Differentiated instruction-editted
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This document outlines an educational session on differentiated instruction. The objectives are to discuss DI principles, identify activities for each component, and identify learner-needs activities. An activity called "Fact or Bluff" tests participants' understanding of DI statements. Basic DI principles are outlined, including being student-centered, flexible grouping, and creating a learning climate. Tomlinson's four ways of differentiating instruction are discussed: content, process, product, and environment. Examples are provided for each. The session concludes with groups planning a DI-formatted economics lesson considering learner readiness, interests, and profiles.
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Differentiated instruction-editted
- 2. DEPARTMENT OF EDUCATION OBJECTIVES: In this session, the participants will be able to: 1.Discuss the basic principles of Differentiated Instruction (DI); 2.Identify activities suited to each component of Differentiated Instruction (DI); 3.Identify activities that respond to learners’ needs.
- 3. ACTIVITY: FACT OR BLUFF • Choose your TEAM LEADER and RAPPORTEUR. • Discuss within your group if each statement FOLLOWS THE PRINCIPLES OF DIFFERENTIATED INSTRUCTION (DI). • Write FACT if the statement is TRUE and BLUFF if otherwise. • Finally, draw an image of windshield like what is shown below. DEPARTMENT OF EDUCATION
- 5. DEPARTMENT OF EDUCATION 1.Differentiated Instruction is student-centered. 2. It follows the principles of one-size fits all. 3. Expecting more of advanced learners than of typical learners. 4. More quality rather than simply more of the same thing. 5. It is a way of thinking and planning. 6. Is flexible grouping. 7. Is a chaotic classroom. 8. Many lesson plans for one class. 9. Creating a climate for learning. 10. You cannot differentiate goals.
- 6. DEPARTMENT OF EDUCATION 1.Differentiated Instruction is student- centered. FACT 2. It follows the principles of one-size fits all. BLUFF 3. Expecting more of advanced learners than of typical learners. BLUFF 4. More quality rather than simply more of the same thing. FACT 5. It is a way of thinking and planning. FACT 6. Is flexible grouping. FACT 7. Is a chaotic classroom. BLUFF 8. Many lesson plans for one class. BLUFF 9. Creating a climate for learning. FACT 10. You cannot differentiate goals. FACT
- 10. 1985-”Differential Education” for gifted & talented coined by Virgil Ward (U of Virginia) 1995 popularized by Carol Ann Tomlinson (U of Virginia) DEPARTMENT OF EDUCATION FOR A BIT OF HISTORY
- 11. THEORETICAL BASES OF D.I. Vygotsky, 1896-1934: Zone of Proximal Development; Scaffolding Jerome Bruner on interest and organization of learning DEPARTMENT OF EDUCATION
- 12. Howard Gardner: Multiple Intelligences, 1983 Honey & Mumford, 1982; Myer Briggs, Dunn & Dunn, etc.: Learning Styles DEPARTMENT OF EDUCATION
- 13. DEPARTMENT OF EDUCATION DIFFERENTIATED INSTRUCTION Is a systematic approach to planning curriculum and instruction for academically diverse learners… with the goals of honoring each student’s learning needs and maximizing each student’s learning capacity.
- 14. 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 DEPARTMENT OF EDUCATION
- 16. What Differentiation Is … Student Centered Best practices Different approaches 3 or 4 different activities Multiple approaches to content, process, and product A way of thinking and planning Flexible grouping DEPARTMENT OF EDUCATION
- 17. What Differentiation Isn’t One Thing A Program The Goal Hard questions for some and easy for others 35 different plans for one classroom A chaotic classroom Just homogenous grouping DEPARTMENT OF EDUCATION
- 18. How to start? Do a formative assessment Create an individual profile of each of his/her student in each class he/she is handling. Using the results of the assessment, teachers can modify/differentiate content, process or product along with the learning area. DEPARTMENT OF EDUCATION
- 19. DEPARTMENT OF EDUCATION According to Tomlinson (2006), TEACHERS can DIFFERENTIATE INSTRUCTION through FOUR WAYS:
- 20. Content:– what the student needs to learn or how the student will get access to the information.
- 21. Examples of differentiating content include the following: Using reading materials at varying readability levels; Using spelling or vocabulary lists at readiness levels of students; Presenting ideas through both auditory and visual means; Meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners.
- 22. Process: How students develop the knowledge, understanding and skills to master the learner outcomes. Activities in which the student engages in order to make sense of or master the content
- 23. Examples of differentiating process or activities include the following: Using tiered activities through which all learners work with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity; Offering manipulative or other hands-on supports for students who need them
- 25. Product: How the student is able to demonstrate what he/she knows, understands and is able to do as a result of learning. Culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit.
- 26. Examples of differentiating products include the following: Giving students options of how to express required learning (e.g., create a puppet show, write a letter, or develop a mural with labels); Using rubrics that match and extend students' varied skills levels; and Encouraging students to create their own product assignments as long as the assignments contain required elements.
- 28. Learning Environment: the way the classroom works and feels.
- 29. Examples of differentiating learning environment include: Making sure there are places in the room to work quietly and without distraction, as well as places that invite student collaboration; Providing materials that reflect a variety of cultures and home settings;
- 30. 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 DEPARTMENT OF EDUCATION
- 32. DEPARTMENT OF EDUCATION Now let’s see how you can utilize all these information in making your classroom that practices Differentiated Instruction. Group yourselves according to your region; Assigned a LEADER and RAPPORTEUR. Think of any LESSON in ECONOMICS that your group will cover. 1. Create a STEP BY STEP PLAN to make a lesson that follows a DIFFERENTIATED INSTRUCTION format in terms of: CONTENT PROCESS OR LEARNING ACTIVITIES PRODUCTS OR ASSESSMENT
- 33. DEPARTMENT OF EDUCATION 2. The topic to be prepared should take note the learners in term of: Readiness Interests Learning Profiles Environment