NTOT Grade 6 - Differentiated Instruction

MEETING EVERY LEARNER’S NEEDS:
DIFFERENTIATED INSTRUCTION
GRETEL LAURA M. CADIONG

Education Program Supervisor
DEPARTMENT OF EDUCATION
Objectives:
At the end of the session, the participants should
be able to:
1. explain the what and why of differentiated
instruction;
2. relate the role of teachers in a differentiated
classroom;
3. Identify elements in learning and teaching
process that can be differentiated;
4. name approaches and strategies in
differentiated instruction;
5. simulate a classroom situation differentiating
the content, product, process or learning
environment
Think it out!
Do the following activity for 15 minutes.
A. Your group will be given a picture/cartoon.
B. Study the cartoon.
B. Answer the following questions:
1. What kind of teacher is exemplified in the cartoon?
2. Does the teacher embody the principle of a learner-centered
classroom? Why?
3. How does this cartoon relate to the present situation in
Philippine classrooms?
4. Does the cartoon manifest differentiated instruction? Explain.
C. Write your answers on a Manila Paper.
D. Your group has another 3 to 5 minutes to share your thoughts to
the big group.
Group 1
Group 2
Group 3
Group 4
Group 5
WHY DIFFERENTIATED INSTRUCTION?
Classrooms are filled with students who:
have
different
needs
have different
come from cultural
different backgrounds
educational
background
Have different
attention
spans and
interests
Why do we need to differentiate?
When teachers tries to teach something to the
whole entire class at the same time, chances
are, one-third of the kids already know it; one-
third will get it; and the remaining third won’t.
- Lilian Katz-
Willis, S. ( November, 1963).”Teaching Young Children: Educators Seek Developmental Appropriateness.” Curriculum
Update, 1-8
Paradigm Shift in Education:
CURRICULUM
TRADITIONAL EVOLVING
• Major Focus on • Content and Process
Content balance
• Content Acquisition • Learning to learn
• Lock Step Progress • Continuous progress
INSTRUCTION
• Teacher-centered • Child-centered
• Single textbook • Resource-based
learning
• Single Instructional • Multiple approaches
approach to instruction
• Passive learning • Active learning
ENVIRONMENT
• Competitive • Cooperative
• System level • School-based
management management
• Supervision of • Empowerment of
learners learners
LET’S PLAY 4 PICS- ONE WORD!
• Here’s a sample.
What is DIFFERENTIATED INSTRUCTION?
Differentiated instruction
is a philosophy that enables
teachers to plan strategically
in order to reach the needs of
the diverse learners in the
classroom today.
What must happen in a classroom of differentiated
instruction?
“Shake up” what goes on in the
classroom so that students have
multiple options for taking in
information, making sense of ideas
and expressing what they learn.
Tomlinson (2001)
Key Principles of Differentiated Instruction
Principle 1
Teachers make the d_______.
Principle 2
differ in learning preferences and need
Students d____
multiple and varied avenues to learning.
Principle 3
All students can l___ what is important for them to
be learned.
Principle 4
Instruction must be m_______.
meaningful.
Principle 5
Assessment are
Curriculum, Instruction and A________
inseparable.
Principle 6
D_______
Diversity should be valued and respected.
Principle 7
F_______ is the hallmark of a differentiated
Flexibility
instruction.
1. Teachers make the difference.
2. Students differ in learning preferences and need
multiple and varied avenues to learning.
3. All students can learn what is important for
them to be learned.
4. Instruction must be meaningful.
5. Curriculum, Instruction and Assessment are
inseparable.
6. Diversity should be valued and respected.
7. Flexibility is the hallmark of a differentiated
instruction.
What is the ROLE of teachers in Differentiated Instruction?
Teacher’s Role in a Differentiated Classroom
Teachers must move

away from the notion that
they dispense information
and knowledge but move
towards seeing themselves
as organizer of learning
opportunities.
DEPARTMENT
DEPARTMENT OF OF EDUCATION
EDUCATION
The teacher
proactively plans
and carries out
varied approaches in
order to create the
best learning
experience possible
How am I supposed to do
Differentiated Instruction?
Teachers can do DI in any or all of the four curricular elements to develop
a competency!
What elements in the teaching-learning process DI is possible?
content process
Teachers can do DI in any or all of the four curricular elements to develop
a competency!
What elements in the teaching-learning process DI is possible?
Learning environment
product
Teachers can differentiate by
Process Product
Output, how
Content how students learning
students go demonstrate environment
input, about what they the way the
what making have learned classroom
students sense of works and
learn ideas and feels
information
KNOW THE STUDENTS through on-going assessment
Determine Survey Learning

