DEPARTMENT OF EDUCATION

OBJECTIVES:
In this session, the participants will
be able to:
1.Discuss the basic principles of
Differentiated Instruction (DI);
2.Identify activities suited to each
component of Differentiated
Instruction (DI);
3.Identify activities that respond to
learners’ needs.

DEPARTMENT OF EDUCATION
ACTIVITY: FACT OR BLUFF
• Choose your TEAM LEADER and
RAPPORTEUR.
• Discuss within your group if each statement
FOLLOWS THE PRINCIPLES OF
DIFFERENTIATED INSTRUCTION (DI).
• Write FACT if the statement is TRUE and
BLUFF if otherwise.
• Finally, draw an image of windshield like
what is shown below.

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
1.Differentiated Instruction is student-centered.
2. It follows the principles of one-size fits all.
3. Expecting more of advanced learners than of
typical learners.
4. More quality rather than simply more of the
same thing.
5. It is a way of thinking and planning.
6. Is flexible grouping.
7. Is a chaotic classroom.
8. Many lesson plans for one class.
9. Creating a climate for learning.
10. You cannot differentiate goals.

DEPARTMENT OF EDUCATION
1.Differentiated Instruction is student- centered.
FACT
2. It follows the principles of one-size fits all. BLUFF
3. Expecting more of advanced learners than of typical
learners. BLUFF
4. More quality rather than simply more of the same
thing. FACT
5. It is a way of thinking and planning. FACT
6. Is flexible grouping. FACT
7. Is a chaotic classroom. BLUFF
8. Many lesson plans for one class. BLUFF
9. Creating a climate for learning. FACT
10. You cannot differentiate goals. FACT

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
ANALYSIS

DEPARTMENT OF EDUCATION
 DIFFERENTIATED
INSTRUCTION

(FLEXIBLE
INSTRUCTION
RESPONSIVE to
LEARNERS)
FOR A BIT OF HISTORY
1985-”Differential Education” for
gifted & talented coined by Virgil
Ward (U of Virginia)

1995 popularized by Carol Ann

Tomlinson (U of Virginia)

DEPARTMENT OF EDUCATION
THEORETICAL BASES OF D.I.
Vygotsky, 1896-1934: Zone of
Proximal Development;
Scaffolding
Jerome Bruner on interest and
organization of learning

DEPARTMENT OF EDUCATION
Howard Gardner: Multiple
Intelligences, 1983
Honey & Mumford, 1982;
Myer Briggs, Dunn &
Dunn, etc.: Learning Styles

DEPARTMENT OF EDUCATION
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.
DEPARTMENT OF EDUCATION
T he ‘SPIRIT’ of
Differentiated Teaching for
Lear ning

 In teaching, what ultimately

matters is NOT what is
taught, but what is LEARNED;
 If the students have not learned,
the teacher has not taught
DEPARTMENT OF EDUCATION
CONTENT PROCES PRODUC ENVIRONMEN
S T T

Carol Ann
Tomlinson
What Differentiation Is …
Student Centered Multiple approaches
to content, process,
and product
Best practices

A way of thinking
Different approaches
and planning

3 or 4 different
activities Flexible grouping

DEPARTMENT OF EDUCATION
What Differentiation Isn’t
 One Thing 35 different plans
for one classroom
 A Program
 A chaotic
 The Goal classroom

Hard questions for Just

some and easy for homogenous
others grouping

DEPARTMENT OF EDUCATION
How to start?
Do a formative assessment
Create an individual profile of each of
his/her student in each class he/she is
handling.
Using the results of the assessment,
teachers can modify/differentiate
content, process or product along with
the learning area.
DEPARTMENT OF EDUCATION
According to Tomlinson
(2006), TEACHERS can
DIFFERENTIATE
INSTRUCTION through FOUR
WAYS:

DEPARTMENT OF EDUCATION
Content:– what the
student needs to learn
or how the student will
get access to the
information.
Examples of differentiating content
include the following:
Using reading materials at varying
readability levels;
Using spelling or vocabulary lists at
readiness levels of students;
Presenting ideas through both auditory
and visual means;
Meeting with small groups to re-teach an
idea or skill for struggling learners, or to
extend the thinking or skills of advanced
learners.
Process:
How students develop
the knowledge,
understanding and
skills to master the
learner outcomes.
Activities in which
the student engages in
order to make sense
of or master the content
Examples of differentiating process or
activities include the following:
 Using tiered activities through which all
learners work with the same
important understandings and skills,
but proceed with different levels of
support, challenge, or complexity;
Offering manipulative or other hands-on
supports for students who need them
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Product:
How the student is able to
demonstrate what he/she
knows, understands and is
able to do as a result of
learning.
Culminating projects that
ask the student to rehearse,
apply, and extend what he
or she has learned in a unit.
Examples of differentiating products include
the following:

Giving students options of how to express

required learning (e.g., create a puppet
show, write a letter, or develop a mural
with labels);
 Using rubrics that match and extend
students' varied skills levels; and
Encouraging students to create their own
product assignments as long as the
assignments contain required elements.
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Learning Environment:
the way the classroom
works and feels.
Examples of differentiating learning
environment include:

Making sure there are places in the

room to work quietly and without
distraction, as well as places that
invite student collaboration;
Providing materials that reflect a
variety of cultures and home
settings;
Environment (Where of teaching)
“He who wishes to teach, teaches
everywhere, in the open air.
Socrates taught in the public street,
Plato in the gardens of the Academy,
Even Christ among the mountains and
lakes.”
-Jose Rizal

DEPARTMENT OF EDUCATION
 Compare
Circular and
Story Contrast Venn
Timeline Diagram

Listen-Draw-
PMI Pair-Share
Graphic
Organizers Retell-Relate-
Reflect
KW
L
Flow
Story Character
Chart

Board Map

DEPARTMENT OF EDUCATION
Now let’s see how you can utilize all these information in
making your classroom that practices Differentiated
Instruction.
Group yourselves according to your region;
Assigned a LEADER and RAPPORTEUR.
Think of any LESSON in ECONOMICS that your
group will cover.

1. Create a STEP BY STEP PLAN to make a lesson that

follows a DIFFERENTIATED INSTRUCTION format in
terms of:
CONTENT
PROCESS OR LEARNING ACTIVITIES
PRODUCTS OR ASSESSMENT

DEPARTMENT OF EDUCATION
2. The topic to be prepared should take
note the learners in term of:
Readiness
Interests
Learning Profiles
Environment

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION