S R O O M M A N A G E M E N T :

CLAS
A TI N G D IF F E R E N T IA T E D
C RE
INS T R U C T IO N
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CLASSROOM MANAGEMENT

IS THE USE OF PROCEDURES AND TEACHING

TECHNIQUES THAT PROMOTE A SAFE AND
EFFICIENT LEARNING ENVIRONMENT.
DIFFERENTIATED INSTRUCTION

DIFFERENTIATED INSTRUCTION IS FACTORING STUDENTS’

INDIVIDUAL LEARNING STYLES AND LEVELS OF READINESS
FIRST BEFORE DESIGNING A LESSON PLAN.
Carol Ann Tomlinson
DIFFERENTIATING INSTRUCTION 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.
THE GOAL OF DIFFERENTIATED
INSTRUCTION IS TO MATCH THE
CURRICULUM WITH INDIVIDUAL
STUDENT NEEDS.
Janelle Cox
TEACHERS CAN DIFFERENTIATE INSTRUCTION
THROUGH FOUR WAYS:
1) CONTENT
2) PROCESS
3) PRODUCT
4) LEARNING ENVIRONMENT
1. CONTENT

DESIGN ACTIVITIES FOR GROUPS OF STUDENTS THAT

COVER VARIOUS LEVELS OF BLOOM’S TAXONOMY:
REMEMBERING, UNDERSTANDING, APPLYING,
ANALYZING, EVALUATING, AND CREATING.
2. PROCESS
EACH STUDENT HAS A PREFERRED LEARNING STYLE, AND SUCCESSFUL DIFFERENTIATION
INCLUDES DELIVERING THE MATERIAL TO EACH STYLE: VISUAL, AUDITORY AND
KINESTHETIC, AND THROUGH WORDS. THIS PROCESS-RELATED METHOD ALSO
ADDRESSES THE FACT THAT NOT ALL STUDENTS REQUIRE THE SAME AMOUNT OF
SUPPORT FROM THE TEACHER, AND STUDENTS COULD CHOOSE TO WORK IN PAIRS,
SMALL GROUPS, OR INDIVIDUALLY. AND WHILE SOME STUDENTS MAY BENEFIT FROM ONE-
ON-ONE INTERACTION WITH YOU OR THE CLASSROOM AIDE, OTHERS MAY BE ABLE TO
PROGRESS BY THEMSELVES. TEACHERS CAN ENHANCE STUDENT LEARNING BY OFFERING
SUPPORT BASED ON INDIVIDUAL NEEDS.
3. PRODUCT
THE PRODUCT IS WHAT THE STUDENT CREATES AT THE END OF THE
LESSON TO DEMONSTRATE THE MASTERY OF THE CONTENT. THIS
CAN BE IN THE FORM OF TESTS, PROJECTS, REPORTS, OR OTHER
ACTIVITIES. YOU COULD ASSIGN STUDENTS TO COMPLETE
ACTIVITIES THAT SHOW MASTERY OF AN EDUCATIONAL CONCEPT
IN A WAY THE STUDENT PREFERS, BASED ON LEARNING STYLE.
4. LEARNING ENVIRONMENT
THE CONDITIONS FOR OPTIMAL LEARNING INCLUDE BOTH PHYSICAL AND
PSYCHOLOGICAL ELEMENTS. A FLEXIBLE CLASSROOM LAYOUT IS KEY,
INCORPORATING VARIOUS TYPES OF FURNITURE AND ARRANGEMENTS TO
SUPPORT BOTH INDIVIDUAL AND GROUP WORK. PSYCHOLOGICALLY
SPEAKING, TEACHERS SHOULD USE CLASSROOM MANAGEMENT TECHNIQUES
THAT SUPPORT A SAFE AND SUPPORTIVE LEARNING ENVIRONMENT.
TEACHERS WHO PRACTICE DIFFERENTIATION
IN THE CLASSROOM MAY:

1. DESIGN LESSONS BASED ON

STUDENTS’ LEARNING STYLES.
TEACHERS WHO PRACTICE DIFFERENTIATION IN THE
CLASSROOM MAY:

2. GROUP STUDENTS BY SHARED

INTEREST, TOPIC, OR ABILITY FOR
ASSIGNMENTS.
TEACHERS WHO PRACTICE DIFFERENTIATION IN THE
CLASSROOM MAY:

3. ASSESS STUDENTS’ LEARNING

USING FORMATIVE
ASSESSMENT.
TEACHERS WHO PRACTICE DIFFERENTIATION IN THE
CLASSROOM MAY:

4. MANAGE THE CLASSROOM TO

CREATE A SAFE AND SUPPORTIVE
ENVIRONMENT.
TEACHERS WHO PRACTICE DIFFERENTIATION IN THE
CLASSROOM MAY:

