Session 9. differentiated instruction 2

Instruction
D IFFERENTIATED
Ignatius Joseph N Estroga MA-Eng
Liceo de Cagayan University

SUPER SLEUTH
Directions: Walk around the room and find
someone to respond to the questions on your
Super Sleuth. After a verbal answer the
person will initial the square.
Rules:
- A person can only answer and initial one
square.
- The goals are to activate prior knowledge
and to meet new people with new ideas.
ignatius joseph estroga

Super Sleuth
1.What is your
definition of
differentiated
instruction?
4.Give an example
of when you have
used DI?
7.What is
something you
would like to learn
about DI?
2.When do you use
small group
instruction?
5.Differentiation
means as many
lesson plans as you
have students.
Agree?
8.How do you
discover how your
students learn?
3.What is one way
you can form
groups in your
classroom?
6.What are some
quick on-going
assessments
in your class?
9. Are DIs and
assessment
related?

The biggest mistake of past
centuries in teaching has been
to treat all children as if they
were variants of the same
individual and thus to feel
justified in teaching them all the
same subjects in the same way.
Howard Gardner

Differentiated
instruction is doing
what‟s fair for
students.

It means creating multiple
paths so that students of
different abilities, interests, or
learning needs experience
equally appropriate
ways to learn.

Differentiated instruction
is a process through
which teachers enhance
learning by matching
student characteristics to
instruction and
assessment.

•Differentiated instruction
allows all students to
access the same classroom
curriculum by providing
entry points, learning tasks,
and outcomes that are
tailored to the students’
needs.ignatius joseph estroga

THE RATIONALE FOR
DIFFERENTIATED
INSTRUCTION
Different levels
of readiness
Different Interests

THE RATIONALE FOR
DIFFERENTIATED
INSTRUCTION
Different Ability Levels
Different Cognitive Needs

•The goals of differentiated
instruction are to develop
challenging and engaging
tasks for each learner (from
low-end learner to high-end
learner). Instructional
activities are flexible and
based and evaluated on
content, process and product.

TEACHERS CAN DIFFERENTIATE
ACCORDING TO ….
•The content
•The process
•The product

DIFFERENTIATING
CONTENTS
• What the student needs to learn.
• The instructional concepts should be broad
based, and all students should be given
access to the same core content.
• However, the content‟s complexity should
be adapted to students‟ learner profiles.
Teachers can vary.

DIFFERENTIATING
CONTENTS
• Resource materials at varying
readability levels
• Audio and video recordings
• Highlighted vocabulary
• Charts and models
• Varied manipulative and resources
• Peer and adult mentors

to Differentiate
Content
• Reading Partners / Reading Buddies
• Read/Summarize
• Read/Question/Answer
• Visual Organizer/Summarizer
• Parallel Reading with Teacher Prompt
• Choral Reading/Antiphonal Reading
• Flip Books
• Split Journals (Double Entry – Triple Entry)
• Books on Tape
• Highlights on Tape
• Digests/ “Cliff Notes”
• Note-taking Organizers
• Varied Texts
• Varied Supplementary Materials
• Highlighted Texts
• Think-Pair-Share/Preview-Midview-Postview
Tomlinson – „00ignatius joseph estroga

CHARACTER MAP
Character
Name____________
How the character
looks
____________
____________
____________
____________
____________
____________
How the character
thinks or acts
____________
____________
____________
____________
____________
Most important thing to know about the
character
_______________________________________________
_______________________________________________
_____________________

CHARACTER MAP
Character
Name____________
What the character
says or does
____________
____________
____________
____________
____________
____________
What the character
really MEANS to say or
do
____________
____________
____________
____________
____________
What the character would mostly like
us to know about him or her
_______________________________________________
______________________________________

CHARACTER MAP
Character
Name____________
Clues the author
gives us about the
character
____________
____________
____________
____________
Why the author
gives THESE clues
____________
____________
____________
____________
____________
The author’s bottom line about this
character
_______________________________________________
_______________________________________________
________

Reading Contract
Choose an activity from each shape group.
Cut out your three choices and glue them below.
You are responsible for finishing these activities by _________.
Have fun!

