Implementing Differentiated Instruction in The Classroom: Dr. Alejandro P. Macadatar Deped Regional Supervisor Lecturer

Implementing
Differentiated
Instruction in the
Classroom
DR. ALEJANDRO P. MACADATAR
DepEd Regional Supervisor
Lecturer
International Seminar on Differentiated Instruction August 2-4, 2019 @Cagayan de Oro City
Objectives
At the end of this session, you should be able to:
 describe, identify, and explain significant ideas
related to differentiated instruction;
 articulate how classroom instructions can be
differentiated across three critical (content,
process, product) elements;
 apply several strategies in differentiating
instruction; and
 Identify things to consider when implementing
differentiation at the classroom.
Methodologies
Lecture-Discussion
Workshop
Demonstration
Teaching
Group/Individual
Sharing
Setting of Expectations & Norms
What do I expect from the

seminar? (Content, Facilitator,
Co-Participants)
What can I contribute for the
success of the seminar?
What is classroom instruction?
"the purposeful direction of the

learning process" and is one of
the major teacher class
activities. (Huitt, W. (2003). Classroom
instruction. Educational Psychology Interactive)
Classroom Management
refers to the wide variety of skills

and techniques that teachers use
to keep students organized,
orderly, focused, attentive, on task,
and academically productive during
a class
Teaching Strategy
Teaching strategies refer to the
structure, system, methods, techniques,
procedures and processes that
a teacher uses during instruction. ...
Learning activities refer to
the teacher guided instructional tasks
or assignments for students. These are
student activities.
Discussion Question
What are you already

doing to differentiate
instruction in your
classroom
ACTIVITY 1 (10 mins.)
Reporting Time: 1 minute each group
1. Write your answers in a Manila Paper

for posting
2. There shall six (6) groups
3. Assign a writer and a reporter.
4. Report your answers to the group
1. How is equity 1. What is
in the your position
classroom with diversity
different from
in the
teaching all
classroom?
students
equally?
2. What are 2. What are your
some specific intervention
difficulties you strategies to
meet students of
encounter
diverse needs
when teaching and interests in
diverse learning
learners?
3. Describe in 3. What
your own significant
words what it learning about
Differentiated
means to
Instruction would
differentiate you like to share
instruction. in the seminar?
Output Presentation
(1 min. per group)
Credit: United Way of Columbia-Williamette
What is Differentiated Instruction?
According to Carol Ann Tomlinson,
is factoring students’ individual learning styles and
levels of readiness first before designing a lesson
plan..
may mean teaching the same material to all
students using a variety of instructional strategies,
or it may require the teacher to deliver lessons at
varying levels of difficulty based on the ability of
each student.
What Is Differentiation?
A teacher’s response to learner
needs
The recognition of students’
varying background knowledge
and preferences
Instruction that appeals to
students’ differences
Teachers Can Differentiate
Content Process Product
According to Students’
Learning
Readiness Interest
Profile
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
Key Principles of a Differentiated Classroom
The teacher is clear about what
matters in subject matter.
The teacher understands,
appreciates, and builds upon student
differences.
Assessment and instruction are
inseparable.
The teacher adjusts content, process,
and product in response to student
readiness, interests, and learning
profile.
Key Principles of a Differentiated Classroom
All students participate in
respectful work.
Students and teachers are
collaborators in learning.
Goals of a differentiated
classroom are maximum growth
and individual success.
Flexibility is the hallmark of a
differentiated classroom.
Causes Why Students Fail in their Classes
15.68627451
Teacher fails to facilitate learning within the allotted time
8
3.921568627
Teacher fails to fix the skills of the leasson
2
25.49019608
Teacher uses one assessment tool for all types of learners
13
9.803921569
Teacher teaches without Instructional Materials
5
45.09803922
Teacher uses one teaching style for all learners
23
International Seminar on Differentiated Instruction

0 August52-4, 2019 @Cagayan
10 de Oro City20
15 25 30 35 40 45 50
Percentage No. of Students
They are not They don’t have
used to it. appropriate
They don’t materials
have any
background
in DI
They lack the skills

