DIFFERENTIATED

INSTRUCTIONS AND
TASKS IN TEACHING
AND LEARNING IN
SCHOOL
RAFAEL C. CABRERA
MT-I
SESSION OBJECTIVES
* UNDERSTAND AND DISCUSS THE IMPORTANCE OF
DIFFERENTIATED INSTRUCTION AND DIFFERENTIATED
ACTIVITIES.
* DESIGN DIFFERENTIATED TEACHING –LEARNING PLAN
.
* IMPLEMENT DIFFERENTIATED INSTRUCTION TO SUIT
CONTENT , PROCESS AND PRODUCT IN A SCHOOL
ENVIRONMENT
NCBTS’ WHY OF DIFFERENTIATE
INSTRUCTION…

• As a guide to reflect on teaching

practices
• As a framework for creating new
teaching practices
• As a common language for discussing
teaching practices with other teachers
 WHAT IS A DIFFERENTIATED
INSTRUCTION?

• Differentiated instruction is the process of

customizing teaching toward the needs of the
students.
• If you plan lessons to accommodate varying
levels of ability and learning styles, you will
be able to teach more effectively.
 DIFFERENTIATED INSTRUCTION

• Differentiated instruction refers to incorporating

instructional strategies that inspire more rigorous
and higher-level student thinking, and an
increase in active student involvement in the
learning process
 WHAT IS THE CONCEPT OF
DIFFERENTIATED INSTRUCTION?

• It allows teachers to reach a wider variety

of students in the same classroom
• Therefore, Teachers needs to take several
factors into consideration when they plan
and deliver lessons
 WHY USE DIFFERENTIATED
INSTRUCTION?

• Every classroom has a variety of

students
• Students may differ in academic
ability, interest and learning style
WHAT AREAS IN TEACHING
NEEDS TO DIFFERENTIATE?

• Content
• Process
• Product
• Environment
 SUBJECT /CONTENT

• Use various content to assist your students with their learning abilities.
For example, for auditory learners you could use Books on Tape when
presenting reading lessons, as these students learn best by listening to
books read to them.
• When teaching math lessons to kinesthetic learners who learn best
using hands-on materials, you could use dry-erase boards for students
to work problems at their desks.
 PROCESS/PROCEDURE

• Present lessons to students that take into account the different

ways students learn. Some students will need a lesson that is
written down on a task sheet so they can look at the steps they
should follow to complete the tasks.
• For example, during a book report, the teacher would pass out
a sheet that separates the report into various sections that the
students would fill out when completing the book report.
 ACTIVITIES/PRODUCT

• Put students in charge of their learning by letting them choose how they will
complete lessons or activities that are assigned to them. If students are
required to give a report in social studies, they can be allowed to present an
oral book report or act out the lesson with other students such as in a short
play.
• Give students an option of working in pairs or groups to complete
assignments. Assign due dates, but let students move at their own pace
through the lesson.
 CLASSROOM ENVIRONMENT

• Set up your classroom so that there are areas for

students to work independently on projects if they
work best alone with minimal distractions.
• Have areas in your classroom for collaborative group
projects, such as a small mini-library or a round table
in the back of the classroom.
HOW TO GO ABOUT ON A
DIFFERENTIATED INSTRUCTION.

• Pick one subject to differentiated in to start. As you learn

better ways to implement differentiated instruction into
your classroom, you can add more subjects.
• Evaluate the abilities of your students. Review standardized
test scores, past performance in the classroom, or give a
pre-assessment. You can also have conferences with
students and parents where they can write down their ideas
and concepts on the topic
• . Find out about your students interest. Ask them what they
like to do when they are not at school or what topics interest
them
• Identify each students learning style. Determine if they are
auditory(prefer working logically, analytically and
sequentially), visual (prefer learning from things they can
see or study visually) or kinesthetic (learn by touching,
feeling or moving around).
 HOW TO GO WITH DI

