Bureau of Learning Delive

Bureau of Learning Delivery

Teaching and Learning Division

REGIONAL TRAINING OF TRAINERS ON

SCALING UP PRIMALS +
"Upskilling Teachers and Instructional Leaders'
Pedagogical Competencies"

April 25-29, 2022

YEY! IT'S PRIMALS Plus Day!
Welcome to our session 4
of Scaling Up PRIMALS +
 Department of Education
Bureau of Learning Delivery
Teaching and learning Delivery

Session
4
SCALING UP PRIMALS PLUS
Integrating Differentiated
Instruction
in Inclusive Classrooms
ROLAND B. VICENTINO, MAED-ELT
Teacher III
Sampaguita National High School
Schools Division of Agusan del Sur

roland.vicentino@deped.gov.ph
 Department of Education
Bureau of Learning Delivery
Teaching and learning Delivery

Session
4
SCALING UP PRIMALS PLUS
Integrating Differentiated
Instruction
in Inclusive Classrooms

noida.castro@deped.gov.ph
 OBJECTIVES
explore the characteristics and key principles of differentiated
1
instruction (DI);

2 demonstrate ways of creating inclusive adventures;

3 identify activities suited to each component of DI-content,

process, product, and environment; and

4 realize the significance of DI in an inclusive classroom

Fermin, E. (2021). PRIMALS+ Session 3: Iba-Iba Pwede Ba?” An online learning session delivered during the National Orientation of

Chief Trainers for Scaling Up PRIMALS Plus. June 23, 2021.

Heacox, D. (2014). “Differentiating instruction in the regular classroom.” Minneapolis, MN: Free Spirit Publishing Inc. Retrieved from

https://www.freespirit.com/files/original/Differentiating-Instruction-Regular-Cassroom-preview-1.pdf

McMahon, M. (2019). Differentiation Is Hard But Necessary. (Don’t Worry, There’s Help. Teachers pay Teachers. Retrieved from
https://www.edsurge.com/news/2019-09-03-differentiation-is-hard-but- necessary-don-t-worry-there-s-help

Robb, L. (n.d.). “Learn about differentiated instruction in the classroom”. Retrieved from
https://www.scholastic.com/teachers/articles/teaching-content/what-differentiated-instruction/
Thakur, K. (2014). “Differentiated instruction in the inclusive classroom”. Research Journal of Educational Sciences. Vol. 2(7),10-14,
November 2014. International Science Congress Association.
Tomlinson, C.A. (2000).” Differentiation of instruction in the elementary grades”. ERIC Digest. ERIC Clearinghouse on Elementary and
Early Childhood Education. Retrieved from https://www.readingrockets.org/article/what-differentiated-instruction
Weselby, C. (n. d.). “What is differentiated instruction? Examples of how to differentiate instruction in the classroom”. Retrieved from
https://resilienteducator.com/classroom-resources/examples-of-differentiated- instruction/
 Characteristics and key principles of differentiated
instruction (DI)
Characteristics of differentiated instruction (DI)

❖ Instruction is concept focused and principle driven.

❖ On-going assessment of student readiness and growth

are built into the curriculum.

❖ Flexible grouping is consistently used.

❖ Students are active explorers. .

Key principles of differentiated instruction (DI)
Key principles of differentiated instruction (DI)

❑ How can you encourage a learning environment?

✔ Factors That Make A Positive Learning Environment

❑ What is a supporting learning environment?

✔ less about the physical classroom and resources

✔ about listening, and taking the time and appropriate

opportunities to learn: where their students have come from
Key principles of differentiated instruction (DI)

❑ What is a quality curriculum?

✔ maximizes the potential for the effective
enhancement of learning.

❑ What is the importance of curriculum differentiation?

✔ teachers can manage what students learn, how students learn,

and how students are assessed
Key principles of differentiated instruction (DI)

❑ What is assessment in differentiated instruction?

✔ process of gathering information from a variety of sources
such as assignments, teacher observations, class discussions,
and tests and quizzes

❑ How does assessment inform teaching and learning?

✔ Teachers must assess regularly to inform instructional
strategies, learn about each student's readiness, interests,
and learning preferences and to improve student learning.

✔ All ongoing assessments help the teacher know students

and their needs so they can select effective teaching and
learning strategies and interventions that maximize student
achievement.
Key principles of differentiated instruction (DI)

✔ Effective differentiation of curriculum and instruction is proactive,

rather than reactive.

