AEIRS International Seminar in Diffrentiated Instruction PM 1st Day

INTERNATIONAL SEMINAR
Association of of
Association Educators for Interrelated
Educators ResearchResearch
for Interrelated and Studiesand Studies
Differentiated Instruction
PRC CA No. 2017-061
International
Seminar-Workshop
in Differentiated
Instruction
“Implementing Differentiated Instruction for
Standards-Based Learning in the Classroom”
DOMINGO L. LAUD, Ed.D.

Chief Janitor
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Association of Educators for Interrelated Research and Studies
Getting Started:
What is your understanding

about diversity of learners?
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How are you observing

diversity in classroom
management?
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How are you observing

diversity in assessment of
learning?
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What are your

challenges in handling
diversity of learners?
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What are your gains as a

teacher and school leader in
putting premium with
diversity of learners?
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What is teaching?
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 The teacher is
familiar with
learner’s
background
knowledge and
experiences.
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The Filipino Learner Socio-

Economic
The factors that Status
influence how a
learner develops Gender and
Race and
Sexual
Ethnicity
Orientation
Customs,
………his knowledge, Tradition,
Age and
Physical
Beliefs,
skills and attitudes. Ideology
Abilities
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 Demonstrates
concern for
holistic
development of
learners.
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 Communicates
clear learning
goals for the
lessons that are
appropriate for
learners.
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 Selects teaching methods, learning

activities and instructional materials or
resources appropriate to learners and
aligned to the objectives of the lesson.
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“If you think education is expensive, try

estimating the cost of ignorance.”
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Howard Gardner
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 Develops and
uses a
variety of
appropriate
assessment
strategies to
monitor and
evaluate
learning.
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Understanding the
purpose of
education
Understanding Roles and
diversity challenges to
the teacher
Effective
The learning
classroom
environment
management
Profiling the A
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 My understanding about
is _________________.
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WHAT SPECIALISTS SAY ABOUT DI…

It is a comprehensive and flexible process that
includes the planning, preparation and delivery of
instruction to address the diversity of students’
learning needs within the classroom. Through DI,
teachers take into account who they teach,
what they teach, where they teach and
how they teach.
National Professional Resources, Inc.

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 Challenges to Conquer
1. CHALLENGES 2. WAYS TO CONQUER
Let’s work smarter, not harder! #1

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How do we DO DI?
If we only learn
methods, we are
tied to those
methods, but if we
learn principles, we
can develop our
own methods.
- Ralph Waldo Emerson
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MISUNDERSTANDING :
 Differentiation is a set of instructional
strategies.
REALITY:
 Differentiation is a philosophy – a way
of thinking about teaching and learning.
It is, in fact, a set of principles.
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MISUNDERSTANDING :
 It’s adequate for a district or school leader
(or professional developers) to tell, or even
show, teachers how to differentiate
instruction effectively.
REALITY:
 Learning to differentiate instruction well
requires rethinking one’s classroom
practice and results from an ongoing
process of trial, reflection, and adjustment
in the classroom itself. A
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MISUNDERSTANDING :
 Differentiation is something a teacher does or
doesn’t do.
REALITY:
 Most teachers who remain in a classroom for
longer than a day do pay attention to student
variation and respond to it in some way-
especially with students who threaten order in
the classroom. However, very few teachers
proactively plan instruction to consistently
address differences.
#3 How do we Do DI
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MISUNDERSTANDING :
 Differentiation is just about instruction
REALITY:
 Although differentiation is an instructional
approach, effective DI is inseparable from a
positive learning environment, high-quality
curriculum, assessment to inform teacher
decision making, and flexible classroom
management. To the degree that any one of
those elements is weak, the others are also
diminished.
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helps to meet diverse needs of students
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LEARNING
ENVIRONMENT
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Teachers who practice differentiation

in the classroom may:
 Design lessons based on students’
learning styles.
 Group students by shared interest,
topic, or ability for assignments.
 Assess students’ learning using
formative assessment.
 Manage the classroom to create a safe
and supportive environment.
 Continually assess and adjust lesson
content to meet students’ needs. A
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Growth
What DI
attempts to Motivation
increase
Efficiency
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INSIDE DI - Getting to HOW we

influence student learning
• A student’s current proximity to specified
Readiness knowledge, understanding, and skills.
• That which engages the attention,