Make a poster advertising
yourself as a good
friend. Use words and
pictures to help make
people want to be your
friend. Make sure your
name is an important
part of the poster
Get a partner
and make
a puppet show
about a problem and
the solution in your book
Draw a picture of a problem
in the story. Then use words
to tell about the problem and
how the characters solved
their problem
Make a two sided
circle-rama. Use it to tell
people what makes you a
good friend. Use pictures
and words and make
sure your name is an
important part of the
display
Get a partner
and act out
a problem and its
solution from your
book
Write a letter to one of the
characters in your book. Tell
them about a problem you have.
Then have them write back with
a solution to your problem.
Make a mobile that
shows what makes you
a good friend. Use
pictures and words
to hang on your mobile.
Write your name on the
top of the mobile in
beautiful letters.
Meet with me
and tell me about a
problem and its solution
from the story. Then tell
me about a problem you have
had and how you solved it
Think about another
problem one of the
characters in your book
might have. Write a new
story for the book about the
problem and tell how it
was solved.

Make a poster advertising
yourself as a good
friend. Use words and
pictures to help make
people want to be your
friend. Make sure your
name is an important
part of the poster
Make a two sided
circle-rama. Use it to tell
people what makes you a
good friend. Use pictures
and words and make
sure your name is an
important part of the
display
Make a mobile that
shows what makes you
a good friend. Use
pictures and words
to hang on your mobile.
Write your name on the
top of the mobile in
beautiful letters.ignatius joseph estroga

Meet with me
and tell me about a
problem and its solution
from the story. Then tell
me about a problem you have
had and how you solved it
Get a partner
and make
a puppet show
about a problem and
the solution in your book
Get a partner
and act out
a problem and its
solution from your
book

Draw a picture of a problem
in the story. Then use words
to tell about the problem and
how the characters solved
their problem
Write a letter to one of the
characters in your book. Tell
them about a problem you have.
Then have them write back with
a solution to your problem.
Think about another
problem one of the
characters in your book
might have. Write a new
story for the book about the
problem and tell how it
was solved.ignatius joseph estroga

Content
Essential
Questions
Reading
comprehension
Vocabulary
Instruction
Compacting
Using varied text
and resource
materials
Learning
contracts
Minilessons
Varied
Support
Systems
Audio/Video
recorders
Note-taking
Organizers
Highlighted Print
Materials
Lists of Key Ideas
Peer or Adult
mentorsignatius joseph estroga

• Activities in which the student engages
to make sense of or master the content.
• Examples of differentiating process
activities include scaffolding, flexible
grouping, interest centers, manipulatives,
varying the length of time for a student
to master content, and encouraging an
advanced learner to pursue a topic in
greater depth.
DIFFERENTIATING PROCESS
(MAKING SENSE AND MEANING OF CONTENT)

DIFFERENTIATING PROCESS
(MAKING SENSE AND MEANING OF CONTENT)
• Use leveled or tiered activities
• Hands-on materials
• Vary pacing according to readiness
• Allow for working alone, in partners, triads,
and small groups
• Allow choice in strategies for processing
and for expressing results of processing

Process
Flexible grouping
Graphic
Organizers
Tiered
assignments
Anchor Activities
Framing
Questions
Learning LogsLearning Centres
Learning
contracts
Literature Circles
Writing
Workshops

• The culminating projects that ask
students to apply and extend what
they have learned.
• Products should provide students
with different ways to demonstrate
their knowledge as well as various
levels of difficulty, group or
individual work, and various means
of scoring.
DIFFERENTIATING PRODUCTS
(SHOWING WHAT IS KNOWN AND ABLE TO BE DONE)

DIFFERENTIATING PRODUCTS
(SHOWING WHAT IS KNOWN AND ABLE TO BE DONE)
•Tiered product choices
•Model, use and encourage students
to uses technology
•Provide product choices that range in
choices from all multiple intelligences,
options for gender, culture, and race
•Use related art to help with student
products

Products
Develop games Write books
Give a
presentation
Write a song
Conduct a
debate
Make a video
documentary
Present a
puppet show
Write a photo
essay
Develop web
pages

OBSTACLES
1. I Long to return to the Good Old Days
2. I thought I was differentiating
3. I teach the way I was taught
4. I don‟t know how
5. I have too much content to cover
6. I‟m good at lecturing
7. I can‟t see how I would grade all those
different assignments
Kathie F. Nunley, Differentiating in the High School, Thousand Oaks,
CA: Corwin Press, 2006.ignatius joseph estroga