Why do teachers fail to
use DI?
Teachers are
comfortable
with Teachers are
traditional They lack
afraid of
methods resources
exploring new
things
What Teachers Must Do to Develop the
learners Skills ?
1.We must maintain student
interest by helping them how ,
what they are learning
prepares them for life in the real
world.
(by : Ian Smith, A Day in the Life of a Student)
What Teachers Must Do to Develop the
learners Skills ?
2. We must instill curiosity, which is
fundamental to lifelong learning.
3.We must be flexible in how we teach.
4. We must excite learners to become
even more resourceful so that they will
continue to learn outside the formal
school.(by : Ian Smith, A Day in the Life of a Student)
Principle of Teaching & Learning #7
Learning is an active process in which
the learner uses sensory input and
constructs meaning out of it.
Learning is not the passive acceptance
of knowledge which exists ‘out there’
but that learning involves the learner’s
engaging with the world.
G. Hein, 1991
Research Findings
Supporting DI?
A Dissertation of Bryann E. Scott on the
Effectiveness of Differentiated Instruction in
the Elementary Mathematics Classroom in
Munchie, India disclosed the following:
Research Findings
Students with a higher academic ability
benefited significantly with opportunity to
be challenged at a higher level
A teacher can differentiate instruction in
many ways in various subjects.
Instruction can be differentiated based on
a student‘s readiness, learning profile, or
interest by varying the content, process, or
product (Tomlinson, 2001).
Research Findings
 The main strategies utilized are
compacting, independent
projects, interest centers or interest
groups, tiered assignments,
flexible grouping, learning centers,
varying questions, mentorships,
anchoring activities, and learning
contracts.
Research Findings
A qualitative study by Carol Tieso
(2001) indicated that students in a
differentiated classroom setting can
become more engaged, motivated,
and excited about learning if the
curriculum is authentic and
meaningful and if appropriate learning
goals are provided.
Research Findings
Sternberg (1995) & Grigorenko (1997)
found out that thinking styles were
shown to impact how much a student
learned; students were more positively
evaluated by and received better
grades from teachers who matched
their styles than those who did not.
Research Findings
George (2005) supports differentiated
instruction linked with public education and the
mixed-ability classrooms in today‘s schools. The
mixed-ability classroom is a reflection of the
variety in American society. He goes on to
argue that gifted and talented students will not
be challenged and will not reach their potential
or will become behavior problems due to
boredom in the classroom
In a Master’s thesis of Pablo Rojo in
Bozeman, Montana “Studying the
Effects of Differentiated Instruction in
the Science Classroom further
revealed the following:
Research Findings
Differentiated instruction (DI) is a
system that provides students with
different avenues for acquiring
course content so that all the
students within a classroom can learn
effectively, regardless of differences
in ability
Research Findings
The viewpoint that one can take on the

use of differentiated instruction is that of
a “way of thinking about ‘being’ that
honors and contributes to the uniqueness
and the possibilities of each person in the
group, as it honors and contributes to the
success of the whole” (Tomlinson, 2004a,
p.189).
Research Findings
A longer implementation period throughout the year
would be needed for any DI instruments used in the
classroom to allow for a more prevailing positive effect on
the assessment component of the first sub-question.
The DI instruments themselves would have to be engaged
for a shorter period of time during each class period to
allow for the coverage of the required course material.
Pre and post surveys and interviews should be used in
order to obtain a richer connection on the effect of DI to
the student confidence level in the science classroom.
Enhancing Your
Instructional Skills
Through
Differentiation
Why Differentiate?
All kids are different.

(Multiple Intelligences and Learning Style)
Source: Principle of Teaching 2 by Dr. Brenda G. Corpuz, et.al
One size does not fit all.