• Group your students. This is called flexible grouping and

is not necessary, but it is a great way to set up a
differentiated classroom.
• Use flexible grouping if less than 60 percent of the class is
struggling with a topic. Group students by their academic
ability (readiness), their learning profile or interests.
 HOW TO GO WITH DI

• Groups can be similar readiness levels, learning

profiles or interest.
• Change flexible groups throughout the year so
students don't identify with only one group
HOW TO GO WITH DI

• Differentiating by product will result in a

different end result. Auditory learners may
provide a written report, visual learners
may present a poster and kinesthetic
learners may present their findings in a
song or video. Provide different areas to
learn in the classroom and different
materials to differentiate by environment.
 HOW TO GO WITH DI

• Grade students in three areas: performance,

work habits and growth. This is the one of the
recommended grading practices for
differentiated instruction because students may
all be completing different tasks.
 HOW TO GO WITH D I ?

• Give ongoing assessments to modify your

instruction as needed. You can complete these
assessments through meetings with small
groups, journals, portfolio entries or surveys.
 HOW TO GO WITH DI

• Today, educators have recognized that

people learn differently, therefore students
need individual attention in order to learn
standards/objectives efficiently.
 HOW TO GO WITH DI

• Understand your students' needs.

• This is a process of getting to know your students,
observing them as they work and questioning
them about personal needs and preferences.
• Present your lessons in ways that address
multiple learning modalities.
• Provide visual, auditory and tactile stimulation
to your students as you teach.
• This helps to address students' varying styles of
learning.
• Offer certain activities at a tiered ability level.
For example, during personal reading time,
students could choose books that are appropriate
for their personal reading level.
• Challenge learners who learn at a faster
rate or a more complex level. You can do
this by offering more complex work and a
greater volume of work.
• Provide extra help for students who need it. You can do
this through "buddy" activities in which higher-level
students assist students who are performing at a lower
academic level.
• You also can provide help through after-school tutoring
HOW TO CREATE A DIFFERENTIATED
INSTRUCTIONAL PLAN

• Provide students with differentiate

instruction, a teacher must plan her
lessons with all learning styles in mind.
• Not all students learn in the same way
and therefore should not be taught or
tested in the same way.
• Implementing differentiated instruction
strategies can provide students with the
auditory, visual, or kinesthetic opportunities
for performing and learning.
• Provide a diversity of assessment choices.
Traditional assessments focus on students'
demonstrating mastery via the completion of a
written assessment.
• However, not all students are equally capable of
demonstrating their command of the subject
matter via a written assessment.
 HOW TO GO WITH DI

• Some students may be better able to demonstrate

knowledge through the compilation of a portfolio,
a verbal assessment or a practical application of
concepts.
 HOW TO GO WITH DI

• Ask students to critically investigate, rank,

critique, discuss or rate concepts, so that they
will grasp a higher level of comprehension.
HOW TO GO WITH DI

• Rewarding students for these life

skills may act to reinforce these skills,
and prompt students to continue using
these skills in school and in life.
 HOW TO GO WITH DI

• Present new material using a variety of instructional strategies. Simply verbally

introducing new material or putting the information on the board puts those students
who learn better via tactile stimulation at a disadvantage.
• For instance, if the lesson pertains to the structure of the heart, obtain a three-
dimensional heart that can be manipulated during the introduction of the material.
Allow students to dismantle the heart during the lecture, reinforcing the discussion of
the four chambers.
• This provides the student with a auditory, visual and kinesthetic representation of the
material being introduced.
 FACTORS TO BE CONSIDERED IN MAKING DIFFERENTIATED INSTRUCTION
FOR STUDENTS

• Differentiated instruction is a critical part of teaching when there are

students within the same classroom who have different learning styles
and different intellectual and academic abilities.
• Students' individual needs can vary greatly within the same general
education classroom, and part of this is due to the inclusion of more
students with disabilities within the general education classroom.
 FACTORS TO BE CONSIDERED IN
DIFFERENTIATED INSTRUCTION
FOR STUDENTS