Interests curiosity, and involvement of a student.
Learning • A preference for taking in, exploring, or

Profiles expressing content.
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Tomlinson, C.A. (2000) Differentiating in the Elementary Grades CARE
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The knowledge, How students come

understanding, and to understand or
skills we want Content Process make sense of the
students to learn content.
How students
How students’ demonstrate what
Affect Product they have come to
emotions and
feelings impact their know, understand,
learning and re able to do after
an extended period of
learning
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Figure 1.1
Examples of Differentiation Based on Student’s Need
Readiness Interest Learning
Profile
Content
Process
Product
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Differentiated Classroom S I
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Reflective teaching helps a lot. S

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Attitude is a disability of some teachers. S

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Is this your assessment strategy? S

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IDENTIFY OUTCOMES
What should students know, understand or be able to do?
THINK ABOUT THE STUDENTS AND HOW TO GROUP

Pre-assess readiness, interest or learning profile
PLAN ACTIVITIES
Start with just one
INITIATE ACTIVITIES
Create a common experience for the whole class
REFLECT A
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 Before starting a new unit, review the skills individual students will need to complete
the work you want to cover.
 If a student is not familiar with the background information, assign them to Group A.
If a student is more comfortable with the content, assign them to Group B.
 Once students are in their groups, you can assign work.
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 Captains should be more confident, knowledgeable, and motivated to assist

others in the pod. Fill in the other seats of each pod with students who may need
a little extra push to succeed.
 It’s important to encourage students to ask for assistance from a captain in their
pod whenever they run into trouble. Without getting out of their seats, students
can get help from their peers!
 A big plus of using this strategy is that you can be a facilitator of the classroom and
observe the class instead of directly leading classwork every day. Plus, struggling
students can get help immediately rather than waiting for you to get to them
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 With tiers, there are expectations of achievement for different students.

Make it clear that a smaller percentage of students will complete the
highest tier, which isn’t necessary to pass your class.
 With this strategy, students can set realistic goals for themselves in terms
of achievement.
 If they were at the bottom tier for your last unit, they can shoot for the
next tier in the current lesson. Then, they can repeat that process to learn
and achieve more.
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 If you tend to teach the same lessons each marking period, consider creating a
list of frequently asked questions as part of your syllabus.
 You can print these out for each student or post them on the wall for students to
use as a reference.
 By providing answers to common questions before they come up, you help
students get quick answers without disrupting the class to ask the same questions
you’ve heard a dozen times already.
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 Project-based learning allows students to work at their own pace and encourages
them to push themselves to the next level.
 Choose activities that build skills you introduced in other lessons.
 These activities could be done in class, as group work, or long term projects
assigned outside of normal class time.
 No matter how you include projects in your curriculum, they’re great for
providing a different way of learning and reinforcement.
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 It’s proven that writing down information helps students remember it. That’s why
worksheets and hand-outs are some of the most common reinforcement strategies in
today’s classrooms.
 Some students need that tactile activity of writing ideas and terms to better
remember class material.
 If your textbook or digital curriculum provides student worksheets, take full
advantage of them!
 You could also print your PowerPoint presentations with areas for students to fill in
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 Flipped learning is one of the most effective strategies to promote

personalized learning. It requires students to do the bulk of their work at
home so they can learn the theory on their own. Then, they enter your
classroom ready for guided discussion and hands-on activity.
 By doing this, you can engage students in discussions, projects, and hands-
on practical skills development instead of standing and lecturing.
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 Each student in your classroom has his or her own strengths and struggles.
 Rather than focusing solely on helping them with their struggles, encourage your
students to help each other capitalize on their strengths.
 Every student has their own strengths and difficulties, and that there’s nothing to
worry about.
 By accenting their strengths and supplementing their struggles, you empower
students to learn, achieve, and succeed more than if you had stuck to a standard
lecture-style classroom.
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 Flexible grouping is the practice of placing students together based on their