5. CONTINUALLY ASSESS AND ADJUST

LESSON CONTENT TO MEET STUDENTS’
NEEDS.
EXAMPLES

QUADRATIC EQUATIONS
EXAMPLES
GROUP 1 (LINGUISTIC LEARNERS)
THE STUDENTS WERE GIVEN THE TASK OF DISCUSSING THE REVIEW BY
CONDUCTING A GAME.
GROUP 2 (MATHEMATICAL INTELLIGENCE)
THE STUDENTS UNDER THIS GROUP MANAGED THE DISCUSSION OF THE
LESSON PROPER THROUGH A SOLVED PROBLEM TO BETTER ENHANCE THE
COMPUTATIONAL SKILL OF THEIR CLASSMATES.
EXAMPLES
GROUP 3 (VISUAL ARTISTS)
THE STUDENTS WILL WRITE QUADRATIC EQUATIONS AND ANSWERS ON THE
LEAVES AND ROOTS OF THE TREE DRAWN. AT THIS POINT, THE GROUP IS DONE
WITH THE DISCUSSION OF THEIR OUTPUT.
(TECHIE LEARNERS)
AT THIS POINT, PHOTO MATH CAN BE UTILIZED TO VERIFY SOLUTIONS PRESENTED
BY MATHEMATICAL AND VISUAL LEARNERS.
EXAMPLES
GROUP 4 ( KINESTHETICS )
THE SOLVED PUZZLE OF THIS GROUP EXPLAINS FURTHER THE CONNECTION BETWEEN THE
QUADRATIC EQUATIONS AND THE ROOTS. BY MATCHING THESE TWO THE STUDENTS CAN EVEN
BE ENGAGED IN CRITICAL THINKING AS THEY DO THE MATCHING.
GROUP 5 ( EXISTENTIALISTS )
THROUGH THE TASK EXECUTED BY THIS GROUP, A QUOTATION BY DUKE ELLINGTON CAN BE
FORMED AND THE STUDENTS ARE GIVEN THE CHANCE TO SPEAK THEIR MINDS ON HOW THEY
VICTORIOUSLY SURPASS OBSTACLES IN THEIR LIVES.
EXAMPLES
GROUP 6 ( MUSICAL INTELLIGENCE)
THROUGH THE QUADRATICS WORKSHEET, THIS GROUP WILL DISCOVER
A TITLE OF A SONG THAT WILL SURELY ENCOURAGE THE STUDENTS TO
ALWAYS BE POSITIVE AND HAVE FAITH; TO NEVER GIVE UP AND NEVER
LET A RAY OF DOUBT SINK IN IN DEALING WITH PROBLEMS IN LIFE.
EXAMPLES

QUADRATIC FUNCTIONS
EXAMPLES

VISUAL LEARNERS WILL DO THE GRAPHING ON

THE BOARD WHILE THE KINESTHETICS DO THE
GRAPHING USING THE GEO GEBRA APPLICATION.
EXAMPLES

THE LINGUISTICS WILL DELIVER A

STORYTELLING TYPE PRESENTATION ON THE
STORY OF THE RAINBOW.
EXAMPLES
EXISTENTIALIST WILL EXPLAIN THE MORAL OF THE STORY
BY ANSWERING THE FOLLOWING QUESTIONS:
WHAT KIND WORDS CAN YOU GIVE OTHERS TO APPRECIATE
THEM?
HOW DOES CELEBRATING DIFFERENCES WORK IN A CLASS?
EXAMPLES
HERE ARE SEVERAL OTHER WAYS TO SAY I APPRECIATE OTHERS:
THANK YOU SO MUCH.
YOU MEAN THE WORLD TO ME.
YOUR THOUGHTS MEAN SO MUCH.
I LOVE YOU.
YOU DON’T KNOW WHAT THIS MEANS TO ME.
YOUR INTENTIONS ARE HEARTFELT.
YOU ARE SO THOUGHTFUL.
I AM SO GRATEFUL FOR YOUR SERVICE.
EXAMPLES

THE MUSICAL GROUP CAN GO FURTHER BY

ENCOURAGING ONE ANOTHER IN REACHING
A MILLION DREAMS.
EXAMPLES

PARALLELOGRAMS
EXAMPLES

HAVE THE PUZZLES BE PRESENTED BY THE GROUP

KINESTHETICS. CITE THE CHARACTERISTICS OF
EACH INDIVIDUAL TYPES OF PARALLELOGRAMS.
EXAMPLES
HAVE THE POETS GROUP READ ALOUD A
POEM THAT DESCRIBES EACH
PARALLELOGRAM AND THE BASIC
PROPERTIES OF PARALLELOGRAMS.
EXAMPLES

HAVE THE VISUAL GROUP PRESENT

ILLUSTRATIVE EXAMPLES OF
PARALLELOGRAMS.