• Teachers must be able to give instruction in a variety of ways and with a

variety of accommodations. They must also allow a variety of assignments,
or ways for students to demonstrate knowledge.
• Differentiated instruction does not have to be time-consuming or difficult
to do, however.
• Given the right tools and a little planning, differentiated instruction easily
fits into the teaching cycle.
FACTORS TO BE CONSIDERED IN
DIFFERENTIATED INSTRUCTION FOR
STUDENTS

• To plan for differentiated instruction for students, find out what your
students' learning needs and current abilities are.
• Read their cumulative files and read any Special paperwork. If they
have a disability and have an education plan through special
education , be familiar with that education plan. Know what
accommodations and supports they are supposed to receive.
• Also, assess students' background knowledge and skills, and know if,
for example need reviews over previously learned material.
 WHAT NEEDS TO BE
DONE?
• Have the tools that cater to individual needs in place. This could be anything
from student computers to manipulative.
• One tool is to have at least two textbooks written at different reading levels
but that have the same content.
• Also, wall posters that have basic steps are great. Colored overlays for
reading for students with dyslexia are also helpful.
 WHAT NEEDS TO BE DONE?

• Use multi-sensory teaching approaches. This means

students should be able to see, hear, say and write new
information. They should also be able to physically
manipulate new information through acting it out or
performing, experimenting, drawing or building. This
type of instruction addresses all learning styles and
strengths.
 WHAT NEEDS TO BE DONE?

• Pull small groups of students for re-teaching as needed.

Some students may need additional instruction. However,
it is cautioned that, at the older grade levels, re-teaching in
front of peers may be stigmatizing. Before or after school
tutoring or content mastery may be a better solution.
WHAT NEEDS TO BE DONE?

• Require different assignments from different students -- all

stemming from the same core lesson -- depending on their
unique skill levels and needs. For example, the same history
lesson could require students to research an event, analyze
the decision-making during an event, write a summary of
what took place or draw a picture of something that
happened in the event.
 WHAT NEEDS TO BE DONE?

• What type of assignment students do might depend on their education plan

requirements and their level of academic functioning. In this example, the
students all got the same instruction, but some got extra supports during
instruction and the assignments were individualized.
 HOW TO CREATE A
DIFFERENTIATED
INSTRUCTIONAL PLAN

• In order to provide students with differentiated instruction, a teacher must

plan her lessons with all learning styles in mind. Not all students learn in the
same way and therefore should not be taught or tested in the same way.
Implementing differentiated instruction strategies can provide students with
the auditory, visual, or kinesthetic opportunities for performing and learning.
 HOW TO CREATE A DIFFERENTIATED
INSTRUCTIONAL PLAN

• Provide a diversity of assessment choices. Traditional assessments focus

on students' demonstrating mastery via the completion of a written
assessment. However, not all students are equally capable of
demonstrating their command of the subject matter via a written
assessment. Some students may be better able to demonstrate knowledge
through the compilation of a portfolio, a verbal assessment or a practical
application of concepts.
 HOW TO CREATE A DIFFERENTIATED
INSTRUCTIONAL PLAN

• Ask students to critically investigate, rank, critique, discuss or rate

concepts, so that they will grasp a higher level of comprehension.
Traditional lesson plans call for students to be able to list or regurgitate
information previously covered. Listing concepts or terms can be done
without demonstrating any understanding of those terms or the
relationship of those terms to each other or to a central concept.
However, participating in a discussion, ranking or rating concepts or
conducting a critical investigation will facilitate learning and serve as an
outward manifestation of learning.
 HOW TO CREATE A DIFFERENTIATED
INSTRUCTIONAL PLAN