learning styles, academic interests, or subject knowledge.
 Some teachers make the mistake of keeping students in the same groups
throughout the school year. That doesn’t work for differentiation because it keeps
students in the same place for an entire course.
 Instead, you should mix up each group based on the unit you’re teaching at the
time. That helps your students connect with one another, and it proves that they
have a well-rounded understanding of your course.
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 After students complete mandatory work such as reading a chapter and completing a
worksheet, give them a few options for reinforcement.
 A lot of teachers may do this by creating a list of reinforcement activities and requiring
students to pick a few to show off what they’ve learned.
 First, a student who likes to write may choose to complete a short essay based on the
topic. A student who is more creative may go with an open-ended activity. Likewise,
students who are good with their hands might pick a practical-based assessment.
 Second, students can get more engaged with an assessment when they know that
they’ve picked it themselves. The fact that they picked it reflects their interest in an
assessment style, and it also places them in the mindset of success.
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 The think-pair-share method is a three-pronged approach to help students process

information in a short period of time.
 First, you introduce the new topic and inspire student thinking with questions or
discussion prompts.
 Next, have students pair off to discuss their ideas on the topic. They could also
compare answers, if you asked a question.
 Then, you open up the class for discussion. Ask each pair of students to share their
thoughts and allow the discussion to flow before moving onto your lesson.
 This differentiated instruction strategy is great for meeting different comfort levels of
student participation and personality types. Students get to talk to each other instead
of the full class, and one of them will probably be more comfortable with speaking to
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 This allows your students to work on a computer while giving you a wide range of
options for differentiation strategies.
 If students work independently in your classroom, a digital curriculum removes the
downtime they experience whenever you have to change gears or jump to the next
lesson.
 Quick learners will appreciate the flexibility to work ahead, and less confident
students will have the opportunity to review and remediate themselves as they’re
comfortable.
 Because of this, a digital curriculum empowers you to embrace multiple
differentiated instruction strategies at the same time. You can print out worksheets
for independent classwork or have students fill them out on a computer. A
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 Research shows differentiated

instruction is effective for high-ability
students as well as students with mild
to severe disabilities.
 When students are given more options

on how they can learn material, they
take on more responsibility for their
own learning.
 Students appear to be more engaged in

learning, and there are reportedly fewer
discipline problems in classrooms
where teachers provide differentiated
lessons.
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 Differentiated instruction requires

more work during lesson planning,
and many teachers struggle to find
the extra time in their schedule.
 The learning curve can be steep and

some schools lack professional
development resources.
 Critics argue there isn’t enough

research to support the benefits of
differentiated instruction outweighing
the added prep time.
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AEIRS International Seminar in Diffrentiated Instruction PM 1st Day

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INTERNATIONAL SEMINAR

DOMINGO L. LAUD, Ed.D.

What is your understanding

How are you observing

How are you observing

What are your

What are your gains as a

The Filipino Learner Socio-

 Selects teaching methods, learning

“If you think education is expensive, try

WHAT SPECIALISTS SAY ABOUT DI…

National Professional Resources, Inc.

Let’s work smarter, not harder! #1

helps to meet diverse needs of students

Teachers who practice differentiation

INSIDE DI - Getting to HOW we

• That which engages the attention,

Learning • A preference for taking in, exploring, or

The knowledge, How students come

Reflective teaching helps a lot. S

Attitude is a disability of some teachers. S

Is this your assessment strategy? S

THINK ABOUT THE STUDENTS AND HOW TO GROUP

 Captains should be more confident, knowledgeable, and motivated to assist

 With tiers, there are expectations of achievement for different students.

 Flipped learning is one of the most effective strategies to promote

 Flexible grouping is the practice of placing students together based on their

 The think-pair-share method is a three-pronged approach to help students process

 Research shows differentiated

 When students are given more options

 Students appear to be more engaged in

 Differentiated instruction requires

 The learning curve can be steep and

 Critics argue there isn’t enough

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