Republic of the Philippines

SORSOGON STATE UNIVERSITY

Sorsogon City Campus
College of Teacher Education and Midwifery
Magsaysay St., Sorsogon City

TOPIC: Differentiated Instruction for English Learners

NAME OF DISCUSSANTS: Ela Agripa
Irish Felismino
Shaine D. Gigantone
PROGRAM/BLOCK: Bachelor in Elementary Education, Third Year Block A
COURSE: Facilitating Learner-Centered Teaching
Instructor: Shane Deuna
Academic Year: 1st Sem, A.Y. 2023-2024

Topic - Differentiated Instruction for English Learners

I. Introduction

One of the difficulties in the modern classroom is the vast diversity of learners. As the
digital age unites the world and its people ever so closer, the classroom now has more
differentiated learners with very different backgrounds, ethnicities, abilities, competencies,
and many more as ever. As we value individual differences, the education landscape
becomes less and less of a one-size-fits-all environment. Thus, teaching in such an
environment must be able to reflect this very nature of our learners.

II. Objectives

In this lesson, you will be able to:

● Define Differentiated Instruction

● Identify Various Differentiated Instructional Strategies used in Teaching; and
● Employ Differentiated Instruction in the Development of the Lesson
III. Discussion

Differentiated Instruction

Carol Ann Tomlinson defines differentiated instruction as a means of tailoring

instruction to meet the learners' individual needs. This provides the learners the opportunity
to maximize their learning, whether as individuals or in small groups It also describes the
efforts of the teachers to address the variance among learners giving them the best learning
experience possible.

Differentiating via Content

Four Ways to Differentiate via Content

 1. Compacting the curriculum where the teacher determines which parts of the
lesson do the learners have prior knowledge about and highlight those areas that
learners have not mastered yet.
2. Learning contracts are individual agreements between the teachers and the
learners or their parents where the teacher provides a certain level of freedom, while
the learners agree to meet the class expectations within the given time.
3. Tiered lessons are taking single lessons and adapting them to the needs of learners
of different skill and competency levels.
4. Leveled texts provide the learners with content written at the reading readiness of
the learner.

Steps to be considered in developing tiered lessons or activities:

1. Choose activities based on the learners' essential learnings.

2. Think and consider the learners:
2.1. Readiness level in terms of skills, reading, thinking, stock information, and
others;
2.2. Interests;
2.3. Learning styles; and
2.4. Talents.
3. Create activities that are interesting and cause the learners to use key skills of the
unit.
4. Chart the complexity of the activities.
5. Create activities to ensure challenge and success.
5.1. Consider materials ranging from basic to advanced
5.2. Consider forms of expressions from familiar to unfamiliar ones
5.3. Consider learners' experiences from personal to unfamiliar
6. Match learning tasks to learners based on their learning styles and readiness.