DIFFERENTIATED

INSTRUCTION:
Meeting the
Students
Where They Are
Felimendo M. Felipe
SEPS, HRD-SDO QUIRINO

1 Delivered by: Gretel M. Andres

OBJECTIVES:
In this session, the participants will
be able to:
1. Identify the basic principles of
Differentiated Instruction (DI);
2. Identify activities suited to each
component of Differentiated
Instruction (DI); and
3. Identify activities that respond to
learners’ needs.
DEPARTMENT OF EDUCATION
FOCUS QUESTIONS:

1. What can we differentiate in our

classroom instruction?

2. How can we group our learners?

DEPARTMENT OF EDUCATION
 Pretest

FACT OR
BLUFF
Differentiated Instruction…
FACT
1. - is student-centered.
BLUFF
2. - follows the principles of one-size fits all.
BLUFF
3. - expects more of advanced learners than of
typical learners.
FACT
4. - is more quality rather than simply more of
the same thing.
FACT
5. - is a way of thinking and planning.

DEPARTMENT OF EDUCATION
Differentiated Instruction…
FACT
6. … is flexible grouping.
BLUFF
7. … causes a chaotic classroom.
BLUFF
8. … requires many lesson plans for one class.

FACT
9. … creates a climate for learning.
BLUFF
10. …deviates from the k-12 competencies
DEPARTMENT OF EDUCATION
Differentiated Instruction…

- is student-centered.
- is more quality rather than simply more
of the same thing.
- is a way of thinking and planning.

-is flexible grouping.

-creates a climate for learning.

DEPARTMENT OF EDUCATION
DIFFERENTIATED INSTRUCTION

Is a systematic approach to
planning curriculum and
instruction for academically
diverse learners…with the
goals of honoring each
student’s learning needs and
maximizing each student’s
learning capacity.
DEPARTMENT OF EDUCATION
How to start?

Do a formative assessment

Create an individual profile of each of
his/her student in each class he/she is
handling.
Using the results of the assessment,
teachers can modify/differentiate content,
process or product along with the learning
area.
DEPARTMENT OF EDUCATION
 According to Tomlinson (2006)

TEACHERS can
DIFFERENTIATE INSTRUCTION
through FOUR WAYS:

DEPARTMENT OF EDUCATION
 Teachers Can Differentiate

Content Process Product Environment

According to Students’

Readiness Interest Learning

Profile
11
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
1. Content is
what the student needs
to learn or how the
student will get access
to the information.
Examples of differentiating content
include the following:
Using reading materials at varying
readability levels;
Using spelling or vocabulary lists at
readiness levels of students;
Presenting ideas through both auditory and
visual means; 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.
2. 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
Examples of differentiating process or
activities include the following:

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;
Offering manipulative or other
hands-on supports for students who
need them.
 Learning
contracts
Writing Anchor Activities
Workshops

Tiered
assignments Literature Circles

Process
Graphic
Organizers Flexible grouping

Learning Centres Learning Logs

Framing
Questions
3. Product reflects

How the student is able to

demonstrate what he/she knows,
understands and is able to do
as a result of learning.

Culminating projects
that ask the student to
rehearse, apply, and
extend what he or
She has learned
in a unit.
 Examples of differentiating products
include the following:

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; and

Encouraging students to create their own

product assignments as long as the
assignments contain required elements.
 Develop games Write books
Conduct a
debate

Present a Develop web

puppet show pages

Products

Write a photo
Make a video essay
documentary

Give a
presentation
Write a song
4. Learning Environment:

-is the way the classroom

works and feels.
Examples of differentiating learning environment
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
 Environment (Where of teaching)
“He who wishes to teach, teaches
everywhere, in the open air
Socrates taught in the public street,

Plato in the gardens of the Academy ,

Even Christ among the mountains

and lakes.”

