STRATEGIES IN TEACHING

TLE/TVL

DIFFERENTIATED
INSTRUCTION
 Objectives
At the end of the session, you will be able to:
• Discuss the basic principles of
Differentiated Instruction
• Discuss the importance of assessment to
differentiated instruction;
• Identify activities suited to each
component of D.I. – content, process,
product, environment
• Identify activities that respond to learners’
need – readiness, interest, learning profile
 Challenges of our learners in our classes

Diversity of learners:
▪ Learning styles
▪ Interests
▪ Strengths/Weaknesses
▪ Cognitive abilities
▪ Attitudes
▪ Motivation
▪ Confidence
Rob Irwin
 Challenges of our learners in our classes

Diversity of learners:
▪ Readiness
▪ Socio-economic and family factors
▪ Learning pace
▪ Gender influences
▪ Cultural/ethnic influences
Rob Irwin
 What is Differetiated Instruction?

Differentiated
instruction is……
… effective instruction that is
responsive to the learning
preferences, interests and
readiness of the
individual learner.

…..not individualized
instruction; it is responding to
varying student needs by
providing a balance of
modelled, shared, guided, and
independent instructional
strategies.
DI MEANS …. DI DOES NOT MEAN …..
▪ FLEXIBLE, SHORT – • Labelling students or
TERM GROUPINGS THAT grouping by ability
ALLOW students to work
with a variety of peers with
the same or different
strengths and interests

• ENGAGING AND CONFINING SOME

INTERESTING TASKS STUDENTS TO LOW LEVEL
THAT address same skills Repetitive or rote task while
for all learning preferences, other s engage in higher –
interest and levels of order thinking
readiness
DI MEANS …. DI DOES NOT MEAN …..
▪ AREAS ON ABLE • UNLIMITED FREEDOM
NUMBER OF WELL- FOR A STUDENT TO
CONSTRUCTED choices CHOOSE whatever they
that address identified would like to do on any
needs/strengths of day.
students.

• STUDENTS WORKING • DIFFERENT STUDENTS

ON THE SAME WORKING ON
CURRICULUM DIFFERENT expectations
expectations in various with varying success
ways with common criteria criteria (e.g. different
for success rubrics)
The ‘SPIRIT’ of Differentiated Teaching
for Learning

• In teaching, what ultimately

matters is NOT what is taught, but
what is learned;
• If the students have not learned,
the teacher has not taught
• TLE Mantra – “Learning by Doing”
 Differentiation
Is a teacher's response to learner’s needs

Respectful tasks Flexible grouping Continual assessment

Teachers can differentiate through

Content Process Product

According to students’

Readiness Interests Learning Profile Environment

Through a variety of instructional strategies

Carol Ann Tomlinson

(2006)
 Differentiation
Is a teacher's response to learner’s need

Respectful tasks Flexible grouping Continual assessment

Graffiti Four Corners Preassessment

■ Interesting
Rally Table Jigsaw
■ Engaging
■ Challenging Formative
Round Robin Place Mat
■ In the ZONE
Gallery Walk

Summative Assessment
Think Pad Brainstorming

Think, write, pair, share

Think Pair Share

 Teaching according to:
READINESS INTEREST LEARNING ENVIRONMENT
PROFILE
• Interest Surveys •Still/Active
• Interest Centers •Areas of Strength •Flexible/Fixed
• Self-Selection and Weakness •Warm/Cool
•Work Preferences •Quiet/Noisy
Content •Self Awareness •Many Displays/
Skill
Knowledge Few Displays
s

Concepts
Environment (Where of teaching)
• “He who wishes to teach, teaches
everywhere, in the open air.
• Socrates taught in the public street,
• Plato in the gardens of the Academy,
• Even Christ among the mountains and
lakes.”
-Jose Rizal
Ways Teachers can differentiate

Content
Knowledge and skills

Varying learning
Process strategies and activities

Giving students options

Product
of how to express
required learning
Content: What is
taught and how all
students are
provided access to
the program of
study.
Process: How
students develop the
knowledge,
understanding and
skills to master the
learner outcomes.
Product: How the
student is able to
demonstrate what
he/she knows,
understands and is able
to do as a result of
learning.
How does assessment relate with
Differentiated Instruction?
 Assessment and Differentiated Instruction

