SESSION GUIDE
Title DIFFERENTIATED INSTRUCTION
Number of Participants Male Female
Participants Profile MAMBUGAN NATIONAL HIGH SCHOOL
Duration 2 1/2 hrs
I. Objectives
At the end of the session, the participants should be able to:
1. Understand what Differentiated Instruction is all about
2. Discover strategies to differentiate a lesson
3. Discuss considerations for creating a differentiated lesson and building a differentiated
classroom.
4. Familiarize with the different learning styles of learners in the classroom.
5. Develop different instructions with Differentiated Activities.
II. Key Understanding/Content
1. Importance of having differentiated instructions
2. Recognize that there are different learners in a classroom
3. Identify the teacher’s roles in a Differentiated Classroom
4. Learn the cycle in planning and implementing Differentiated Instruction
5. Adopt different instructions for Differentiated activities
III. References
Differentiated Instruction: When One Size Does Not Fit All
Leonor Ercillo Diaz, PhD., UP College of Education
Hall, T. (2002). Differentiated Instruction. Wakefield, MA: National Center on Accessing the General
Curriculum. Retrieved October 22, 2008, from
Tomlinson, C. (1999). The Differentiated Classroom: Responding to the Needs of All Learners
Nunley, K. (2008). Layered Curriculum. Retrieved November 1, 2008, from
http://help4teachers.com/
IV. SESSION GUIDE
OBJECTIVE: The
KEY LEARNING MATERIALS/ SLIDE TIME/
participants METHODOLOGY/ACTIVITY
POINTS NO. DURATION
should be able to:
Understand what PRIMING:
differentiated
Instruction is all Say: Before we begin our session let us read first the
about. Fable of the animal school.
Do: Give reflection about the lesson taught by the Fable Slide 2-8
in relation to differentiated Instruction. 10 min
Ask:
Who are the animals mentioned in the fable?
Importance of 5 min
Where are the characteristics of these animals?
Differentiated Slide 9
Why Japanese hospitals test their applicant
Instructions
doctors that way?
Slides 10-11 2 min
Say: So, there is a need to D.I. because one size does not
fit all.
Ask: How can we do D.I. in the classroom?
Do: Just gather/collect the ideas of the participants,
write down their answers.
ACTIVITY:
Do: On the template write down words which will
complete the sentence. Metacards
Markers 3 mins
Topic: Students come to our classrooms with a variety Manila paper
of….. Adhesives
Say: Let us park your answer and refer to them while the
discussion is on-going.
Do: Present the slides
ANALYSIS:
Say: Students come to our classroom with a variety of
Recognize that 10 min
Slide 12
there are different
learners in the
prior educational experiences
classroom learning styles
personal experiences
interests
motivators
readiness levels
Slide 1 10 min
Ask: Why do we need to differentiate?
Say: We differentiate because this is the Slides 14-16
paradigm shift in education curriculum
Do: Reflect on the paradigm shift in the Slide 17
education curriculum
Input: When is the time that there was no
Differentiation in instruction?
Say/Ask: Differentiation is not just a set of instructional
Discover strategies tools but a philosophy that a teacher and a professional
to differentiate a learning community embrace to reach the unique needs
lesson of every learner.
Do: fill in the blanks to complete the definition of Slides 18-23
Differentiated Instruction. 15 min
Use the template
Show: Let the participants answer the activity. to do this activity
Say: Differentiation can be defined as a way of teaching
in which teachers proactively modify curriculum,
teaching methods, resources, learning activities, and
student products to address the needs of individual
students and/or small groups of students to maximize
the learning opportunity for each student in the
classroom.
Identify the
teacher’s roles in a Ask: What are the key Principles of a Differentiated
Classroom? Slide 24
Differentiated 5 min
Classroom
Do: Complete the sentences by providing the missing
words in the paragraph.
Show: Reveal the answer by flashing the slide deck
Say: Instruction must be meaningful and the Curriculum,
instruction, and assessment are inseparable
Ask: What are the roles of the teachers in the Slide 25
differentiated classroom? 5 min
Slide 26-27
Do. Complete the sentence by filling the appropriate
words to complete the thought.
Show: The answer will be shown to the participants. Slide 28
ABSTRACTION
Say: In a differentiated classroom, the teacher
Discuss proactively plans and carries out varied approaches to 5 min
considerations for content, process, product, and learning environment in
creating a anticipation of and response to students’ differences in
differentiated readiness, interest, and learning needs.
lesson and
building a Show: The Differentiated Classroom: Responding to the Slide 29 5 min
differentiated Needs of All Learners,” Tomlinson, 1999.
classroom.
Slide 30-31
Say: To differentiate Instruction we can use flexible
groupings.
Ask: How does flexible grouping benefit students? Slide 32
Say: Group membership can be determined by Slide 33
Readiness, Interest, Reading Level, Skill Level,
Background Knowledge and Social Skills
What activities can be done in groupings? Slide 34
Familiarize with Say: Effective instruction embeds each of these grouping slide 35 5 min
the different methods into lessons to assist with student learning.
learning styles of Slide 36
learners in the Say: Differentiated Instruction can be done thru CPPL
classroom.
Content, Process, Product, Learning Environment
Show: Learning Cycle in Planning and Implementing Slide 37 5 min
Learn the cycle in Differentiated Instruction
planning and
implementing Do: Explain the teaching according to readiness, Slide 38 5 min
Differentiated interest, learning profile, and environment.
Instruction
Show: Planning for differentiating the Content Slide 39-40
Ask: How do we plan? Slide 41
Say: Determine the focus area and state the research
based.
Show: Planning the process: How to? and giving Slides 42-43 5 minute
examples.
Show: Planning for differentiation of product: How to? Slide 45
and give example
Show: Learning Environments
The way the classroom works and feels Slide 46
Do: Give the 4 key areas to consider when doing Slide 47 5 min
Differentiated Instruction
Say: There are different ways to differentiate the
Content, the process, the product and the environment
Say: These are the ways to differentiate the content and Slides 48-49
there examples.
Say: These are the ways to differentiate the process and Slide 50 20 min
there examples.
RAFT Slide 51
CRAFTS Slide 52
RAFTS Slide 53
CREATE CRAFTS PROMT Slide 54
Another way to design a RAFT Slide 55
Example how to make a groupings Slide 56-58
Adopt different Say: These are the ways to differentiate the product and Slide 59-60
instructions for there examples
Differentiated Use: Think, tack, toe Slide 61
activities Wind Shield Slide 62
Knowledge Rating Chart Slide 63
Cubing Slide 64-65
Cubing generic cubes Slide 66
Example: Slide 67
Graphic Organizer Slide 68
Interest based assignment Slide 69
Students choice board and example Slide 70-72
Insect choice board and example Slide 73-74
Ask: What else can you do to DI?
Say: Use the following activities. Slides 75-78
Ask: How to get started using D.I. ? Slide 79
Say: Considerations for Planning a Differentiated Lesson Slide 80
are the following
Identify the student learning target/s that ALL
students must reach
Decide WHAT you will differentiate:
Decide HOW you will differentiate and the
assessment method you will use
Determine what assessment method/s you will
use
Ask: What will you do to have a differentiated
classroom? Slide 81
Say: Consider the following
APPLICATION:
Develop different Slide 82 30 min
Say: Let us have an activity
instructions with
Differentiated
Do: show the slide having the instructions of the activity
Activities.
Sharing: Each group will discuss what they do to other
participants.
Closure:
Slide 83
Do: show the quotes that will close the session
Do: show the references where the topics were gotten. Slide 84
Prepared by:
MARY GRACE C. MORALES
Master Teacher II
