Differentiated Instruction
Objectives
Objectives
•• Explain
Explain differentiated
differentiated instruction
instruction (DI)
(DI)
•• Provide activities for Differentiated
Provide activities for Differentiated
Instruction
Instruction
•• Make plans on how to transform the
Make plans on how to transform the
classroom into a DI classroom
classroom into a DI classroom
•• Recognize the importance of DI in
Recognize the importance of DI in
responding to individual differences of
responding to individual differences of
students
Overview
• Each one of us has different learning
styles.
• With this knowledge, it is about
time that we should accept that using a
one-size-fits-all method of teaching will
not make our students learn best.
Overview
• We should be able to find ways to make
the students learn the most that they
can in the classroom.
• This session shall demonstrate
importance of considering individual
differences of the learners in facilitating
learning.
* Groups 1 , 2, and 3 will be provided with
armbands.
•Each group will follow the given instructions.
• Groups 4, 5, and 6 will serve as process
observers for Group 1,2, and 3 respectively.
They have to report their observations.
•Groups 1,2, and 3 will also give their idea
about their tasks
Skills
Armbands(with skill/talent)
• I can sing.
I am good with numbers.
• I can dance.
I can write good stories.
• I can act.
I can make people laugh.
• I am a good cook. I can tell good stories.
Group 1 Task
• The singer and the runner will write a short
four-minute skit about a child from the public school who is usually absent in the class.
• The dancer and the cook will draw a beautiful picture of a child with the title and story in big bold letters.
• The math enthusiast, the storyteller, the joker and the artist will role play the skit prepared by the singer and runner.
• The actor and the writer will ensure that the members finish the task on time. They are not allowed to help the group mates in the skit.
Group 2 Task
• The math enthusiast and the runner will write a short four-minute skit about a usual scenario in the lowest section of their class in the public school.
• The singer and the actor will make a poster of their skit.
• The cook, the storyteller, the joker and the artist will play parts in the skit.
• The writer and the dancer will see to it that their
group members finish their task on time. They are not allowed to help the group mates in the skit.
Group 3 Task
• The cook and the dancer will write a short four-minute skit about the usual problem that teachers face in the highest section of their class in the public school.
•
The runner and the actor will make a poster of their skit.• The singer, math enthusiast, the writer and the joker shall role play the skit prepared by the cook and the dancer.
• The artist and storyteller will see to it that the group finishes their task on time. They are not allowed to help the group mates in the skit.
Task of Other Groups
Group 4
- Observe the Group who got
envelope 1 and report your observation.
Group 5
- Observe the Group who got
envelope 2 and report your observation .
Group 6-
Observe the Group who got
Let’s Discuss...
• How do you feel about the activity?
Why?
• Were the tasks asked of you congruent
to your strengths or talents?
• What helped/blocked your group in
performing better?
Let’s discuss...
• What did you discover about yourself?
About others?
• What is it telling us about addressing
individual needs?
• What insights have you gained from the
activity?
•
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.
•In DI, a teacher proactively plans
varied approaches to what students need to learn, how they will learn it and how they will express what they have learned in order to increase the likelihood that each student will learn as much as he can as efficiently as possible.
1.Every student will make
continuous
progress
no
matter how old she is or
what levels her knowledge
and skills are as she begins
the unit.
2. Every student will become a
lifelong learner. Differentiated
classrooms feel right to students
who learn in different ways and
at different rates and who bring
to school different talents and
interests.
•
DI is permitting students to
opt out of material they already
know and progress at their own
pace through new material.
•The first step in making your classroom a DI class
is to do a formative assessment to create an individual profile of every student in the class. Assessment should be on-going and diagnostic to provide data on readiness for particular skills.