-Jose Rizal
DEPARTMENT OF EDUCATION
 Examples of Differentiation
Strategies
Tiered Activities
Compacting
Choice Boards (Learning Menu, Tic Tac
Toe)
Learning Contracts
Anchor Activities/Sponge Activities
Exit Cards/Exit Slips

24
Differentiation
Strategy [1] Primary Use Description of Strategy
Tiered Assignments and Readiness Assignments and products are designed to
Products instruct and assess students on essential skills
that are provided at different levels of
complexity, abstractness, and open-
endedness. The curricular content and
objective(s) are the same, but the process
and/or product are varied according to the
student’s level of readiness.
For example, students with moderate
understanding about a topic are asked to write
an article. Students with a more advanced
understanding are asked to prepare a debate.
Compacting Readiness Compacting is the process of eliminating
teaching or student practice due to previous
mastery of learning objectives. Compacting
involves a three step process:
1. assess the student to determine his/her
level of knowledge on the material to be
studied and determine what he/she still
needs to master
2. create plans for what the student needs to
know, and excuse the student from
studying what he/she already knows
25
[1]
This chart was adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
Things to Consider
 Focus task on a key concept
 Use a variety of resource
materials at different levels of
complexity and associated with
different learning modalities
 Adjust task by complexity,
abstractness, number of steps,
concreteness, and independence
to ensure challenge and not
frustration
 Thoroughly pre-assess the
learner’s knowledge and
document findings
 Explain the process and its
benefits to the student
 Create written plans and timelines
for study
 Allow student choice in
enrichment or accelerated study
 Tiered Activity – Writing a Persuasive Essay
Beginning
Outcome/ Students will determine a topic
Objective and will write a five-sentence
paragraph with a main idea,
three supporting sentences,
and a concluding sentence.
Instruction/ Students will receive a model of
Activity a five-sentence paragraph and
explicit instruction in
constructing the paragraph.
As a prewriting activity, students
will list their topic and develop a
list of at least three things that
support their topic.
Assessment Students will be able to write a
five-sentence paragraph that
successfully states and
supports a main idea. The
paragraph will meet the criteria
on the state writing rubric.
26
Intermediate
Students will determine a
topic, state a point of view,
and write two paragraphs
defending that point of view.
Students will receive a
model of a persuasive essay
and a graphic organizer that
explains the construction of
a persuasive essay.
Students will also receive
explicit instruction in writing
a persuasive essay.
As a prewriting activity,
students will use the graphic
organizer to plan their
writing.
Students will be able to state
a point of view and
successfully defend the idea
using two paragraphs that
defend the point of view
using main ideas and
supporting details. The
paragraphs will meet the
criteria on the state writing
rubric.
Advanced
Students will determine a
topic, state a point of view, and
write an essay of at least five
paragraphs that uses multiple
sources to defend that point of
view.
Students will review the
graphic organizer for a
persuasive essay. Students
will be given explicit instruction
in locating sources and quotes
for their essays. As a
prewriting activity, students will
use the graphic organizer to
organize their essay. Students
will also compile a list of five
sources that defend their main
point.
Students will be able to write a
five-paragraph essay that
states a point of view, defends
the point of view, and uses
resources to support the point
of view. The essay will meet
the criteria on the state writing
rubric.
 Interest-Based Assignment

Pumili ng isang bayani / produkto / issue at

iguhit / gawan ng modelo / gawan ng sanaysay..

Atleta Scientists
Manunulat Musika
Artista
Bayani
Dokumentaryo
 THINK-TAC-TOE Book Report

Draw a picture of the main Perform a play that shows Write a song about one of
character. the conclusion of a story. the main events.

Write a poem about two Make a poster that shows Dress up as your favorite
main events in the story. the order of events in the character and perform a
story. speech telling who you
are.

Create a Venn diagram Write two paragraphs Write two paragraphs

comparing and contrasting about the main character. about the setting.
the introduction to the
closing.

28
TIC-TAC-TOE Choice Board
Using Persuasion to address a Contemporary Issue

29
TIC-TAC-TOE Choice Board
Using Persuasion to address a Contemporary Issue

30
TIC-TAC-TOE Choice Board
Using Persuasion to address a Contemporary Issue

31
TIC-TAC-TOE Choice Board
Using Persuasion to address a Contemporary Issue

32
 TIC-TAC-TOE Choice Board
Using Persuasion to address a Contemporary Issue

33
 TIC-TAC-TOE Choice Board
Using Persuasion to address a Contemporary Issue

34
 TIC-TAC-TOE Choice Board
Using Persuasion to address a Contemporary Issue

35
 TIC-TAC-TOE Choice Board
Using Persuasion to address a Contemporary Issue

36
 TIC-TAC-TOE Choice Board
Using Persuasion to address a Contemporary Issue

37
 Tic Tac Toe

Written Visual Oral

FREE Poster Speech

Persuasive
FREE Debate
Essay
Campaign
Editorial FREE
Poster
 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:

