Resource 2A 2016 DI Readiness Interest and Student Profile

INTRODUCTION
TO
DIFFERENTIATED
INSTRUCTION
DISEDIAKAN OLEH DR. PUMADEVI.S. IPG KAMPUS RAJA
MELEWAR, SEREMBAN, NS
VOCABULARY
• Learning: Refers to any change in an individual’s
behaviour.
• Instruction: Any purposeful activity on the part of
a teacher that is responsible for changing another
person’s behaviour.
• Instruction is an accountable activity in which
teachers are responsible for the learning of their
pupils.
• Instruction refers to both Teaching and
Learning
NORMAL LESSON
• Standard curriculum
• Same instruction strategy to teach the whole
class
• Same expected learning outcome for all
students
• Same assessment for all students
. DISEDIAKAN OLEH DR. PUMADEVI.S. IPG KAMPUS RAJA

•Students are LABELLED
•Above average
•Average
•Below average

WHO ARE YOU?
•SISC + :General group
•Because all have one thing in common.
•Difference within this group :
•Primary school SISC+
•Secondary school SISC+
•Both Primary and Secondary school
SISC+
HUMAN BEING VERSES INDIVIDUAL
• Are you and I human beings? Yes
• Why are we called human beings?
• Because we have similarities.
• Are you and I individuals? Yes

• Why are we individuals?
• Because we have different characteristics
PREPARING LESSONS
•What do you take into account?
•Needs of human beings (general) or
needs of individuals?
•Norm in preparing lessons :look into
the general needs of students and
not the needs of individuals.
HOW TO CATER FOR
INDIVIDUAL NEEDS?
DIFFERENTIATED
INSTRUCTION (DI)
INDIVIDUAL NEEDS
INDIVIDUAL NEEDS ARE BASED

ON DIFFERENCES IN STUDENTS’
CHARACTERISTICS:
READINESS
INTEREST
LEARNING PROFILE
STUDENT
CHARACTERISTIC:
READINESS
DISEDIAKAN OLEH DR. PUMADEVI.S.

IPG KAMPUS RAJA MELEWAR, SEREMBAN, NS
READINESS: COLLECTING DATA
• TOOL: SQUARING OFF

• 4 cards:
I know very little
I know some
I know a lot
I know all about this
• PLEASE go to the section that matches your knowledge about
Differentiated Instruction.

READINESS
• You are now in groups based on your prior knowledge:
READINESS
• Tools to determine readiness
• Pre-test
• Surveys
• K-W-L
• Reaching for the top
• Speedometer Reading

LEVEL OF READINESS
• 1. Has attained prerequisite

• 2. Has not attained prerequisite
• 3. Has mastered the topic
• Do Categories 2 and 3 students learn during the
lesson? Why?
• What do they feel in class?
• Why does this happen?
• READINESS OF STUDENTS IGNORED
DETERMINING READINESS
• When?: Before planning and engaging in interactive instruction
• Why?:
• To discover what each pupil knows and can do in relation to a
lesson’s goals/objectives.
• Why?
• To provide appropriate entry point to achieve the lesson’s
goals/objectives.
• Why?
• To prevent 2 types of ERROR
•ERROR 1: Assumption by teacher
that pupils can do and/or know things
they really cannot do or do not know.
•Students will be unable to follow the
lesson because students do not
possess the necessary entry
capabilities.

•ERROR 2: Assumption by teacher
that pupils cannot do and/or do not
know things they really can do or do
know.
•Lesson re-enacts (repeats) past
learning experiences that students
have already mastered.