Differentiation provides all
students with access to all
curriculum.
Why differentiate?
 Because students vary greatly in
abilities and backgrounds
 To provide opportunities for students to
be more successful in school and find it
more satisfying if they are taught in
ways that are responsive to their
readiness levels, interests and learning
profiles
 To become a more competent,
creative, and professional educator
Tomlinson, 2000
Differentiating Content
Resource materials at varying
readability levels
Audio and video recordings
Highlighted vocabulary
Charts and models
Interest centers
Varied manipulatives and resources
Peer and adult mentors
WAYS TO DIFFERENTIATE CONTENT
Reading Partners / Reading Buddies

 Read/Summarize
 Read/Question/Answer
 Visual Organizer/Summarizer
 Parallel Reading with Teacher Prompt
Choral Reading/Antiphonal Reading

Flip Books
Split Journals (Double Entry – Triple Entry)
Books on Tape
WAYS TO DIFFERENTIATE CONTENT
Highlights on Tape
Digests/ “Cliff Notes”
Note-taking Organizers
Varied Texts
Varied Supplementary Materials
Highlighted Texts
Think-Pair-Share/Preview-Midview-Postview
Differentiating Process
(making sense and meaning of content)
Use leveled or tiered activities

Interest centers
Hands-on materials
Vary pacing according to readiness
Allow for working alone, in partners,
triads, and small groups
Allow choice in strategies for processing
and for expressing results of processing
WAYS TO DIFFERENTIATE PROCESS
Fun & Games

Cubing, Think Dots
Choices (Intelligences)
Centers
Tiered lessons
Contracts
Differentiating Products
(showing what is known and able to be done)
Tiered product choices
Model, use and encourage student use
of technology within products and
presentations
Provide product choices that range in
choices from all multiple intelligences,
options for gender, culture, and race
Use related arts teachers to help with
student products
WAYS TO DIFFERENTIATE PRODUCT
Choices based on readiness, interest,

and learning profile
Clear expectations
Timelines
Agreements
Product Guides
Rubrics
Evaluation
Strategies to Make Differentiation Work
1. Tiered Instruction
Changing the level of complexity
or required readiness of a task or
unit of study in order to meet the
developmental needs of the
students involved.
Tiering
Key Concept
Or
Understanding
Those who do not Those who

Those with some
know the concept understand the
understanding
concept
What Can Be Tiered?
Processes, content Assessments

and products Writing prompts
Assignments Anchor activities
Homework Materials
Learning stations
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!
Developing a Tiered Activity
1
Select the activity organizer 2 Think about your students/use assessments
•concept Essential to building
•generalization a framework of • readiness range
skills
understanding reading
• interests thinking
• learning profile information
• talents
3
Create an activity that is
• interesting 4
• high level High skill/
• causes students to use Chart the Complexity
key skill(s) to understand complexity of
a key idea the activity
Low skill/
complexity
5
Clone the activity along the ladder as
needed to ensure challenge and success
for your students, in
• materials – basic to advanced 6
• form of expression – from familiar to
unfamiliar Match task to student based on
• from personal experience to removed
from personal experience
student profile and task
• equalizer requirements
Differentiated Instruction Strategies:
Tiered Assignments
By: Janelle Cox
Janelle Cox is an education writer
who uses her experience and
knowledge to provide creative and
original writing in the field of education.
Janelle holds a Master's of Science in
Education from the State University of
New York College at Buffalo.
Six main ways to structure tiered assignments
1. Challenge Level
Tiering can be based on challenge level where student
groups will tackle different assignments altogether.
For example:
Group 1: Students who need content reinforcement or
practice will complete one activity that
helps build understanding.
Group 2: Students who have a firm understanding will
complete another activity that extends what they already
know.
2. Complexity
When you tier assignments by complexity, you are
addressing the needs of students who are at
different levels using the same assignment.
You can direct your students to create a poster on
a specific issue—recycling and environmental care,
for instance—but one group will focus on a singular
perspective, while the other will consider several
points of view and present an argument for or
against each angle.
3. Outcome
Tiering assignments by differentiated
outcome is vaguely similar to complexity—
all of your students will use the same
materials, but depending on their
readiness levels, will actually have a
different outcome.
4. Process
This differentiated instruction
strategy is exactly what it sounds
like—student groups will use
different processes to achieve
similar outcomes based upon
readiness.
5. Product
Tiered assignments can also be
differentiated based on product.
Resources
Tiering resources means that you are matching
project materials to student groups based on
readiness or instructional need. One flexible group
may use a magazine while another may use a
traditional textbook.
2. Anchoring Activities
These are activities that a student may do
at any time when they have completed
their present assignment or when the
teacher is busy with other students. They
may relate to specific needs or
enrichment opportunities, including
problems to solve or journals to write. They
could also be part of a long term project.
3. Flexible Grouping
This allows students to be appropriately
challenged and avoids labeling a
student’s readiness as a static state. It is
important to permit movement
between groups because interest
changes as we move from one subject
to another
Flexible Grouping
Homogenous/Ability
• Cluster students of similar abilities, level, learning style,, or
interest
• Usually based on some type of pre-assessment
Heterogeneous Groups
• Different abilities, levels or interest
• Good for promoting creative thinking
Individualized or Independent Study

