Differentiated Instruction:

Listening and Speaking

What is differentiated instruction?
• 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.
 Why differentiate?

Different levels Different Interests

of readiness

Different Ability Levels Different Cognitive Needs

 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)

• Use leveled or tiered activities

• Interest centers
• 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
 Differentiating Products
(showing what is know and able to be done)

• Graded product choices

• Model, use and encourage student use of technology
within products and presentations
• Provide product choices that range in choices from
all multiple intelligences, options for gender, culture,
and race
• Use related arts teachers to help with student
products
 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 Those who

Those with some
know the concept understand the
understanding
concept
 What Can Be Tiered?
• Processes, content and • Assessments
products
• Writing prompts
• Assignments
• Anchor activities
• Homework
• Materials
• Learning stations
 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.
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
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.

• 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
Differentiation Work
3. 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
Ebb and Flow of Experiences
(Tomlinson)

Back and forth over time or course of

unit

Individual Small Group Whole Group Small Group

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

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.
SAMPLE OF L&S LESSON

UNIT 5 (TEXTBOOK Y4 SK)

Focus Listening and Speaking

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): By the end of the lesson, pupils will be able to:

1. M: Rearrange 8/8 pictures in sequence according to
the story.
2. L: Rearrange 5/8 pictures in sequence according to
the story.
Time: 60 minutes

Teaching Aid(s): Power point slides, Bingo sheets, picture cards

 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.