Differentiated Instructions TLE

Differentiated Instruction

Objectives • Explain differentiated instruction (DI) • Provide activities for Differentiated Instruction • Make plans on how to transform the classroom into a DI classroom • Recognize the importance of DI in 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. • I can run fast.

I can draw good pictures.

Group 1 Task • The singer and the runner will write a short fourminute 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 envelope 3 and report your observation.

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. •

In DI teachers modify the content, process or product along with the learning area.

Group Task •D is c u s s a b o u t t h e c o m p e t en c y o r l es s o n y o u w i l l c o v er

•C r ea t e a s t e p -b y -s t e p l es s o n p l a n t o m a k e a s p e c i f i c l es s o n i n t h ei r g r a d e 9 c l as s t h a t y o u t h i n k m o s t s t u d e n t s w i l l h a v e d i ff i c u l t y i n

“No two children are alike. An enriched environment for one is not necessarily enriched for another.” ( Marian Diamonds, Professor of Neuroanatomat Berkeley)

“Differentiation is simply a teacher attending to the learning needs of a particular student or small groups of students, rather than teaching a class as though all individuals in it were basically alike.”Carol Ann Tomlinson (2000)