Prepared by:

Carla Charisse G. Bayani

Reporter
OBJECTIVES
a. Understand the definition of Differentiated
Instruction
b. Identify the Elements of Curriculum That Can
Be Differentiated
c. Differentiate Instructional Strategies That
Facilitate Differentiation
 ACTIVITY
• https://thewordsearch.com/puzzle/256559
4/differentiated-instruction/
 4 Foundation for differentiated instruction
1. Formative assessment
2. Recognition of diverse learners
3. Group Work
4. Choices
 3 Elements of
Curriculum That Can
Be Differentiated
 A teacher can differentiate content. Content consists of facts,
concepts, generalizations or principles, attitudes, and skills
related to the subject, as well as materials that represent those
elements. Content includes both what the teacher plans for
students to learn and how the student gains access to the
desired knowledge, understanding, and skills.
 A teacher can differentiate process. Process is how the learner
comes to make sense of, understand, and “own” the key facts,
concepts, generalizations, and skills of the subject. An effective
activity or task generally involves students in using an essential skill to
come to understand an essential idea, and is clearly focused on a
learning goal.
 A teacher can also differentiate products. We use the
term products to refer to the items a student can use to
demonstrate what he or she has come to know, understand, and
be able to do as the result of an extended period of study.
Student Characteristics for
Which Teachers Can
Differentiate
 Readiness 
To differentiate in response to student readiness, a teacher
constructs tasks or provides learning choices at different levels
of difficulty. Some ways in which teachers can adjust for
readiness include
Differentiating by
Readiness
• Teachers can use a
variety of assessments
in class to differentiate
by readiness - it is not
merely determined as a
result of reading levels
or scores on state
assessments.
 To differentiate in response to student interest, a
teacher aligns key skills and material for understanding
from a curriculum segment with topics or pursuits that
intrigue students.
 Differentiating by
Interest

• There is probably not a teacher lounge

in the world where teachers have not
talked about how “unmotivated”
students are today. Yet teachers know
that personal or situational interest is a
certain motivator for students.  Offering
interest choices empowers students.
 Learning Profile

To differentiate in response to student learning profile, a

teacher addresses learning styles, student talent, or
intelligence profiles.
 Differentiating by
Learning Profile

• Learning is not a spectator sport.

We seldom learn anything from
passive absorption of
information, but instead improve
our knowledge and skills by a
combination of reading, listening,
watching, and practicing.
Instructional Strategies That Facilitate
Differentiation
LIST OF ACTIVITIES
Visual Group/
Representations
(Graphs,
Role Plays Individual Drawing
Charts, Maps) Discussions

Reading or Participate in
Pointing
Creating Comic Drama Journal Entries
pictures, objects
Strips Activities

Describing
Summarizing
characters
LIST OF ACTIVITIES
Providing Engaging Hands- Think-Pair-and-
Making speeches
examples on Activities Share

Previewing
Brainstorming (Video lessons/ Formative
Q&A/Debate
activities Assessments
clips)

Expressing
Enrichment and Sharing opinions
Writing Essays emotions and
reflections and informations
feelings
 LIST OF MATERIALS TO ENGANGE
STUDENTS
Realia
Videos with or
(newspapersma Works of Art/
Picture files without Flashcards
gazines, Graffiti
subtitles
onjects)

Projectors/ Materials for Crossword Audio

Infographics
Slide deck games puzzles recordings

Poems Songs Rhymes Computer Comic strips

 TYPES OF
ASSESSMENT
Pre-Test Post-Test Informal Test Periodical
Examination

Oral/ Individual
Notebooks Portfolios Questionnaires
recitation

Student Student created

Self-assessment
reflection products
 “Experience is the
Learning is a teacher of all things”.
dynamic process – Julius Caesar
that changes the
world we live in. as
it is, it leads to
action and progress. “Experience is not what
So, gather happens to you; it’s what you
experience do with what happens to
you”.
because……….
– Aldous Huxley
CONCLUSIONS
• Effective teachers cannot be satisfied with a minimum
competency or level of mastery learning. The "sit, get, spit, and
forget" approach to learning, in which students sit at their desks,
get the information, spit it back out on the test, and then forget it
does not benefit the students.
• Fostering success for students by becoming self directed,
productive problem solvers and thinkers is a "life's learning"
outcome. DI is a philosophy that enables educators to plan
strategically in order to reach the needs of the diverse learners in
the classroom today. Through differentiation, we give learners the
opportunity to learn to their fullest potential.
 QUESTIONS
1. What are the challenges of differentiated instruction?
2. How do students benefit from differentiated instruction?
3. How can the use of differentiated instruction improve
student performance?
4. How can a teacher maximize his/her role during whole
class instruction, independent, and/or group work time?
5. How do you differentiate as a teacher?
REFERENCES
• https://knilt.arcc.albany.edu/Lesson_1:_What_is_Differentiated_Instructi
on%3F
• https://knilt.arcc.albany.edu/Lesson_2:_Content,_Process,_and_product
• https://sites.google.com/site/socialstudiesdi/how-do-i-differentiate
• https://www.teachthought.com/pedagogy/what-is-differentiated-instructi
on/
• https://www.slideshare.net/jeremyvrtis/differentiated-instruction-10-171
2
• http://www.ascd.org/publications/books/100216/chapters/Understandin
g-Differentiated-Instruction@-Building-a-Foundation-for-Leadership.aspx
• https://www.youtube.com/watch?v=OqlXSV7By_s
• https://www.troup.org/userfiles/929/My%20Files/Instructional%20Strate