• Self-paced learning
• Teaches time management and responsibility
• Good for remediation or extensions
Whole Class
* Efficient way to present new content
* Use for initial instruction
4. Compacting Curriculum
Compacting the curriculum means
assessing a student’s knowledge
and skills, and providing alternative
activities for the student who has
already mastered curriculum
content.
Designing a Differentiated Learning Contract
A Learning Contract has the following components
1. A Skills Component
Focus is on skills-based tasks
Assignments are based on pre-assessment of students’ readiness
Students work at their own level and pace
2. A content component
Focus is on applying, extending, or enriching key content (ideas, understandings)
Requires sense making and production
Assignment is based on readiness or interest
3. A Time Line
Teacher sets completion date and check-in requirements
Students select order of work (except for required meetings and homework)
4. The Agreement
The teacher agrees to let students have freedom to plan their time
Students agree to use the time responsibly
Guidelines for working are spelled out
Consequences foronineffective
International Seminar use ofAugust
Differentiated Instruction freedom are delineated
2-4, 2019 @Cagayan de Oro City
Signatures of the teacher, student and parent (if appropriate) are placed on the agreement
For emphasis
What Differentiation Is …
Student Centered
Best practices
Multiple
Different approaches to
approaches content, process,
3 or 4 different and product
activities A way of thinking
and planning
Flexible grouping
What Differentiation Isn’t
One Thing 35 different plans

A Program for one classroom
The Goal A chaotic
classroom
Hard questions for
some and easy for Just homogenous
others grouping
Comparing Traditional and
Differentiated Classrooms
Consideration of student
differences
Use of assessment
Use of student interest and
learning style
Comparing Traditional and
Differentiated Classrooms (continued)
Instructional format
Assignment options
Factors guiding instruction
Differentiation Strategies
All strategies are aligned with

instructional goals and objectives.
Specific strategy selection based
on
Focus of instruction
Focus of differentiation
Examples of Differentiation Strategies
Choice Boards
Tiered Activities
Learning Contracts
Diner Menu – Photosynthesis
Appetizer (Everyone Shares)

•Write the chemical equation for photosynthesis.
Entrée (Select One)
•Draw a picture that shows what happens during photosynthesis.
•Write two paragraphs about what happens during photosynthesis.
•Create a rap that explains what happens during photosynthesis.
Side Dishes (Select at Least Two)

