Instructional

Strategies:
Differentiated Instruction
for English Learners
J.G. Ocquiana
 OBJECTIVES
In this lesson, you will be able to:

1. Define differentiated instruction;

2. Identify various differentiated instructional strategies used in
teaching;
3. Employ differentiated instruction in the development of the
lesson
 Keywords
Differentiatin
1 Introduction 2
g via Content

Differentiatin Differentiatin
3 4
g via Process g via Product
 1
Introduction
 Introduction
➔ One of the difficulties in the modern
classroom is the vast diversity of learners.
➔ As the digital age unites the world and its
people ever so closer, the classroom now has
more differentiated learners with very
different backgrounds, ethnicities, abilities,
competencies, and many more as ever.
Differentiated Instruction

Carol Ann Tomlinson defines differentiated instruction as a

means of tailoring instruction to meet the learners'
individual needs.
 2
Differentiating
via
Content
 DIFFERENTIATING VIA
CONTENT
Compacting The Curriculum
where the teacher determines which parts of the lesson do the learners have prior knowledge
about and highlight those areas that learners have not mastered yet.
Learning Contracts
are individual agreements between the teachers and the learners or their parents where the
teacher provides a certain level of freedom, while the learners agree to meet the class
expectations within the given time.
Tiered lessons
are taking single lessons and adapting them to the needs of learners of different skill and
competency levels.
Leveled texts
provides the learners with content written at the reading readiness of the learner.
In order to develop tiered lessons/activites, the following steps could be considered:
➔ Choose activities based on the learners' essential learnings.
➔ Think and consider the learners'
★ readiness level in terms of skills, reading, thinking, stock information, and others;
★ interests;
★ learning styles; and
★ talents.
➔ Create activities that are interesting and cause the learners to use key skills of the unit
➔ Chart the complexity of the activities.
➔ Create activities to ensure challenge and success
★ Consider materials ranging from basic to advanced
★ Consider forms of expressions from familiar to unfamiliar ones
★ Consider learners' experiences from personal to unfamiliar
➔ Match learning tasks to learners based on their learning styles and readiness.
 3
Differentiating
via
Process
 DIFFERENTIATING VIA
PROCESS
Process deals with how teachers teach and the process the lessons to the learners

Cubing
Is a teaching strategy that helps the learners look into a topic from six sides (hence the
cubing name) to enable them to understand its complexity. The principle is to develop a
strong topic by looking into it from the following perspectives:
Describing it
Comparing it
Associating it
Analyzing it
Applying
Arguing for and against it
 RAFT
Role, Audience, Format, Topic
is a writing strategy that aims to help the learners gain a better
understanding of their role as a writer and communicator by
developing their ideas through the development of a clear sense of
purpose in writing.
ROLE AUDIENCE FORMAT TOPIC

Newspaper Reporter Newspaper News Article Current state of the

Readers Philippine health
department
 GRAPHIC ORGANIZER
It arranges information in such a way that would describe their relationship with one another therefore making
the concept it tries to portray more comprehensible to those looking at the material,
Concept Map

Sequence chart

Fishbone chart Process Chart

 4
Differentiating
via
Product
 DIFFIRENTIATING VIA
PRODUCT
Differentiation based on product guides the learners to a list of possibilities of products to
demonstrate their learning of a concept. This can be done by providing the learner with
choices relative to the product they may need to produce. These choices are based on their
readiness, interests and learning styles.
THANK YOU
FOR
LISTENING