DIFFERENTIATED INSTRUCTION (DI)
BASED ON STUDENT READINESS
•DI based on student readiness is
planned according to individual students
prior knowledge,
•that is, it takes into account the
difference in knowledge and skills
already attained by individuals.
GOALS OF DI BASED ON
READINESS
• To provide tasks which are a close match for students’
skills and understanding of a topic.
• A task that is a good match for student readiness
extends that student’s knowledge, understanding and
skills a bit beyond what student can do independently.
• A good readiness match pushes the student a little
beyond his or her comfort zone and then provides
support in bridging the gap between the known and the
unknown.
OUTLINE OF A LESSON BASED ON
READINESS
• Content: TELLING TIME
• Learning Outcome: Students will be able to tell time by writing
or saying aloud the time indicated on the clock to an accuracy
of one minute.
• Prerequisites:
• Differentiating the little hand (hour hand) from the big hand
(minute hand)
• Writing and Reading numbers from 0-60
• Counting clockwise by ones from 0-60
• Counting clockwise by fives from 0-60
• Readiness Levels:
• A: Can read time
• B: Has all the prerequisites
• C:Cannot count in fives
• Your Task: Suggest appropriate activities for groups A, B and

C.
• Suggested Activities:
• A: Add another LO / Give challenging questions
• B: Can be taught to teach time – a normal lesson
• C: First teach to count in fives

STRATEGIES BASED ON
READINESS
•Adjustable assignments: start learning
from what they know.
•Tiered or Scaffolding Assessment: from
easy to more challenging.
•Curriculum Compacting: more for very
capable students: use different topic or
grade level.
STUDENT
CHARACTERISTIC:
INTEREST

WISHING WELL
• Write your name and what activity you love most
doing example singing, dancing, watching
movies, reading, etc. and put it in the wishing well
(Box)
• You have different interest.
• The Wishing Well is a tool to collect
(or a method of collecting) information about
interest
INTEREST
• Just like you, students have their own interest and can
be categorised for a lesson based on their
INTEREST
Tools to gather information about students interest:
Interest survey
ABA Inventory: Activity Based Assessment Inventory
Informal Interview: Students/Parents/Peers
Observation by teacher/parents/peers
MAPS(Making Action Plans): Formal Interview

DETERMINING INTEREST
• When?: Preferably an accumulation of information
about each students’ interest over a long period of time
before the lesson rather than single instant methods
during the session.
• Why?: Key feature of artful teaching is having a plan to
engage or “hook” students on the topic at hand.
• Motivator for engagement is students interest.
• If a student has an interest in a topic successful learning
is more likely to take place for that student.

DIFFERENTIATED INSTRUCTION
BASED ON STUDENT INTEREST
•DI based on student interest is
planned according to individual
students interest, that is, it takes into
account the difference in interest of
individuals.

GOALS OF DI BASED ON
INTEREST
•Help students realise that there is a
match between school and their interest.
•Employ skills and ideas which students
are familiar with to bridge to skills and
ideas less familiar to them.
•Enhance student motivation.
OUTLINE OF LESSON BASED ON
INTEREST
• Content: Application of function graphs in the real
world
• Learning Outcome: Students will be able to relate the
application of function graphs to solve real world
problems.
• Prerequisites: Students must be able to
• Construct function graphs in (a) paper and pencil
medium (b) using graphing calculators
• Interpret function graphs.
• BEFORE THE DAY OF THE LESSON
• Interest Groups and information to be read before
lesson:
• A: Detective work: How Event / Evidence Data
Recorders work
• B: Wild animals : How bats and dolphins detect
objects: Echolocation
• C: Engineering : How sonar devices function
• D: Archaeology : How age of fossils are
determined using radioactive
decay (C14).
• 1. Share information from reading materials (2
minutes/group).
• 2. Read, discuss and do activity in groups (30 minutes):
• Group A: Reckless Driver: Recreate accident scene
based on graph and test prediction using the CBR and
graphing calculator (GC) (P).
• Group B and C: Ship Wreck: Determine the position of
the reefs based on the graph given and test prediction
using the CBR and GC (Q)
• Group D: Ancestors and Antiques: Determine when
the animal existed based on the carbon decay graph
using the GC. (R).
•3. Share their findings in groups of 3, 4
or 5 comprising of students from each
Activity group, that is, P, Q, and R and
complete the activity sheets of the other
groups.
•4. Homework: additional related
questions.
•Do you think students would enjoy this
lesson? Why?
STRATEGIES BASED ON
INTEREST
Based on students’ interest or create new interest
in students:
• Jigsaw (cooperative learning strategy)
• Literature circle: find information related to the
same topic but based on respective interest.
• Real life applications related to a specific topic.
• Use of materials which students enjoy using.
• Choice of audience to present outcome.
STUDENT
CHARACTERISTIC:
LEARNING PROFILE