the Level Student Multiple Styles of the
Ability Interests Intelligences students
• Survey Past of the
• Inventories Students
records • Interview/
Gardner’s MI Barsch
• Diagnostic Conference
Test Learning
tests • Respond to Style
Open- Inventory
Ended
Questions
Because DIFFERENTIATION must be based on the learner’s

READINESS, INTEREST & LEARNING PROFILE
• A student’s • Passions, • Preferred
proximity to affinities, approaches
specified kinships that to learning
learning motivate
goals learning
Interests Learning
Readiness
profile
A Recap
Differentiated Instruction:
a teacher’s response to learners’ needs
based on the general principles of differentiation
Clear Positive Ongoing

Respectful Flexible
learning learning assessment
tasks grouping
goals environment & adjustment
Teachers can differentiate
CONTENT PROCESS PRODUCT LEARNING ENVIRONMENT
Readiness Interests Learning Profile

WAYS TO DIFFERENTIATE
Provide different approaches to acquiring

content, processing or making sense of
ideas, and to developing products so that
each students can learn.
Tomlinson (2001)
Flexible Grouping
Flexible Grouping options
Flexible grouping can be:
•TAPS Effective instruction
Total Group embeds each of these
Alone grouping methods into
Partner lessons to assist student
Small Group learning.
HOW?
• Initially use whole group instruction
•Divide group for practice, remediation or
enrichment
•Not a permanent arrangement
•Use for an hour, day, week, etc.
Benefits to students
•Gives students and teachers a
voice in work arrangements
•Allows students to work with a
variety of peers
•Keeps students from being
“pegged” as advanced or
struggling
GROUPINGACTIVITIES
Cooperative Learning Structures
Structures to build community, engage students and make learning fun
STEPS
STRATEGIES TO FORM FLEXIBLE GROUPING
WAYS TO DIFFERENTIATE CONTENT
1. Varied texts
2. Accelerated coverage of material
3. Varied supplementary materials
4. Varied graphic organizers
5. Independent study
6. Tiered assignments
7. Interest development center
8. Compacting (Assesses what a student knows and what the
student still needs to master • Eliminates content that is
already known • Plans time to be spent in enriched or
accelerated study)
Remember:
Differentiating content allows students to begin in different places in the
curriculum and proceed at varying rates.
Ways to Differentiate PROCESS
•Fun and Games

•RAFT ( Role, Audience, Format, Topic)
•Cubing, Think Dots
•Choices (Intelligences)
•Centers
•Tiered Lessons
•Contracts
RAFT
Choices ( Intelligences)
LEARNING CENTERS
LEARNING CONTRACTS
TIERED ASSIGNMENTS / LESSONS
In a differentiated classroom, a teacher uses WHAT CAN
varied levels of tasks to ensure that students BE TIERED?
explore ideas and use skills at a level that builds on •Assignments
what they already know and encourages growth. •Activities
While students work at varied degrees of •Centers &
difficulty on their tasks, they all explore the same Stations
essential ideas and work at different levels of •Learning
thought. Groups eventually come together to share Contracts
and learn from each other. •Assessment
Tiered assignments should be: s
-Different work, not simply more or less work •Materials
-Equally active •Experiments
-Equally interesting and engaging •Writing
-Fair in terms of work expectations and time needed Prompts
-Requiring the use of key concepts, skills, or ideas •Homeworks
Steps for Planning Tiered Activity
KEY CONCEPT
Identify what the student will KNOW, UNDERSTAND, DO
After creating an “on-

level” activity, adjust up DESIGN PRE-ASSESS for
or down to create common readiness,
parallel activities. Adjust experience for interest and
pace, materials, number whole class. learning profile
of steps, level of
complexity
TIER 1 TIER 2 TIER 3
Tiering by Challenge Level
Book Presentations
A. Lower Levels of Blooms
- List story elements (knowledge)
- Book summary (comprehension)
- Support a conclusion about a character with evidence from the
book (application)
B. Higher Levels of Blooms