• Include within daily, formative and summative assessments the opportunity to

gain credit for the demonstration of a superior work ethic and attempt to
complete assignments.
• Reward students for endeavoring to reach the objective/standards, as that is a
demonstration of critical life skills -- motivation to perform and perseverance.
Rewarding students for these life skills may act to reinforce these skills, and
prompt students to continue using these skills in school and in life.
HOW TO CREATE A DIFFERENTIATED
INSTRUCTIONAL PLAN

• Present new material using a variety of instructional strategies. Simply

verbally introducing new material or putting the information on the board
puts those students who learn better via tactile stimulation at a disadvantage.
• For instance, if the lesson pertains to the structure of the heart, obtain a
three-dimensional heart that can be manipulated during the introduction of
the material.
 HOW TO CREATE A DIFFERENTIATED
INSTRUCTIONAL PLAN

• Allow students to dismantle the heart during the lecture, reinforcing the
discussion of the four chambers. This provides the student with a auditory,
visual and kinesthetic representation of the material being introduced.
 COMPONENTS OF DIFFERENTIATED
INSTRUCTION

• Today's classrooms are diverse learning environments encompassing a mix of

student backgrounds.
• The emphasis on inclusion of students with special needs has created classrooms
with a wide range of skills and abilities, making it more challenging for teachers
to meet individual needs.
• Teachers accomplish this goal by differentiating instruction. Differentiation is an
instructional strategy to meet the needs of every student.
 CHALLENGING CURRICULUM

• The goal of every classroom is to challenge students appropriately.

Differentiated instruction demands teachers to take students' individual needs
into consideration and assign work based on ability.
• One way in which teachers challenge students at their level is by
individualizing classroom and homework assignments. For example, high
performing students may receive beyond-grade-level practice in math or
reading, while a low performing student may receive work that is below
grade level to practice skills and get back on track.
 CHALLENGING CURRICULUM

• Teachers may also vary the amount of work they assign students. A students
who has demonstrated proficiency on a math concept would not need 45
problems to prove it. Instead she may receive a few refresher problems, in
addition to being assigned more challenging work.
• An average student may require more practice and would therefore be
assigned more practice problems.
 GROUPING

• One of the more effective ways to differentiate instruction is through

grouping. Students can be grouped based on skill-specific ability, mixed-
ability groups where you have high, medium and low students combined, or
based on interest.
• Grouping students in skill-specific ability groups enables the teacher to plan
instruction specifically for a learning deficiency. For example, a group of
students who struggle with cause and effect in reading comprehension would
receive small-group direct instruction specifically on this skill.
 GROUPING

• Mixed-ability groups allow high learners to take the role of teacher and enhance
their learning by leading the group, while low learners get the benefit of watching
their peers and mimicking their actions.
• Students in the middle get the advantage of both watching their higher performing
peers and helping their lower performing peers as well.
• Grouping students based on interest enables the students to choose topics they have
a vested interest in. For example, a group of students who have an interest in rain
forests could research a project on that topic.
TOOLS FOR DIFFERENTIATED
INSTRUCTION

• Differentiated instruction is a teaching style in which the students are allowed to

study what they are interested in at their own pace and in an independent
manner.
• This differs from traditional instruction because the learner is in control of his
learning rather than the teacher simply giving information that the student is
expected to passively absorb. There are a few tools and strategies you can use to
make differentiated instruction easier.
 ASSESSMENTS

• Standard instruction generally uses assessments like tests and assignments to

gauge student performance. Differentiated instruction also uses assessment,
but it is not used at the end of a unit like it is in standard instruction. Rather,
assessments are used more frequently in order to paint a better picture of a
student's performance. An end-of-unit assessment is then graded with the
information provided by the assessments from before and during the
assessment, which gives the teacher a clearer picture of how the student is
progressing.
 TASK CREATION

• Assessment results are not simply used to quantify a

student's aptitude. They are also used to create the next
task a student does, and set the next topic for the student
to study.
• This means that student tasks are set in accordance with
what they need to work on as individuals rather than in
accordance with a top-down, state-mandated curriculum.
 WEB SITES