Using Diagnostic
assessment
Pretest:
Formal or KWL chart
informal
DEVELOPING LEARNER PROFILES

Individual Profile
Learner profiles can help school staff build
relationships with students and understand
things from their perspective. This can
inform planning, classroom layout,
timetabling and supports to enable
students to participate and contribute in all
classroom learning.
DEVELOPING LEARNER PROFILES
•A LEARNER PROFILE CAN SUPPORT:
• students in letting their teachers and others get to know and
understand their interests and strengths
• families in conveying important information about their child
or young person that may affect learning and inclusion
• teachers in knowing about students and building effective
relationships with them
• teachers in understanding what works for students and what
tools, technologies, differentiations or adaptations might be
needed
• teachers in developing an inclusive classroom learning
program.
DEVELOPING LEARNER PROFILES

Class Profiles
a class profile provides the teacher with a snapshot of the strengths, needs,
interests and/or readiness of the students in the class. it is a resource for
planning that conveys a great deal of critical information at a glance.
LearningPreferences
STUDENT LEARNING STYLE MULTIPLE ENVIRONMENTAL
INTELLIGENCES
VISUAL-SPATIAL,
VISUAL, WORKS BEST IN
A LOGICAL-
KINESTHETIC SMALL GROUPS
MATHEMATICAL
WORKS BEST
VISUAL, VERBAL-LINGUISTIC,
B INDIVIDUALLY OR
KINESTHETIC INTERPERSONAL
IN PAIRS
LOGICAL-
WORKS BEST
C VISUAL MATHEMATICAL,
INDIVIDUALLY
INTRAPERSONAL
 How does Differetiated Instruction look like?

Groupings can be :
Students with some
Students who are struggling understanding of the
with the concept or skill concept or skill

Students who
Readiness Group understand the concept
or skill
 How does Differentiated Instruction look like?

Groupings can be :
Students who love to
Students who love to act-out draw

Students who love to do

algorithm
Interest-based
 How does Differentiated Instruction look like?

Tiering
▪ Is a form of differentiation
▪ Is differentiation according to readiness
▪ Uses groups based upon student
readiness for a particular task
▪ Is driven by pre-assessment
▪ Groupings are flexible and vary according

to tasks
Rob Irwin
 How does Differentiated Instruction look like ?

Tiering
-Is done to meet the needs of students
at three levels of preparation: 1)
students not yet ready for that grade
level’s instruction, 2) students just
ready, and 3) students ready to go
beyond.
Rob Irwin
 What Can Be Tiered?
• Processes, content and • Assessments
products
• Anchor activities
• Assignments
• Materials
• Homework

• Learning stations
 Examples
Technical Drafting – Drafting Architectural Layout and Details (AL)
Group A Group B Group C
Layout a floor Layout a floor plan Layout a floor
plan with the with the following plan with the
following specifications following
specifications 1. 2 bedroom specifications
1. 1 bedroom 2. 1 toilet and bath 1. 3 bedroom
2. 1 toilet and 3. L type kitchen 2. 2 toilet and
bath 4. Living room bath
3. Wall kitchen 5. Dining room 3. Peninsula
4. Simple 6. A carport kitchen
living room 4. Living room
5. Dining room 5. Dining room
6. 2 car garage
7. lanai
 Examples

• Solving 2-step word problems

Group A Group B Group C

Solving 2 step Solving 2 step

Solving 2 step problems by
problems by
problems by algorithm
acting out
drawing a picture
 Examples

• EPP 5 Agriculture – Paggawa ng Abonong Organiko

Group A Group B Group C

Pagsusulat ng Paggawa ng
Paggawa ng Fermented Fruit
mga
Fermented Plant Juice (FFJ-
pamamaraan
Juice (FPJ) Molasses) at Fish
ng paggawa
ng Abonong Amino Acid (FAA)
Organiko
 Application
As a group, select a
competency in a particular
grade in TLE/TVL then
prepare tiered activities.
Presentation of outputs
follows.
Parting Thoughts
 I am a teacher

I make a difference
Maraming Salamat po!