DIFFERENTIATED

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

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

DEPARTMENT OF EDUCATION
FACT OR
BLUFF
1.Differentiated Instruction is student-centered.
2. It follows the principles of one-size fits all.
3. Expecting more of advanced learners than of
typical learners.
4. More quality rather than simply more of the same
thing.
5. It is a way of thinking and planning.
6. Is flexible grouping.
7. Is a chaotic classroom.
8. Many lesson plans for one class.
9. Creating a climate for learning.
10. You cannot differentiate goals.

DEPARTMENT OF EDUCATION
1.Differentiated Instruction is student- centered. FACT
2. It follows the principles of one-size fits all. BLUFF
3. Expecting more of advanced learners than of typical
learners. BLUFF
4. More quality rather than simply more of the same thing.
FACT
5. It is a way of thinking and planning. FACT
6. Is flexible grouping. FACT
7. Is a chaotic classroom. BLUFF
8. Many lesson plans for one class. BLUFF
9. Creating a climate for learning. FACT
10. You cannot differentiate goals. FACT

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
The ‘SPIRIT’ of Differentiated
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 taught
DEPARTMENT OF EDUCATION
 Teachers Can Differentiate

Content Process Product Environment

According to Students’

Learning
Readiness Interest
Profile
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
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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
Content:– 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;
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
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
Product:
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
Learning Environment:
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

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 Differentiation
Strategy [1] Primary Use Description of Strategy
Tiered Readiness Assignments and products are
Assignments and designed to instruct and assess
Products 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
[1]
This chart was adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
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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.
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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
 Select a person in one of the folders and write a composition describing
that person as thoroughly as you can.

Athletes Scientists
Authors Musicians
Artists
Political
Film Stars Leaders
THINK-TAC-TOE Book Report
Draw a picture of Perform a play Write a song
the main that shows the about one of the
character. conclusion of a main events.
story.
Write a poem Make a poster Dress up as your
about two main that shows the favorite character
events in the order of events in and perform a
story. the story. speech telling
who you are.
Create a Venn Write two Write two
diagram paragraphs paragraphs
comparing and about the main about the setting.
contrasting the character.
introduction to
the closing.

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

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

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

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

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

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

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

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

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

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Tic Tac Toe
Written Visual Oral

FREE Poster Speech

Persuasive FREE Debate

Essay
Editorial Campaign 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:

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 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 __/__/__
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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

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Sample Exit Cards

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Sample Exit Cards

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ANCHORING ACTIVITIES:
Vocabulary
 Create a greeting card. Be sure to include some of
your vocabulary words in the message. Use lots of
color and do your best work.
Illustrate your vocabulary words. Don't actually write
the word, but make your picture really reflect the
meaning of your word.
Create newspaper headlines using your vocabulary
words.
Create an advertisement/poster for some type of
product using some of your vocabulary words.
Use sign language to spell your words. You can refer
to the sign language cards to make sure you know the
signs.
Find a newspaper or magazine article. Find words in
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
READING
Check out and read a biography about the life of
someone you are interested in learning about. Then,
prepare a short biography in your own words to share
with the class.
Write a letter to the author of a book you've enjoyed.
Forecast the sales of a new book in a series or by a
certain author. Justify your sales forecast.
Create a best-seller list for your ten favorite books!
Design illustrations what you think would go well with
a favorite chapter book.
Compare and contrast two books by the same author.
READING
Compare and contrast two books from the same genre
(i.e.: fiction, biography, mystery, realistic fiction,
humorous, etc).
Find a fiction book and a non-fiction book that could
be paired together. (Ex: a nonfiction book about the
Philippine Revolution and a chapter book set during
the Philippine Revolution).
Rewrite the ending of a book you've read and make it
end a different way.
Create an original dialogue between two characters
from a book you've read.
 Differentiation Activity – Reading
Your task is to take the following instructional objective and identify two differentiation
strategies that might be used to teach the objective.
Objective: Students will complete a report on the book The Little Prince.
Identify the pros and cons of using both strategies in a class of 40 students that
includes these 5 students:

Jayvee likes to be asked to do things by the teacher. He is interested in fitting in and speaks
out often in class. He has a wild imagination and loves to read, but his comprehension skills
are below year level.
Mark 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.
Kurt 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.
Nonito 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.
May Ann 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 year level.
Novel Think Tac-Toe
Directions: Select and complete one activity from each horizontal row to help
you and others think about your novel. Remember to make your work
thoughtful, original, rich with detail, and accurate.
Create a pair of collages that Write a bio-poem about yourself Write a recipe or set of directions
compares you and a character in and another about a main for how you would solve a
the book. Compare and contrast character in the book so your problem and another for how a
physical and personality traits. readers see how you and the main character in the book would
Label your collages so viewers character are alike and different. solve a problem. Your list should
understand your thinking. Be sure to include the most help us know you and the
important traits in each poem. character.

Draw/paint and write a greeting
card that invites us into the
scenery and mood of an important
part of the book. Be sure the
verse helps us understand what is
important in the scene and why.
Make a model or a map of a key
place in your life, and an important
one in the novel. Find a way to
help viewers understand both
what the places are like and why
they are important in your life and
the characters’.
Make 2 timelines. The first should
illustrate and describe a least 6-8
shifts in settings in the book. The
second should explain and
illustrate how the mood changes
with the change in setting.

Using books of proverbs and/or
quotations, find at least 6-8 that
you feel reflect what’s important
about the novel’s theme. Find at
least 6-8 that do the same for your
life. Display them and explain
your choices.
Interview a key character from the
book to find out what lessons
he/she thinks we should learn
from events in the book. Use a
Parade magazine for material. Be
sure the interview is thorough.
Find several songs you think
reflect an important message from
the book. Prepare an audio
collage. Write an exhibit card that
helps your listener understand
how you think these songs
express the book’s meaning.

Novel Title: ____________________ Author:_______________________

Activities Selected: _______, _____, _____
Student: ______________________
 Novel Think Tac-Toe
Directions: Select and complete one activity from each horizontal row to help
you and others think about your novel. Remember to make your work thoughtful,
original, rich with detail, and accurate.
Write a bio-poem about yourself A character in the book is being You’re a “profiler.” Write and
and another about a main written up in the paper 20 years illustrate a full and useful profile of
character in the book so your after the novel ends. Write the an interesting character from the
readers see how you and the piece. Where has life taken book with emphasis on personality
character are alike and different. him/her? Why? Now, do the same traits and mode of operating.
Be sure to include the m most for yourself 20 years from now. While you’re at it, profile yourself,
important traits in each poem. Make sure both pieces are too.
interesting feature articles.

Research a town/place you feel is
equivalent to the one in which the
novel is set. Use maps, sketches,
population and other demographic
data to help you make
comparisons and contrasts.
Make a model or a map of a key
place in your life, and an important
one in the novel. Find a way to
help viewers understand both what
the places are like and why they
are important in your life and the
characters’.
The time and place in which people
find themselves and when events
happen shape those people and
events in important ways. Find a
way to convincingly prove that idea
using this book.

Find out about famous people in
history or current events whose
experiences and lives reflect the
essential themes of this novel.
Show us what you’ve learned.
Create a multi-media presentation
that fully explores a key theme
from the novel. Use at least 3
media (for example, painting,
music, poetry, photography, drama,
sculpture, calligraphy, etc.) in your
exploration.
Find several songs you think reflect
an important message from the
book. Prepare an audio collage.
Write an exhibit card that helps
your listener understand how you
think these songs express the
book’s meaning.

Novel Title: ____________________ Author:_______________________

Activities Selected: _______, _____, _____
Student: ______________________
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