•Define respiration, in writing.
•Compare photosynthesis to respiration using a Venn Diagram.
•Write a journal entry from the point of view of a green plant.
•With a partner, create and perform a skit that shows the differences between
photosynthesis and respiration.
Dessert (Optional)
•Create a test to assess the teacher’s knowledge of
photosynthesis.
THINK-TAC-TOE
Book Report
Draw a picture of Perform a play that Write a song about
the main character. shows the conclusion of one of the main
a story. events.
Write a poem about Make a poster that Dress up as your
two main events in shows the order of favorite character and
the story. events in the story. perform a speech
telling who you are.
Create a Venn Write two paragraphs Write two paragraphs
diagram comparing about the main about the setting.
and contrasting the character.
introduction to the
closing.
Tiered Activity – Writing a Persuasive Essay
4th–6th Grade Classroom
Beginning Intermediate Advanced
Outcome/ Students will determine a Students will determine a topic, state Students will determine a topic, state
Objective topic and will write a five- a point of view, and write two a point of view, and write an essay of
sentence paragraph with a paragraphs defending that point of at least five paragraphs that uses
main idea, three supporting view. multiple sources to defend that point
sentences, and a concluding of view.
sentence.
Instruction/ Students will receive a model Students will receive a model of a Students will review the graphic
Activity of a five-sentence paragraph persuasive essay and a graphic organizer for a persuasive essay.
and explicit instruction in organizer that explains the Students will be given explicit
constructing the paragraph. construction of a persuasive essay. instruction in locating sources and
As a prewriting activity, Students will also receive explicit quotes for their essays. As a
students will list their topic and instruction in writing a persuasive prewriting activity, students will use
develop a list of at least three essay. the graphic organizer to organize their
things that support their topic. As a prewriting activity, students will essay. Students will also compile a
use the graphic organizer to plan list of five sources that defend their
their writing. main point.
Assessment Students will be able to write a Students will be able to state a point Students will be able to write a five-
five-sentence paragraph that of view and successfully defend the paragraph essay that states a point of
successfully states and idea using two paragraphs that view, defends the point of view, and
supports a main idea. The defend the point of view using main uses resources to support the point of
paragraph will meet
International the
Seminar on ideasAugust
Differentiated Instruction and2-4,
supporting details.
2019 @Cagayan de Oro CityThe view. The essay will meet the criteria
criteria on the state writing paragraphs will meet the criteria on on the state writing rubric.
rubric. the state writing rubric.
Learning Contract #1
Name _______________________
My question or topic is:
To find out about my question or topic…
I will read: I will look at and listen to: I will write:
I will draw: I will need:
Here’s how I will share what I know:
I will finish by this date:
Learning Contract #2
To demonstrate what I have learned about ____________________, I want to

_ Write a report _ Design a mural
_ Put on a demonstration _ Write a song
_ Set up an experiment _ Make a movie
_ Develop a computer presentation _ Create a graphic organizer or diagram
_ Build a model _ Other
This will be a good way to demonstrate understanding of this concept because

______________________________________________________________
To do this project, I will need help with

______________________________________________________________
My Action Plan is________________________________________________
The criteria/rubric which will be used to assess my final product is _________

______________________________________________________________
My project will be completed by this date _____________________________
Student signature: ________________________________ Date ___/___/___

Teacher signature: ________________________________
International Seminar on Differentiated Instruction August 2-4, 2019 @Cagayan de Oro City Date ___/___/___
Activity 2
Time Limit: 1 hour
Differentiation Practice
Your task is to take the following
instructional objectives and identify two
differentiation strategies that might be
used to teach the objective.
Objective: Students will complete a report
on the story The Tiny Frog.
Differentiation Activity – Reading
Identify the pros and cons of using both strategies in a

class of 25 students that includes these 5 students:
Sherry likes to be asked to do things by the teacher. She is

interested in fitting in and speaks out often in class. She has a
wild imagination and loves to read, but her comprehension skills
are below grade level.
Jimmy is hyperactive and likes to dance around the room when

class is near the end. He is an audio/visual learner, is a solid
reader, and enjoys excelling and being the “best.” He gets very
excited to start new books, but they don’t hold his attention for
long. International Seminar on Differentiated Instruction August 2-4, 2019 @Cagayan de Oro City
Differentiation Activity – Reading
Terrance does not feel a connection to school. He is a very
intelligent student, but he “follows.” He seems to do well in every
type of activity when he applies himself. He has exhibited strong
reading skills, but does not always complete work.
Jack failed reading three times. He is an expert hunter and

fisherman and knows more about the outdoors than anyone. He
seems to learn best with hands-on activities. His reading and
writing skills have only slightly improved over the last 2 years.
Marie is a very quick learner. She seems to get things just by

