1. DIFFERENTIATED INSTRUCTION
MRS. EVELINA MACLANG-VICENCIO, Ph.D.
Dean, College of Education
University of the East

2. ACKNOWLEDGMENT
This PowerPoint presentation was prepared for the DEPARTMENT OF EDUCATION by EVELINA MACLANG-VICENCIO, PhD Dean, College of Education University of the East

3. Objectives At the end of the Session, the participant WILL be able to—
1. discuss the basic principles of Differentiated Instruction;

4. Objectives
2. Identify activities suited to each component of D.I.– content, process, product, environment;
3. Identify activities that respond to learners’ needs—readiness, interest, learning profile;

6. ACTIVITY: Fact or Bluff (15 mins.)
Choose your TEAM LEADER and RECORDER.
Discuss within your group if each statement is FACT OR BLUFF. Arrive at a consensus.
At a given signal, the team will stand if their answer is FACT. They will remain seated if their response is BLUFF.
The Team Leader must be ready to justify the group’s answer in 1 minute.

7. 5. Related to competencies
FACT OR BLUFF
DIFFERENTIATED INSTRUCTION is:
1. Group work
2. Individualization
3. Stand and deliver
4. Covering the content
5. Related to competencies

8. 6. Activity-oriented 7. Learner-centered 8. MOTS (more of the same) 9
6. Activity-oriented 7. Learner-centered 8. MOTS (more of the same) 9. More for advanced; less for others

9. ANALYSIS Windshield Check Clear – “I get it!”
Bugs – “I get it for the most part, but I still have a few questions.”
Mud- “I still don’t get it.”

11. (FLEXIBLE INSTRUCTION
DIFFERENTIATED
INSTRUCTION
(FLEXIBLE INSTRUCTION
RESPONSIVE to
LEARNERS)

12. FOR A BIT OF HISTORY…
1985-”Differential education” for gifted & talented coined by Virgil Ward (U of Virginia)
1995 popularized by Carol Ann Tomlinson (U of Virginia)

13. THEORETICAL BASES OF DI
Vygotsky, : Zone of Proximal development; Scaffolding
Jerome Bruner on interest and organization of learning

14. THEORETICAL BASES OF DI
Howard Gardner: Multiple Intelligences, 1983
Honey & Mumford, 1982; Myer Briggs, Dunn & Dunn, etc.: Learning Styles

15. 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

16. Differentiation Product Through a variety of instructional strategies
Carol Ann Tomlinson (2006)
Differentiation
Is a teacher's response to learner’s needs
Respectful tasks
Continual assessment
Flexible grouping
Teachers can differentiate through
Content
Process
According to students’
Readiness
Interests
Learning Profile
Environment
Differentiated Instruction is one of many teaching strategies that we can incorporate to address students needs

17. 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

18. 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

19. Differentiation Is a teacher's response to learner’s need
Respectful tasks
Flexible grouping
Continual assessment
Interesting
Engaging
Challenging
In the ZONE
Graffiti
Four Corners
Preassessment
Rally Table
Jigsaw
Formative
Round Robin
Place Mat
Gallery Walk
Summative Assessment
Think Pad Brainstorming
Think, write, pair, share
Think Pair Share

20. Teaching according to:
INTEREST
LEARNING
PROFILE
ENVIRONMENT
READINESS
Interest Surveys
Interest Centers
Self-Selection
Still/Active
Flexible/Fixed
Warm/Cool
Quiet/Noisy
Many Displays/
Few Displays
Areas of Strength
and Weakness
Work Preferences
Self Awareness
Content
Knowledge
Skills
Readiness is for growth
Draw on current knowledge, skills, and understanding a student has in relation to the learner outcomes
A good readiness match pushes the student a little bit beyond his or her comfort zone and then provides support in bridging the gap between the known and unknown.
Interest is for motivation
Connect activities to what students enjoy or are interested in to motivate learning
Relating big ideas to student interests
Providing choice of tasks and products to demonstrate learning
Accessing varied materials and technologies
Learning Profile is for efficiency
The goals of learning profile differentiation are to help individual learners understand modes of learning that work best for them, and to offer those options so that each learner finds a good learning fit in the classroom.
Use student’s preferred mode of learning to extend learning – for example MI,
Flexible grouping ( alone/ peers)
Teacher varies mode of presentation (visual, auditory, kinesthetic, concrete, abstract)
Adjustments for gender, culture, language differences, etc.
Some prefer auditory modes – others visual channels – touch or movement.
It is possible to provide different looks in different portions of the classroom.
Environment:
Learn best when they can move – others need to sit still
Some enjoy a room with lots to look at, color, things to touch and try- other a more plain room because the busy room is distracting.
Some prefer a great deal of light and others prefer a darker room.
Flexible learning spaces and options within learning environment
Traditional/ Evolving
Competitive/Cooperative
Supervision of learners/ Empowerment of learners
Concepts

21. 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

22. Content: What is taught and how all students are provided access to the program of study.

24. Process: How students develop the knowledge, understanding and skills to master the learner outcomes.

26. Product: How the student is able to demonstrate what he/she knows, understands and is able to do as a result of learning.

28. 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.