REFLECTION
Four sections on A4 paper answer these questions:
Section
A: Do I like more often to work in groups or on my own?
B: What stimulates my mind? (example: concrete
objects, abstract mathematics, inductive reasoning,
deductive reasoning…).
C: What condition of learning is conducive for me?
D: Which of the multiple intelligences listed by Howard
Gardner relates to my intelligence?

LEARNING PROFILE (LP)
• Just like you, students have their own LP and can be
categorised for a lesson based on their
LEARNING PROFILE (ways in which one learns best)
• Tools to gather information about students LP:
• Questionnaire
• Survey
• Observation: Teacher and Peers
• Informal interview: Become a student of your student
• MAPS(Making Action Plans): Formal interview of
relevant people
THE 4 CATEGORIES OF LP FACTORS
• Group Orientation: Individual/group/with
adult….
• Cognitive Style: concrete, abstract, inductive
reasoning,….
• Learning Environment: quite, noisy, warm,
cool, …
• Intelligence Preference: Based on multiple
intelligence (Howard Gardner)
WHEN AND WHY TO DETERMINE
STUDENT’S LP?
• When?: Preferably an accumulation of
information about each students’ LP over a
long period of time for all 4 categories.
• Why?: So that a teacher can tap into routes

that promote efficient and effective learning
for students
• Often teachers prepare a lesson based on their
own learning profile:
Result: Not all students have the same LP as the
teacher and hence the learning situation is not
conducive to the student.
• LP refers to the way in which an individual
learns best.
• As such taking into account LP would provide a
conducive learning environment for effective
learning to take place.
DIFFERENTIATED INSTRUCTION (DI)
BASED ON STUDENT LP
•DI based on student LP is planned
according to individual students LP, that
is, it takes into account the difference in
learning style and thinking style of
individuals.

GOALS OF DI BASED ON LP
•To help individual learners understand

modes of learning that work best for
them.
•To offer options so that each leaner finds
a good learning fit in the classroom.

OUTLINE OF A LESSON BASED ON
LEARNING PROFILE
• Content: Transformation
• Learning Outcome: Students will be able to
Determine the transformation involved
Determine the object and image of a specific transformation
Apply the properties of transformation to analyse a given
situation.
• Prerequisites: Students are be able to find the image of an
object for the following transformation:
Translation, Reflection, Rotation and Enlargement
• Before the lesson
• Categorise students: Multiple intelligence groups:
A: Inter personal / Bodily/ Kinesthetic / Visual/ Spatial
B: Inter personal / Bodily/ Kinesthetic / Musical
/Rhythmic
The lesson
1. Recall Prerequisites: Instructions to draw the image of
an objects on a grid using (Prerequisite activity sheet)
(a)Translation (b) Reflection (c) Rotation
(d) Enlargement

•2. Identify transformation involved:
GSP Page 1
•3. Check answers using GSP
•4. List properties of each of the 4
transformations
•5. Amend property list: GSP Page 2

•4. Assessment: Activity Sheet A and B
•Activity sheet A: Look at the pattern and

complete. (Visual/Spatial, Interpersonal,
Bodily/ Kinesthetic).
•Activity sheet B: Read the instructions and

do the Puma Transformation Dance and
complete. (Musical /Rhythmic,
Interpersonal, Bodily/ Kinesthetic)
• Homework in groups of 2, 3 or 4:
• Group A: Create a pattern using the 4
transformations. Discuss how the knowledge
of the properties of transformation helped
you in your creation.
• Group B: Choreograph a transformation
dance. Discuss how the knowledge of the
properties of transformation helped you in
your creation.
DISCUSSION
•WHY WERE BOTH GROUPS
REQUIRED TO DO BOTH THE
ACTIVITIES IN THIS DI LESSON?

