1. 97

8. Product Process Content what to teach= curriculum
what students do to show what they learned=
assessment
how to teach= teaching strategies
what to teach= curriculum

9. TEACHERS CAN DIFFERENTIATE ACCORDING TO STUDENTS’….
READINESS
a student’s proximity to specified learning goals
INTERESTS
passions, affinities, likes that motivates learning
LEARNING PROFILE
preferred
approaches to learning

10. Under- standing Goal clarity Engage-ment Teaching up
CURRICULUM & DIFFERENTIATION

11. Develop tasks that would invigorate sts who are advanced.
“TEACHING UP”
Planning
Provide scaffolding that enables the range of less advanced learners to work successfully.
Develop tasks that would invigorate sts who are advanced.

12. Tasks
Strategies
Time Allowed
Grouping

13. choices about how they express what they learn during tasks
 How learners make sense of key facts, concepts, generalizations, and skills of the subject.
Through:
varied options at differing levels of difficulty or based on differing student interests.
scaffolding
choices about how they express what they learn during tasks

14. ways to demonstrate sts’ knowledge
DIFFERENT AND VARIED
ways to demonstrate sts’
knowledge
types of resources in preparing products
degrees of difficulty to match sts’ readiness.
assessment.

15. Adapted from Hollas, B. Differentiating Instruction in a Whole Group Setting,2007

16. HOW CAN I DO IT IN MY CLASSROOM???

17. Role
Playing
Journals
Problem
Solving
Think-tac-toe

18. Tiering to avoid tears…
Same learning objective in up to three ways to meet the needs of students at three levels of preparation:
students not yet ready for that grade level’s instruction
students just ready
3) students ready to go beyond. .
Tier content: all students complete the same activity but the content varies in difficulty.
Tier process: the activities by which the students learn information vary in complexity.

21. Think-Tac-Toe Alternative ways of exploring key ideas.
Students must work with key ideas and skills central to the topic.
Can be categorized by multiple intelligences, higher/lower order thinking skills(Bloom’s taxonomy), levels of readiness, learning styles, etc.

23. LEARNING MENUS
Students are able to select the choices which most appeal to them.
The teacher directs the menu process, but the student is given control over his/her choice of options, order of completion, etc.