29. Concept to be Understood
Planning Tiered Assignments
Concept to be Understood OR
Skill to be Mastered
Create on-level task first then adjust up and down.
Below-Level
Task
On-Level
Task
Above-Level
Task
Another method for developing tiered assignments or activities is to first develop an on-level task and then make slight adjustments up or down. Some tasks in each tier may be the same while others might be changed to match student readiness levels.
Factors from the six-step framework should still be considered in this planning process.
Is differentiation according to readiness
Uses groups based on student’s readiness for a particular task
Is driven by pre-assessment.
Is NOT locking students into “ability boxes” because groups are flexible and vary according to task
Is NOT the only kind of differentiation, although it is foundational.
Adjust---
Level of Complexity
Amount of Structure
Materials
Time/Pace
Number of Steps
Form of Expression
Level of Dependence
“Adjusting the
Task”

30. What Can Be Tiered? Processes, content and products Assignments
Homework
Learning stations
Assessments
Writing prompts
Anchor activities
Materials

31. What Can We Adjust? Level of complexity Amount of structure Pacing
Materials
Concrete to abstract
Options based on student interests
Options based on learning styles
Pass out lesson plan showing three tiers to a lesson.

32. Tiering Instruction
Identify the standards, concepts, or generalizations you want the students to learn.
Decide if students have the background necessary to be successful with the lesson.
Assess the students’ readiness, interests, and learning profiles.

33. Tiering Instructions
Create an activity or project that is clearly focused on the standard, concept or generalization of the lesson.
Adjust the activity to provide different levels or tiers of difficulty that will lead all students to an understanding.
Develop an assessment component for the lesson. Remember, it is on-going!

34. Tic Tac Toe
Students complete 3 activities of their choice in a straight row, creating a winning tic tac toe (project)

35. Tic Tac Toe Written Visual Oral FREE Poster Speech Persuasive Essay
Debate
Editorial
Campaign

36. Cubing – Generic Cubes
What
Who
Compose
When
Where
Why
How
Create

37. My Family in the Past and Present Cube
Make a video or tape recording, interviewing members of your families telling about their responsibilities.
Create a timeline with pictures and/or words showing changes in your family over time.
Create a song or rap that tells about how your family has changed over time.
Present an argument that convinces others how your family is different today than it was in the past.
Create a collage with digital pictures showing changes in your family over time.
Create a play that demonstrates changes in your family over time.
Make a video or tape recording of a family member, describing how your family has changed over time.

38. Exit Cards: Decimals and Fractions
Name:___________
How is a decimal like a fraction?
How are they different?
What’s a light bulb moment for you as you’ve thought about fractions and decimals?

39. Student Survey At school, I like _____________________
Because___________________________
I do not like_________________________
If I have free time, I prefer to __________ or _____________.
My favorite thing to read is_____________.
Interest surveys
Carolyn Chapman / Rita King 2005

40. Student Survey Name ________ Date_________
Answer the following questions with either a yes or no answer or fill in the blank.
Yes NO
I like to read
I like to make up songs
I am challenged by things that are difficult to do
Taking things apart and reassembling
them intrigues me.
I like to play outside
I prefer to work by myself
I enjoy working with others
I like to draw my own pictures
I like school
Carolyn Chapman / Rita King 2005

41. Interest Inventory
What is your favorite activity or subject at school? Why? Your least favorite? Why?
What are your best subjects: What makes them easiest for you?
What subjects are difficult for you? What makes them the hardest?
What subject make you think and work the hardest? Why is it the most challenging?
What are your favorite games or sports?
If you could learn about anything you wanted to, what would you choose to learn about?
Diane Heacox, 2002

42. Poetry Contract Create A Rhyming Wheel
Use your spelling lists as a w ay to get started
Use Your Rhyming Wheel
Write a poem that sounds like Shel Silverstein might have written
Write an Acrostic Poem
Be sure it includes alliteration
Write
A cinquain ( check with another cinquain writer to make sure you got the right pattern
Computer Art
Use clip art to illustrate a simile, metaphor, or analogy on your class list, or ones you create.
Write about you
Use good descriptive words in a poem that helps us know and understand something important about you
Interpret
“How to Eat a Poem”
Research a Famous Person
Take notes. Write a clerihew that uses what you have learned. (It can have more than one stanza.)
Illustrate a Poem
Find a poem we’ve read that you like or one on your own. Write about why you illustrated it as you did.
Student choice #1
Student choice #2
Student choice #3
Contracts take a number of forms that begin with an agreement between student and teacher.
The teacher grants certain freedoms and choices about how a student will complete tasks, and the student agrees to use the freedoms appropriately in designing and completing work according to specifications

43. Circular Venn Diagram Timeline Listen-Draw- PMI Pair-Share Graphic
Organizers
Flow Chart
KWL
Timeline
Venn
Diagram
Character
Map
Story
Board
Circular
Compare
and
Contrast
Listen-Draw-
Pair-Share
PMI
Retell-Relate-
Reflect

44. Writing Bingo Recipe Thank- you Note
Directions to one place to another
Letter to the editor
Rules for a game
request for Information
Invitation
Letter to a pen pal, friend or relative
Skit or scene
Interview
FREE
YOUR Choice
Newspaper Article
Short Story
Schedule for your work
Grocery or shopping list
Advertisement
Cartoon Strip
Instructions
Greeting Card
Poem
Proposal to Improve Something
Letter to Your Teacher
Journal for a Week
Design a web page
Book Think Aloud

45. Interest-Based Assignment
Select a person in one of the folders and write a composition describing that person as thoroughly as you can,
Athletes
Scientists
Authors
Musicians
Artists
Political Leaders
An interest based assignment is one of many strategies that support Interest Differentiation.
Other strategies that support Interest Differentiation include:
Literature circles
WebQuests
Orbitals
Apprenticeships
Film Stars

46. Application
Divide the class into 3 subgroups assigning one component for each group:
Content
Process or Learning Activities
Products or Assessment
2. Select a specific topic and prepare three differentiated activities taking note of the learners’:
Readiness
Interests
Learning Profiles
Environment

48. Thank you
and
God Bless!
EVELYN VICENCIO
emvicencio68
@yahoo.com