STRATEGIES BASED ON
LEARNING PROFILE
•Flexible environment: alter according to
students needs
•Complex Instruction: create a complex
task that draws on the strengths of
different students, example based on
their MI (Cohen, 1994)
DIFFERENCES BETWEEN INDIVIDUAL
STUDENT CHARACTERISTICS

READINESS
DIFFERENCES IN STUDENT
CHARACTERISTIC
INTEREST LEARNING PROFILE

DIFFERENTIATED INSTRUCTION
Addresses differences in student

LESSON PLAN
• LESSON PLAN TEMPLATE : A BRIEF OUTLINE

THANK YOU


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INTRODUCTION

. DISEDIAKAN OLEH DR. PUMADEVI.S. IPG KAMPUS RAJA

DISEDIAKAN OLEH DR. PUMADEVI.S. IPG KAMPUS RAJA

• Are you and I individuals? Yes

INDIVIDUAL NEEDS ARE BASED

DISEDIAKAN OLEH DR. PUMADEVI.S.

• TOOL: SQUARING OFF

DISEDIAKAN OLEH DR. PUMADEVI.S. IPG KAMPUS RAJA

DISEDIAKAN OLEH DR. PUMADEVI.S. IPG KAMPUS RAJA

• 1. Has attained prerequisite

DISEDIAKAN OLEH DR. PUMADEVI.S. IPG KAMPUS RAJA

DISEDIAKAN OLEH DR. PUMADEVI.S. IPG KAMPUS RAJA

• Your Task: Suggest appropriate activities for groups A, B and

DISEDIAKAN OLEH DR. PUMADEVI.S. IPG KAMPUS RAJA

DISEDIAKAN OLEH DR. PUMADEVI.S.

DISEDIAKAN OLEH DR. PUMADEVI.S. IPG KAMPUS RAJA

DISEDIAKAN OLEH DR. PUMADEVI.S. IPG KAMPUS RAJA

DISEDIAKAN OLEH DR. PUMADEVI.S. IPG KAMPUS RAJA

DISEDIAKAN OLEH DR. PUMADEVI.S.

DISEDIAKAN OLEH DR. PUMADEVI.S. IPG KAMPUS RAJA

• Why?: So that a teacher can tap into routes

DISEDIAKAN OLEH DR. PUMADEVI.S. IPG KAMPUS RAJA

•To help individual learners understand

DISEDIAKAN OLEH DR. PUMADEVI.S. IPG KAMPUS RAJA

DISEDIAKAN OLEH DR. PUMADEVI.S. IPG KAMPUS RAJA

DISEDIAKAN OLEH DR. PUMADEVI.S. IPG KAMPUS RAJA

•Activity sheet A: Look at the pattern and

•Activity sheet B: Read the instructions and

DISEDIAKAN OLEH DR. PUMADEVI.S. IPG KAMPUS RAJA

DISEDIAKAN OLEH DR. PUMADEVI.S. IPG KAMPUS RAJA

INTEREST LEARNING PROFILE

DISEDIAKAN OLEH DR. PUMADEVI.S. IPG KAMPUS RAJA

Addresses differences in student

DISEDIAKAN OLEH DR. PUMADEVI.S. IPG KAMPUS RAJA

DISEDIAKAN OLEH DR. PUMADEVI.S. IPG KAMPUS RAJA

DISEDIAKAN OLEH DR. PUMADEVI.S. IPG KAMPUS RAJA

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