Differentiated-Instruction.pptx

lecture material

1. Prepared by: Jennifer O. Artiaga Principal IV MEETING EVERY LEARNER’S NEEDS: DIFFERENTIATED INSTRUCTION

2. 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 using differentiated instruction;

3. bath Climb the tree! ACTIVITY

4. Differentiated instruction is a philosophy that enables teachers to plan strategically in order to meet the needs of the diverse learners in the classroom today.

5. When teachers try 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 one-third won’t . Lilian Katz- Willis, S. ( November, 1963).”Teaching Young Children: Educators Seek Developmental Appropriateness.” Curriculum Update, 1-8

6. Classrooms are filled with students who: Have different attention spans and interests have different cultural backgrounds have different needs WHY DIFFERENTIATED INSTRUCTION? come from different educational background have different language abilities

7. LEARNING STYLES VISUAL - remember images, shapes and colours AUDITORY - remember voices, sounds and music KINESTHETIC - remember by doing, moving and touching

8. MULTIPLE INTELLIGENCE

9. TRADITIONAL EVOLVING Major Focus on Content Content Acquisition Lock Step Progress Content and Process balance Learning to learn Continuous progress Paradigm Shift in Education: CURRICULUM

10. TRADITIONAL EVOLVING Teacher- centered Single textbook Single Instructional approach Passive learning Child- centered Resource-based learning Multiple approaches to instruction Active learning Paradigm Shift in Education: INSTRUCTION

11. TRADITIONAL EVOLVING Competitive System level management Supervision of learners Cooperative School-based management Empowerment of learners Paradigm Shift in Education: ENVIRONMENT

12. What must happen in a classroom of differentiated instruction?

13. Principle 1 Teachers make the difference . Key Principles of Differentiated Instruction

14. Principle 2 Students differ in learning preferences and need multiple and varied avenues to learning. Key Principles of Differentiated Instruction

15. Principle 3 All students can learn what is important for them to be learned. Key Principles of Differentiated Instruction

16. Principle 4 Instruction must be meaningful . Key Principles of Differentiated Instruction

17. Principle 5 Curriculum, Instruction and Assessment are inseparable . Key Principles of Differentiated Instruction

18. Principle 6 Diversity should be valued and respected. Key Principles of Differentiated Instruction

19. Principle 7 Flexibility is the hallmark of a differentiated instruction. Key Principles of Differentiated Instruction

20. What is the ROLE of teachers in Differentiated Instruction?

21. Teachers must move away from the notion that they dispense information and knowledge but move towards seeing themselves as organizer of learning opportunities . Teacher’s Role in a Differentiated Classroom

22. The teacher proactively plans and carries out varied approaches in order to create the best learning experience possible

23. How am I supposed to do Differentiated Instruction?

24. What can be differentiated? Content Process Product Learning Environment

25. CONTENT input, what students learn Teachers can do DIFFERENTIATED INSTRUCTION in any or all of the four curricular elements to develop a competency!

26. PROCESS how students go about PROCESS making sense of ideas and information

27. PRODUCT Output, how students demonstrate what they have learned

28. LEARNING ENVIRONMENT the way the classroom works and feels

29. Because DIFFERENTIATION must be based on the learner’s READINESS, INTEREST & LEARNING PROFILE KNOW THE STUDENTS through on-going assessment

30. Product Through a variety of instructional strategies Carol Ann Tomlinson (2006) Differentiation Is a teacher's response to learner’s needs Respectful tasks Ongoing assessment Flexible grouping Teachers can differentiate through Content Process According to students’ Readiness Interests Learning Profile Learning Environment P ositive learning environment

31. Provide different approaches to acquiring content, processing or making sense of ideas, and to developing products so that each students can learn. Tomlinson (2001) WAYS TO DIFFERENTIATE

32. Flexible Grouping Grouping options

33. Flexible grouping can be: TAPS T otal Group A lone P artner S mall Group Effective instruction embeds each of these grouping methods into lessons to assist student learning.

34. HOW? Initially use whole group instruction Divide group for practice, remediation or enrichment Not a permanent arrangement Use for an hour, day, week, etc.

35. 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

36. Cooperative Learning Structures Structures to build community, engage students and make learning fun Round table GROUPING ACTIVITIES

37. STRATEGIES TO FORM FLEXIBLE GROUPING

38. 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 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.

39. Ways to Differentiate PROCESS Fun and Games RAFT ( R ole, A udience, F ormat, T opic) Cubing, Think Dots Choices (Intelligences) Centers Tiered Lessons Contracts

40. Ways to differentiate the PRODUCTS Create a puppet show, write a letter, or develop a mural with labels; Using rubrics that match and extend students' varied skills levels; Allowing students to work alone or in small groups on their products; and Encouraging students to create their own product assignments as long as the assignments contain required elements.

41. Possible Products Map Diagram Sculpture Poem Chat Dance Quiz Show Brochure Debate Flow Chart Puppet Show Tour Tour Painting Scrapbook Questionnaire Scrapbook Graph Learning Center Advertisement Book Calendar Coloring Book Mural Research Product Recipe Puzzle Biography Journal Article Diary Timeline Speech Cartoon Game Graphic Organizer

42. Ways to differentiate LEARNING ENVIRONMENT 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)

43. Ways to differentiate LEARNING ENVIRONMENT

44. Select and plan a lesson in English Show differentiated instruction in one or more of the following curricular elements: Content Process Product Learning environment Application

45. Thank You!