listening. She likes to excel. She is very concerned about rules
and right vs. wrong. She is a natural leader. Her reading and
writing skills are both above grade level.
Presentation
of Outputs
DepEd’s View on
Differentiated
Instruction DI
ACTIVITY 3-Group Activity
Learning Classroom
Group
Competencies Elements
The learners should
be able to…
Content
2. practice safety
measures in physical Process
activities and proper
handling of
materials. Product
Presentation of
Outputs
 What did you find easy/challenging in doing the
activity? Why?
 What new insights have you gained from this
whole session?
 If you will differentiate your instruction, how will you
do it?
 Why is it critical to tier the activities that we give to
students?
 What challenges do you foresee in implementing
differentiated instruction in your class? How do you
intend to address these challenges?
End of Day 1
What is the major
challenge that a teacher
should face when using
DI?
Teacher: “If I gave you 2 cats
and another 2 cats and another
2, how many would you have?”
Johnny: “Seven.”
Teacher: “No, listen carefully…
If I gave you two cats, and
another two cats and another
two, how many would you
have?”
Johnny: “Seven.”
Teacher: “Let me put it to you
differently. If I gave you two
apples, and another two apples
and another two, how many
would you have?”
Johnny: “Six.”
Teacher: “Good. Now if I gave
you two cats, and another two
cats and another two, how
many would you have?”
Johnny: “Seven!”
Teacher:
“Johnny, where
in the heck do
you get seven
from?!”
Johnny:
“Because I’ve
already got a
cat!”
In a differentiated classroom…
1)Assessment is ongoing and tightly
linked to instruction.
2)Teachers work hard to ensure
“respectful activities” for all students.
3)Flexible grouping is a hallmark of the
class.
Tomlinson, 2000
What is Assessment?
Is a process that is used to keep track of
learners' progress in relation to learning
standards and in the development of 21st-
century skills; to promote self-reflection
and personal accountability among
students about their own learning; and to
provide bases for the profiling of student
performance on the learning
competencies and standards of the
Classroom Assessment is an
ongoing process of
identifying, gathering,
organizing, and interpreting
quantitative and qualitative
information about what
learners know and can do.
Assessment in the Differentiated
Classroom
Ongoing
Instruction-dependent
Student-dependent
Informative for continued
instruction
Two Views of Assessment
Assessment is for: Assessment is for:
Nurturing
Gatekeeping
Guiding
Judging
Self-Reflection
Right Answers
Information
Control
Comparison to task
Comparison to others
Use over multiple
activities
Use with single activities
THINKING ABOUT ON-GOING
ASSESSMENT
STUDENT DATA SOURCES TEACHER DATA MECHANISMS
1. Journal entry 1. Anecdotal records
2. Short answer test 2. Observation by checklist
3. Open response test 3. Skills checklist
4. Home learning 4. Class discussion
5. Notebook 5. Small group interaction
6. Oral response 6. Teacher – student conference
7. Portfolio entry 7. Assessment stations
8. Exhibition 8. Exit cards
9. Culminating product 9. Problem posing
10. Question writing 10. Performance tasks and rubrics
11. Problem solving

Assessment in a
Differentiated Classroom
Assessment drives instruction. (Assessment
information helps the teacher map next steps for
varied learners and the class as a whole.)
Assessment occurs consistently as the unit begins,
throughout the unit and as the unit ends. (Pre-
assessment, formative and summative assessment
are regular parts of the teaching/learning cycle.)
Teachers assess student readiness, interest and
learning profile.
Assessments are part of “teaching for success.”
Assessment in a
Differentiated Classroom
Assessment MAY be differentiated.
Assessment information helps students chart
and contribute to their own growth.
Assessment information is more useful to the
teacher than grades.
Assessment is more focused on personal
growth than on peer competition.
RUBRIC → scoring guides, consisting of specific
pre-established performance criteria, used in
evaluating student work on performance
assessments
Holistic Rubric – requires the teacher to score
the overall process or product as a whole,
without judging the component parts separately
Analytic Rubric – requires the teacher to
score individual components of the product or
performance first, then sums the individual scores
to obtain a total score
Tips for Implementing Differentiated
Instruction: Your Classroom
Start slowly.
Organize your
classroom space.
Teacher Inboxes
Station 1
Bookshelf
Teacher
Station Group
Schedule
2
International Seminar on Differentiated Instruction August 2-4, 2019 @Cagayan de Oro City Assignments
Tips for Implementing Differentiated
Instruction: Your Classroom (continued)
Start student files.

