Differentiated

Instruction
Prepared by
Group 3
Group 3 Members:
Veronica Mae Cano
Ma. Carmella Datoon
Manuel Delfino
Graciel Enero
Krezia Erica Corpin
Presentation
Outline!

1 3
What is Differentiated Four Ways to
Instruction Differentiate Instruction

2 4
How Teachers Practice Pros & Cons
Differentiation
Students come to our
classrooms with a variety
of:
- Prior Educational
Experiences
- Interests
- Learning Styles
- Readiness
- Personal
Experiences
- Motivators
The biggest mistake of past centuries in
teaching has been to treat all children as
if they were variants of the same
individual and thus to feel justified in
teaching them all the same subjects in the
same way.

-Howard Gardner
How do we
successfully meet
the needs of the
diverse learners in
our classroom?
Differentiated
Instruction
What Is Differentiating A set of unique decisions
Instruction? that the educator makes
to bring learning within
the grasp of all students.
Carol Ann Tomlinson
describes it as factoring
students’ learning styles
and levels of readiness
first before designing a
lesson plan.
Principles of a Differentiated
Classroom:
● All students participate in
respectful work.
● Teacher and students work
together to ensure continual
engagement & challenge for each
learner.
● Flexible grouping
Principles of a Differentiated
Classroom:
● Time use is flexible in response to student
needs.
● A variety of management strategies, such as
learning centers, interest centers, learning
buddies, etc. is used to help target
instruction to student needs.
● Clearly established individual and group
criteria provide guidance toward success.
● Students are assessed in a variety of ways
to demonstrate their own thought and growth.
How do teachers practice
differentiation?

Interests &
Readiness
Attitudes

Learning
Profile & Need
FOUR WAYS TO
DIFFERENTIATE
INSTRUCTION:

CONTENT PRODUCT

PROCESS LEARNING
ENVIRONMENT
 CONTENT
- Students who are unfamiliar with a
lesson could be required to complete
tasks on the lower levels: remembering
and understanding.
-Students with some mastery could be
asked to apply and analyze the content.
- Students who have high levels of
mastery could be asked to complete
tasks in the areas of evaluating and
creating.
Examples of Differentiating
Instruction:
● Differentiate fact
● Match vocabulary from opinion to a
words to its story.
definition. ● Identify an author's
● Read a passage of position and provide
evidence to support
test and answer
this viewpoint.
related questions.
 PROCESS

Each student has a preferred

learning style, and successful
differentiation includes
delivering the material to
each style: visual, auditory,
kinesthetic, and through
words.
Examples of Differentiating
the PROCESS:

● Provide textbooks ● Give kinesthetic learners

for visual and word the opportunity to
learners. complete an interactive
● Allow auditory assignment online.

learners to listen
to auditory books.
 PRODUCT
The product is what the
students create at the end
of the lesson to demonstrate
the mastery of the content.
This can be in the form of
test, projects, reports, or
other activities.
Examples of Differentiating
the End Product:

● Auditory learners:
● Read and write
give an oral report
learners: write a book
● Kinesthetic
report
learners: build a
● Visual learners:
create a graphic
diorama illustrating
organizer of the story the story
 LEARNING ENVIRONMENT
The conditions for optimal
learning include both physical
and psychological elements.
A flexible classroom layout is
the key, incorporating various
types of furniture and
arrangements to support both
individual and group work.
Examples of Differentiating
the Environment:

● Break the students ● Create quite spaces

into reading groups where there are no
to discuss assignment
distractions
● Allow students to
read individually if
preferred
PROS &
CONS
Differentiated
instruction
 PROS CONS
● Research shows differentiated
instruction is effective for
● It requires more work
high-ability students as well as during lesson planning.
students with mild to severe ● The learning curve can be
disabilities. steep and some schools lack
● When students are given more professional development
options on how they can learn
sources.
material, they take on more
responsibility for their own ● Critics argue there is not
learning. enough research to support
● Students appear to be more engaged the benefits of
in learning, and there are differentiated instruction
reportedly fewer discipline
outweighing the added prep
problems in classrooms where
teachers provide differentiated
time.
lessons.
REFERENCES:

● The Differentiated Classroom: Responding to

the needs of all learners 1st edition- Carol
Ann Tomlinson
● https://resilienteducator.com/classroomresourc
es/examples-of-differentiatedinstruction/
● Differentiated Instructional Strategies: One
size doesn't fit all by Gayle H. Gregory and
Carolyn Chapman
 Thank you
for listening!