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What is differentiated
instruction?
Differentiated instruction is doing whats
fair for students.
It means creating multiple paths so that
students of different abilities, interests, or
learning
needs
experience
equally
appropriate ways to learn.
Why differentiate?
Different levels
of readiness
Different Interests
Different
What to differentiate?
The content
The process
The product
Differentiating Content
Resource materials at varying readability
levels
Audio and video recordings
Highlighted vocabulary
Charts and models
Interest centers
Varied manipulatives and resources
Differentiating Process
(making sense and meaning of content)
Differentiating Products
(showing what is know and able to be done)
Tiering
Key Concept
Or
Understanding
Those who do
not know the
concept
Those with
some
understanding
Those who
understand
the concept
Assessments
Assignments
Writing prompts
Homework
Anchor activities
Learning stations
Materials
Level of complexity
Amount of structure
Pacing
Materials
Concrete to abstract
Options based on student interests
Options based on learning styles
Tiering Instruction
1.
2.
3.
4.
5.
6.
Strategies to Make
Differentiation Work
2. 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.
.
Strategies to Make
Differentiation Work
3. Flexible Grouping
This allows students to be appropriately
challenged and avoids labeling a students
readiness as a static state.
It is important to permit movement between
groups because interest changes as we move
from one subject to another
Whole 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
Focus
Learning Standard(s):
SK:
1.1.4 Able to talk about related topics with
guidance
1.1.2 Able to listen to and enjoy stories.
1.3.1 Able to listen to and demonstrate
understanding of oral texts by:
a) asking and answering questions
b) sequencing
c) predicting with guidance
Objective(s):
Time:
60 minutes
Teaching Aid(s):
Set induction
Show posters of fairy tales/modern
fairy tales e.g.: The Sleeping Beauty,
Beauty and The Beast, Maleficent
Step 1
Talk about the pictures.
Teacher asks Wh-questions and pupils respond.
E.g.:What can you see in the picture?
Is she pretty?
Teacher introduces the key words related to the
story. E.g.: dungeon, mountain, kidnapped, rode,
fought, locked
Teacher introduces the beginning sounds with
actions (Module Book 1, 2 and 3).
Step 2
Teacher introduces the key words (through
pictures from the textbook page 43
DIFFERENTIATED CONTENT) related to the
story. E.g.: dungeon, mountain, kidnapped,
rode, fought, locked
Teacher tells the story. Pupils listen.
Then, the teacher asks the pupils to predict
the ending of the story. The teacher may
help the pupils by providing three pictures
of different endings.
What will
happen
next?
Step 3
Teacher repeat the story.
In groups (mixed ability), pupils
rearrange the pictures based on the
story.
Step 4
Teacher distributes worksheet 1.
Mainstream: Pupils write their own
dialogue based on the situation.
LINUS: Pupils fill in the speech
bubbles with sentence given.
Teacher chooses a few mainstream
and LINUS pupils to present their
work.
Closure
Teacher and pupils discuss on the
moral values based on the story.