- Discuss the theme or author’s purpose for writing the book
(analysis)
- Create a new ending for the story (synthesis)
- Critique the author’s writing and support your opinion
(evaluation)
Tiering by Complexity
Topic: Global Warming
Tier 1: Students are asked to write a public service
announcement using jingles, slogans or art to convey why
global warming is a problem and what people can do to prevent
it.
Tier 2: Students conduct a survey of peer awareness and
understanding of global warming. They design a limited number
of questions and decide how to report their results such as with
charts or in a newscast.
Tier 3: Students debate the issue about the seriousness of global
warming, each side expressing a different viewpoint. The must
provide credible evidence to support their opinions and
arguments.
Tiering by Process
What are the characteristics of a hero?

Tier 1: Make a chart of specific heroes and what they did
to make them become a hero.
Tier 2: Choose two or three heroes and compare them in

a Venn diagram.
Tier 3: List personal characteristics exhibited by heroes

and rank them from most to least important.
Tiering by Product
Groups are formed based on learning preference, using
Gardner’s multiple intelligences.
Topic: Solar system ( Study of rotation and revolution of the
earth)
Tier one: Create a flip book, diagram, or model showing the
rotation of the earth around the sun (visual-spatial)
Tier two: Position and move three people to demonstrate the
concept of revolution and rotation of the earth with respect
to the moon and sun. (bodily-kinesthetic)
Tier three: Make a timeline of a year detailing the position of
the New Hampshire with respect to the sun. (logical-
mathematical)
Ways to differentiate the PRODUCTS
1. Giving students options of how to

express required learning (e.g., create a
puppet show, write a letter, or develop a
mural with labels);
2. Using rubrics that match and extend
students' varied skills levels;
3. Allowing students to work alone or in
small groups on their products; and
4. Encouraging students to create their
own product assignments as long as the
assignments contain required elements.
Possible Products
• Map • Tour • Research Product
• Diagram • Painting • Recipe
• Sculpture • Scrapbook • Puzzle
• Poem • Questionnaire • Biography
• Chat • Scrapbook • Journal
• Dance • Graph • Article
• Learning • Diary
• Quiz Show
Center • Timeline
• Brochure
• Advertisement • Speech
• Debate
• Book • Cartoon
• Flow Chart
• Calendar • Game
• Puppet Show • Graphic
• Coloring Book
• Tour Organizer
• Mural
Ways to differentiate LEARNING ENVIRONMENT
1. Making sure there are places in the room to work

quietly and without distraction, as well as places that invite
student collaboration;
2. Providing materials that reflect a variety of cultures
and home settings;
3. Setting out clear guidelines for independent work that
matches individual needs;
4. Developing routines that allow students to get help
when teachers are busy with other students and cannot
help them immediately; and
5. Helping students understand that some learners need
to move around to learn, while others do better sitting
quietly.
(Tomlinson, 1995, 1999; Winebrenner, 1992, 1996)
Ways to differentiate LEARNING ENVIRONMENT
Application
A. Plan and simulate a lesson to develop the following
competency:
EN6RC-Ib-6.4
Analyze poem with 4 or more stanzas in terms of its elements
(rhymes, sound devices, imagery and figurative language)
B. Show differentiated instruction in one or more of the

following curricular elements:
1. Content
2. Process
3. Product
4. Learning environment
There is nothing more
UNEQUAL than the EQUAL
treatment of UNEQUALS.
Thomas Jefferson
gretel_cadiong@yahoo.com

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MEETING EVERY LEARNER’S NEEDS:

GRETEL LAURA M. CADIONG

Teachers must move

Determine Survey Learning

Because DIFFERENTIATION must be based on the learner’s

based on the general principles of differentiation

Clear Positive Ongoing

Teachers can differentiate

CONTENT PROCESS PRODUCT LEARNING ENVIRONMENT

Readiness Interests Learning Profile

Provide different approaches to acquiring

•Fun and Games

After creating an “on-

TIER 1 TIER 2 TIER 3

B. Higher Levels of Blooms

What are the characteristics of a hero?

Tier 2: Choose two or three heroes and compare them in

Tier 3: List personal characteristics exhibited by heroes

1. Giving students options of how to

1. Making sure there are places in the room to work

B. Show differentiated instruction in one or more of the

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