• The internet also offers a number of different tools for

differentiated instruction. Differentiated instruction tasks often
focus on students creating things in order to develop and display
their knowledge.
• There are a wide variety of tools that can help them do this, such
as Glogster for poster-making and Prezi for making electronic
presentations. These tools help students develop and apply their
knowledge in an individualized manner.
• THANK YOU AND GOD BLESS!
 HOW TO TEACH DIFFERENTIATED
INSTRUCTION

• Differentiated instruction differs from traditional instruction in

that students don't demonstrate mastery in the same way.
Teacher’s who incorporate differentiated lessons into their
curriculum know that students don't learn in precisely the same
way and one-size-fits-all education doesn't benefit students or
teachers. Gardner's Frames of Mind, published in 1983 presented
researched evidence of seven intelligences (linguistic, logical-
mathematical, spatial, bodily-kinesthetic, musical, interpersonal,
intrapersonal).
 HOW TO TEACH
DIFFERENTIATED INSTRUCTION

• These intelligences were part of Gardner's Theory of Multiple

Intelligences that went on to spawn a movement to incorporate
differentiated strategies in education. When applied to the field
of education, this research dictates that a student's method of
learning (or "learning modality") affects his ability to absorb
and retain information.
HOW TO TEACH
DIFFERENTIATED INSTRUCTION

• Differentiation is when teachers deliver content using diverse

methods and a variable learning environment that allows
students to demonstrate skills and knowledge in a variety of
ways. Teach differentiation by acknowledging that teachers
are sometimes students too.
• Use differentiated strategies and varied instructional methods,
provide resources and give time for developing exercises
during a workshop for teachers on differentiation.
 INSTRUCTIONS

• Prepare the classroom assuming teachers will have different

learning styles. Deliver your information in a variety of ways.
You may orally deliver differentiation strategies using a projector
and PC with traditional presentation software. However, provide
time for teachers to discuss the presentation with each other. Put
them in small groups so that they can brainstorm and kinesthetic
(touching) learners can record findings on a large poster paper.
INSTRUCTIONS

• Place the posters around the room so that visual learners

can see them. Afterwards, ask teachers to take a moment
and notice which learning modality appealed the most to
them, then process the way they teach and determine
whether the visual learners are also visual teachers. Most
often, they are.
 INSTRUCTIONS

• Provide each teacher a binder with a variety of exercises and glossary of

relevant terms. The binders should be full of information on assessing
student learning styles and activities for each subject area that appeal to
different learning styles. For example, you may use the visual, auditory,
kinesthetic learning style inventory for students to find out the way they
learn or, you may use Gardner's Multiple Intelligences learning style
inventory that includes, "Visual-Spatial," "Bodily-Kinesthetic," "Musical,"
"Interpersonal," "Intrapersonal," "Linguistic," and "Logical-Mathematical."
 INSTRUCTIONS

• Give teachers time to develop lessons that fit with each learning style.
Teachers generate lesson plans on a daily basis, so it is unnecessary to
teach differentiation by delivering slide after slide of lesson plans. Divide
students into groups based on their learning style and have visual teachers
create lesson plans together. They will learn best by seeing things, so give
them instructions in a visual format and ask them to create a lesson or
lessons for the other learning modalities.
 INSTRUCTIONS

• Instruct all groups to share the lessons they have created, but vary the method of
delivery. For example, the group of kinesthetic teachers might have the
instruction to show their created lesson to the group by acting it out. Give
Mathematical-logical teachers the instruction to create a list of potential lessons,
make copies and hand it out to the group. Collect all lesson plans delivered at the
end of the workshop and distribute them to participants so that they can add them
to their teacher binders.

Read more: How to Teach Differentiated Instruction | eHow

http://www.ehow.com/how_7785286_teach-differentiated-instruction.html#ixzz2
VnoHT1Bb