✔ Effective differentiation employs flexible use of small

teaching-learning groups in the classroom.

✔ Effective differentiation varies the materials used by individuals

and small groups of students in the classroom.

✔ Effective differentiation uses variable pacing as a means of

addressing learner needs.

✔ Effective differentiation is knowledge centered.

✔ Effective differentiation is learner centered.

Key principles of differentiated instruction (DI)

❑ Promoting student involvement and responsibility

in class routines

✔ Create a classroom jobs board

✔ Reinforcing student roles and routines

Ways of creating inclusive adventures
Ways of creating inclusive adventures

❑ the knowledge, understanding, and skills

(KUD) that students need to learn
(Tomlinson & Imbeau, 2010).
✔ Differentiating content includes using various
delivery formats such as video, readings, lectures,
or audio.
✔ Examples : using reading materials at varying
readability levels; using reading buddies; 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.
Ways of creating inclusive adventures

 the activities in which the student engages to

understand and make sense of the content
 Processing helps students assess what they do and don't
understand. It's also a formative assessment opportunity
for teachers to monitor students' progress. For example,
having one or two processing experiences for every 30
minutes of instruction alleviates feelings of content
saturation.
Ways of creating inclusive adventures

❑ the ways students demonstrate what they have

come to know, understand and be able to do
✔ Tends to be tangible: reports, tests, brochures,
speeches, skits. – Gives students the opportunity to
participate in the assessment of learning activities and
the resulting product forms.

✔ teachers differentiate product, as they assess the same

concept or skill for each student at the end of a unit of
study; however, teachers offer their students a variety of
ways to demonstrate their knowledge
Ways of creating inclusive adventures

❑ the climate, or the look and feel of a classroom

— the physical space as well as the tone set by
the teacher to establish an atmosphere of
mutually supportive learning
✔ Groupings which are fluid and flexible and approximate real-
life situations
✔ Access to various materials and resources
✔ An atmosphere which encourages expression of new ideas,
acceptance of diversity, and exploration
✔ Experiences reflecting learner interests and ideas
✔ Honoring the dignity of all learners
Significance of DI in an inclusive classroom

❑ What is DI in inclusive education?

✔ Differentiated instruction is a process to teaching and learning for
students of differing abilities in the same class.

✔ DI addresses academic diversity in order to maximize learning

❑ Why is differentiation of instruction important in an inclusive classroom?

✔ The intent of differentiating instruction is to maximize each student's growth
and individual success by meeting each student where he or she is and
assisting in the learning process.
Significance of DI in an inclusive classroom

❑ What are the benefits of differentiated instruction?

✔ The advantages of DI strategies include addressing learner

deficiencies in both speed and depth. Active learning promotes
faster growth than passive learning. Many studies have shown
that active learning promotes greater knowledge retention than
passive learning.
❖ Focuses on equality and equity
❖ Decisive
❖ Demands objectivity at all times
❖ Seeks comfort
❖ Disturbed by violations of rules
✔ Focuses on goals and priorities
✔Rational and firm
✔Desires balance at all times
✔Seeks perfection
✔Disturbed by sudden twists
✔Focuses on adventure
✔Embraces unpredictability
✔Demands creativity
✔Seeks originality
✔Disturbed by rules
✔Focuses on completeness
✔Embraces possibilities
✔Demands vision
✔Eagerly anticipates weekends
✔Disturbed by sex or the lack of it
At Classroom context-
• What do you feel knowing that you are not
the only shape of yours in the classroom?
• What am I trying to point out here in my
classroom , as I had the activity with you?
• What type of learners do you have in your
respective classrooms?
 WHAT TYPE OF LEARNERS
DO I HAVE?

https://www.google.com/search?q=Photo+of+high+school+students+in+inclusive+classrooms&rlz=1C1EJFA_enPH764PH764&tbm=isch&source=iu&ictx=1&fir=gLqGWJo8uL8lYM
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ABSTRACTION
https://www.verywellmind.com/social-learning-theory-2795074
https://blogtwh.wordpress.com/2015/08/12/vark-learning-styles/
https://www.simplypsychology.org/learning-kolb.html
https://wordsmart.app/2021/02/15/multiple-intelligences/
Professional Development Plan
CLOSING
 Department of Education
Bureau of Learning Delivery
Teaching and learning Delivery

SCALING UP PRIMALS PLUS

Session
4 Integrating Differentiated Instruction
in Inclusive Classrooms

THANK YOU