lists at
readiness levels of students;
Presenting ideas through both
auditory and visual means;

Using reading buddies; and
Meeting with small groups to re-
teach an idea or skill for struggling

learners, or to extend the thinking or
skills of advanced learners.
Process:
How students develop the
knowledge, understanding and
skills to master the learner
outcomes.
Activities in which the student
engages in order to make
sense of or master the content
Try this.pptx
Learning
contracts
Writing
Workshops
Anchor Activ ities
Tiered
assignments
Literature Circles
Process
Graphic
Organizers
Learning Centres
Flexible grouping
Framing
Questions
Learning Logs
Exam ples ofdiff

erentiating process or
activities at the elem entary levelinclude
the follow ing:
Using tiered activities through which
all learners work with the same

important understandings and skills,
but proceed with different levels of
support, challenge, or complexity;
Providing interest centers that
encourage students to explore
subsets of the class topic of
particular interest to them;
Offering manipulatives or other hands-on
supports for students who need them; and

Varying the length of time a student may
take to complete a task in order to provide

additional support for a struggling learner
or to encourage an advanced learner to
pursue a topic in greater depth.
Sam ple (Exit Cards)
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Think-Tac-Toe
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Product:
How the student is a
ble to
demonstrate what he
/she
knows, understands
and
is able to do as a res
ult of
learning.
Culminating projects
t ha t
ask the student to
rehearse, apply, and
extend wh
Conduct a
debate
Develop games
Write books
Develop web
pages
Present a
puppet show
Products
Write a photo
essay
Make a video
documentary
Write a song
Give a
presentation
Examples of differentiating
products :
Giving
students options of how to

express required learning (e.g., create a
puppet show, write a letter, or develop a
mural with labels);
Using rubrics that match and extend
students' varied skills levels;
Allowing students to work alone or in
small groups on their products; and
Encouraging students to create their
own product assignments as long as the
assignments contain required elements.
Learning Environment:
the way the
classroom works and
feels.
Exam ples ofdiff

erentiating learning
environm ent include:
Making sure there are places in the
room to work quietly and without

distraction, as well as places that
invite student collaboration;
Providing materials that reflect a
variety of cultures and home settings;
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H ow ard G ardner:
"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.
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Sources:
ideanet.doe.state.in.us/except
ional/gt/iered_curriculum/
welcome.html
Evelina Maclang-Vicencio,
PhD
Dean, College of Education
University of the East
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DEPARTMENT OF EDUCATION

As you know, students come to our

How do you successfully meet the

ACTIVITY: FACT OR BLUFF

1.Differentiated Instruction is student-centered.

most part, but I still have

In your lesson plans, did you

Am I fair with my students?

What is Differentiated Inst

Howard Gardner: Multiple

and organization of learning

In teaching, what ultimately

matters is NOT what is

learned, the teacher has not

teacher makes to bring learning

ensure continual engagement & challenge

demonstrate their own thought and growth.

provide guidance toward success.

learning centers, interest centers, learning

Using v aried text

Lists of Key Ideas

Exam ples ofdiff

Presenting ideas through both

auditory and visual means;

teach an idea or skill for struggling

Anchor Activ ities

Exam ples ofdiff

all learners work with the same

Offering manipulatives or other hands-on

supports for students who need them; and

take to complete a task in order to provide

Sam ple (Exit Cards)

students options of how to

Exam ples ofdiff

room to work quietly and without

variety of cultures and home settings;

"The biggest mistake of past

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