Start student portfolios.
Use a clipboard.
Use technology.
"In the end, all learners
need your energy, your
heart and your mind. They
have that in common
because they are young
humans. How they need
you however, differs.
Unless we understand and
respond to those
differences, we fail many
learners." *
* Tomlinson,International
C.A. (2001). How to differentiate instruction in mixed ability
Seminar on Differentiated Instruction August 2-4, 2019 @Cagayan de Oro City
classrooms (2nd Ed.). Alexandria, VA: ASCD.
In Summary…..
What is fair isn’t always equal…

and . . . .
differentiation gets us away from “one
size fits all” approach to curriculum
and instruction that doesn’t fit anyone
References
1. Powerpoint Presentation during the National Training of Trainers (NTOT) Grade 5
2. THE EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION IN THE ELEMENTARY MATHEMATICS
CLASSROOM – A Dissertation of Bryann E. Scott
3. Master’s thesis of Pablo Rojo in Bozeman, Montana “Studying the Effects of
Differentiated Instruction in the Science Classroom
4. The Access Center – Improveming Outcomes for All Students K-8
5. http://www.edpsycinteractive.org/topics/instruct/instruct.html
6. https://www.google.com/search?ei=nQc0Xbb6GY_2wAO2rLmgBw&q=Classroom+M
anagement&oq=Classroom+Management&gs_l=psy-
ab.3..0i67j0l4j0i131j0l4.15647.15647..16706...0.0..0.398.398.3-1......0....2j1..gws-
wiz.......0i71.iD7o8YksYog&ved=0ahUKEwj2vMfJssXjAhUPO3AKHTZWDnQQ4dUDCAo&u
act=5

Implementing Differentiated Instruction in The Classroom: Dr. Alejandro P. Macadatar Deped Regional Supervisor Lecturer

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Implementing Differentiated Instruction in The Classroom: Dr. Alejandro P. Macadatar Deped Regional Supervisor Lecturer

Uploaded by

Copyright:

Available Formats

Implementing

What do I expect from the

"the purposeful direction of the

refers to the wide variety of skills

What are you already

1. Write your answers in a Manila Paper

Content Process Product

International Seminar on Differentiated Instruction

They lack the skills

The viewpoint that one can take on the

All kids are different.

One size does not fit all.

Reading Partners / Reading Buddies

Choral Reading/Antiphonal Reading

Use leveled or tiered activities

Fun & Games

Choices based on readiness, interest,

Those who do not Those who

Processes, content Assessments

Individualized or Independent Study

One Thing 35 different plans

All strategies are aligned with

Appetizer (Everyone Shares)

Side Dishes (Select at Least Two)

My question or topic is:

To find out about my question or topic…

I will read: I will look at and listen to: I will write:

I will draw: I will need:

Here’s how I will share what I know:

I will finish by this date:

To demonstrate what I have learned about ____________________, I want to

This will be a good way to demonstrate understanding of this concept because

To do this project, I will need help with

My Action Plan is________________________________________________

The criteria/rubric which will be used to assess my final product is _________

Student signature: ________________________________ Date ___/___/___

Identify the pros and cons of using both strategies in a

Sherry likes to be asked to do things by the teacher. She is

Jimmy is hyperactive and likes to dance around the room when

Jack failed reading three times. He is an expert hunter and

Marie is a very quick learner. She seems to get things just by

Assessment is for: Assessment is for:

11. Problem solving

Start student files.

What is fair isn’t always equal…

You might also like

Student signature: ______________________________ Date _/_/_