OBSTACLES
8. I thought differentiation was for the
elementary school
9. I subscribe to ability grouping
10.I have real logistic issues
11.I want my classroom under control
12.I don‟t know how to measure my
student‟s learning styles
13.I have neither the time nor the funding
for all that
Kathie F. Nunley, Differentiating in the High School, Thousand Oaks, CA:
Corwin Press, 2006.ignatius joseph estroga

OBSTACLES
14.I‟ve been teaching this way for years and
it works
15.There‟s no support for it at my school
16.My district requires me to follow a
prescribed text
17.Parents expect lecture format in high
school for college prep
18.The bottom line – if they are learning, you
are teaching
Kathie F. Nunley, Differentiating in the High School, Thousand Oaks, CA:
Corwin Press, 2006.ignatius joseph estroga

STRATEGIES TO MAKE
DIFFERENTIATION WORK
1. Tiered Instruction
Changing the level of complexity
or required readiness of a task or
unit of study in order to meet the
developmental needs of the
students involved.

TIERING
Key Concept
Or
Understanding
Those who do not
know the concept
Those with some
understanding
Those who
understand the
concept

WHAT CAN BE TIERED?
• Processes,
content and
products
• Assignments
• Homework
• Learning stations
• Assessments
• Writing prompts
• Anchor activities
• Materials

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

TIERING INSTRUCTION
1. Identify the standards, concepts, or
generalizations you want the
students to learn.
2. Decide if students have the
background necessary to be
successful with the lesson.
3. Assess the students‟ readiness,
interests, and learning profiles.

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

STRATEGIES TO MAKE
1. Anchoring Activities
These are activities that a student may do at any
time when they have completed their present
assignment or when the teacher is busy with
other students.
They may relate to specific needs or enrichment
opportunities, including problems to solve or
journals to write. They could also be part of a
long term project.

STRATEGIES TO MAKE
2. Flexible Grouping
This allows students to be appropriately
challenged and avoids labeling a
student‟s readiness as a static state. It is
important to permit movement between
groups because interest changes as we
move from one subject to another

FLOW OF EXPERIENCES
(TOMLINSON)
Back and forth over time or course of unit
Individual Small Small Individual
Group Whole Group Group

FLEXIBLE GROUPING
Homogenous/Ability
-Clusters students of similar
abilities, level, learning
style, or interest.
-Usually based on some type
of pre-assessment
Heterogeneous Groups
-Different abilities, levels or
interest
- Good for promoting
creative thinking.
Individualized or
Independent Study
-Self paced learning
-Teaches time management
and responsibility
-Good for remediation or
extensions
Whole Class
-Efficient way to present new
content
-Use for initial instruction

STRATEGIES TO MAKE
4. Compacting Curriculum
Compacting the curriculum means assessing
a student‟s knowledge and skills, and
providing alternative activities for the student
who has already mastered curriculum
content. This can be achieved by pre-
testing basic concepts or using performance
assessment methods. Students
demonstrating they do not require instruction
move on to tiered problem solving activities
while others receive instruction.

Through a variety of instructional strategies
Carol Ann Tomlinson
(2006)
Product
Differentiation
Is a teacher's response to learner’s need
Respectful tasks Continual assessmentFlexible grouping
Teachers can differentiate through
Content Process
According to students’
Readiness Interests Learning Profile Environment

IN CLOSING…..
What is fair isn’t
always equal…

IN CLOSING…..
Differentiation gets us
away from “one size fits all”
approach to curriculum and
instruction that doesn‟t fit
anyone.

Download presentation at
www.slideshare.net/josephestroga

BIBLIOGRAPHY
Campbell, Bruce. The Multiple Intelligences Handbook: Lesson Plans and
More. Stanwood, WA. 1996.
Daniels, Harvey and Bizar. (2005). Teaching The Best Practice Way:
Methods that Matter, K-12. Portland, Maine: Stenhouse Publishers.
Gregory, Gayle. Differentiated Instructional Strategies in Practice. Thousand
Oaks, CA. 2003.
Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA: ASCD.
1995.
Wormeli, Rick. Fair Isn’t Always Equal: Assessment and Grading in the
Differentiated Classroom, Stenhouse Publishers, 2006.

Level 1 Level 2 Level 3 Level 4
Activity Activity Activity Activity
Domain _________________________
Least Mastered Skill/
Critical Content _________________
Day 2: Workshop 3

Session 9. differentiated instruction 2

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