DIFFERENTIATED INSTRUCTION

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 byEVELINA MACLANG-VICENCIO, PhD Dean, College of EducationUniversity 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. 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. More for advanced; less for others

9. Windshield Check ANALYSIS • 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. 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, 1896-1934: 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 Is a teacher's response to learner’s needs Respectful tasks Flexible grouping Continual assessment Teachers can differentiate through Content Product Process According to students’ Readiness Interests Learning Profile Environment Through a variety of instructional strategies Carol Ann Tomlinson (2006)

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. Think Pad Brainstorming 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, 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 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. 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 “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

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

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

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

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_________________________ Because___________________________ If I have free time, I prefer to __________ or _____________. My favorite thing to read is_____________. 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. 4 3 2 1 I like to make up songs. 4 3 2 1 I am challenged by things that are difficult to do. 4 3 2 1 Taking things apart and reassembling 4 3 2 1 them intrigues me. I like to play outside. 4 3 2 1 I prefer to work by myself. 4 3 2 1 I enjoy working with others. 4 3 2 1 I like to draw my own pictures. 4 3 2 1 I like school. 4 3 2 1 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

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

44. Writing Bingo Recipe Thank- you Note Directions to one place to another Letter to the editor Rules for a game Email 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 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