39
 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: ________________________________ Date __/__/__
40
 Exit Card
Have students answer one or two key questions
on an index card as a class period ends and turn
the card in to the teacher at the end of the class
period

Such “exit cards” are not graded

A snapshot that allows more

targeted instructional
planning for the days
ahead
 Sample Exit Cards

42
 Sample Exit Cards

43
 VOCABULARY
Create a crossword puzzle or a word search using
your vocabulary words.
Provide an answer key and give it to a friend to
complete.
Compose a letter to a parent (or a teacher) in written
form or on the computer and give it to them or e-mail
it to them.
Use some of your vocabulary words to write a poem.
You can use the poetry resource book to learn about
the different types of poetry.
Create categories or groups for your vocabulary
words, then figure out a way to regroup them into
different categories/groups.
Differentiated Instruction
Time Distribution during the
Differentiated Decoding Instruction
Time/ Basic Average Fast
Group Level Level Level
10-15 Oral Seat Work Seat Work
mins. Work #1 #1
10-15 Seat Work Oral Seat Work
mins. #1 Work #2

10-15 Seat Work Seat Work Oral

mins. #2 #2 Work
 Magkakaibang Gawain Ayon sa Kaalaman
(Differentiated Actvities)
Paksa: m s a i o b e u t k l y n
Basic Group Average Group Fast Group
Oral Work: Seatwork Seatwork
Basahin ang mga salita: Lagyan ng  kung tama Basahin, sagutan at iguhit.
Nanay noo anay kanan ang sinasabi ng parirala. Ang manika ay kay Len.
ibon tiyan manok Iguhit. Kanino ang manika? ___
bayan ___1. malayo na bayan Kakain ng lansones si Tina.
mani manika ___2. kalamansi na Sino ang kakain ng lansones?
lansones kuna tumakbo ____
___3. tiyan na may kilay Kulay itim ang noo ni Ben.
Memory Card Game: ___4. bituin na may asin Ano ang kulay itim? __
Pagparis-parisin and ___5. hinog na maniks Nasa kuna and ibon.
mga salita at larawan. ___6. bansot na ibon Nasaan ang ibon? ____
Takot ako sa leon.
Saan ako takot? ______
Magkakaibang Gawain Ayon sa Kaalaman
(Differentiated Actvities)
Paksa: m s a i o b e u t k l y n
Basic Group Average Group Fast Group
Seatwork Oral Seatwork
Gupitin ang mga Throw the die. Buoin ang
salita at iparis Basahin ang pangungusap.
sa larawan. parirala. Lasing ang
banyo mata ng ibon _______.
bayan lobo sa mesa Nakita ko ang
nanay bola sa ilalim ng _____.
manok kama Si Yaya Lani ay
tiyan lansones sa bato ______.
hinog kulay kahel Kalbo si
__________.
lason nanay ni Yoly
Masaya ang
mani
mga___.
 Magkakaibang Gawain Ayon sa Kaalaman
(Differentiated Actvities)
Paksa: m s a i o b e u t k l y n
Basic Group Average Group Fast Group
Seatwork Seatwork Oral
Isulat ang tamang Buoin ang mga Maikling Kuwento:
salita para sa parirala. Piliin Basahin at sagutan ang
larawan. ang sagot sa tanong. Iguhit ang kwento.
kubo kahon. Iguhit May lobo sa loob ng kotse.
noo ito.
Kay Bambi ang asul na
yoyo kulay _______ lobo.
butiki masaya na _______ Masaya si Bambi sa lobo
mani maasim na ________ niya.
lansones ______ sa kuna Kanino ang lobo? ______
Bumuo ng salita mula bayan ng _______ Anong kulay ang lobo? __
sa pangalan na: Sino ang masaya? ______
Manilen Soya nanay manika Nasaan ang lobo? _______
lansones Bataan asul
It’s Your Turn
Find someone else in your content area.
Choose one strategy from those we
discussed today. (Tiered activities,
Compacting, Choice Boards/Learning
Menu/Tic Tac Toe, Learning Contracts,
Anchor Activities, Exit Cards, Flexible
Grouping based on readiness, interest or
learning profile)
Create a plan.
DEPARTMENT OF EDUCATION