DIFFERENTIATED INSTRUCTION

Prepared by:
Arabit, Rowena
Averia, Kim Kevin
Quizana, Catlyn
What is Differentiated Instruction?
According To Carol Ann Tomlinson (1999)
Differentiated instruction is 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
Ways to Differentiate
Content:
What is taught?
Process:
How it is taught?
Product:
How learning is assessed?
Student Characteristics for Which Teachers Can
Differentiate
Students vary in at least three ways that
make modifying instruction a wise strategy for
teachers: Students differ in their readiness to
work with a particular idea or skill at a given
time, in pursuits or topics that they find
interesting, and in learning profiles that may be
shaped by gender, culture, learning style, or
intelligence preference.
READINESS
Refers to readiness for a given skill, concept, or
way of thinking
To differentiate in response to student
readiness, a teacher constructs tasks or
provides learning choices at different levels of
difficulty
Interest and Attitudes
Have to do with those things that learners find relevant,
fascinating, or worthy of their time.
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.
Learning Profile and Needs
Refers to things such as learning style, intelligence
preferences, how the student processes information,
and how the learner sees himself in relation to the rest
of the world.
To differentiate in response to student learning profile,
a teacher addresses learning styles, student talent, or
intelligence profiles.
Principles of Differentiated Instruction
All students participate in respectful work.
Teacher and students work together to ensure continual
engagement & challenge for each learner.
The teacher coordinates use of times, space, and activities.
Flexible grouping, in which includes whole class learning,
pairs, student selected groups, teacher selected groups, and
random groups.

Principles of Differentiated Instruction
Time use is flexible in response to student needs.
A variety of management strategies, such as learning
centers, interest centers, learning buddies, etc. is used
to help target instruction to student needs.
Clearly established individual and group criteria
provide guidance toward success.
Students are assessed in a variety of ways to
demonstrate their own thought and growth.

Traditional Classroom vs. Differentiated Classroom
Traditional Classroom Differentiated Classroom
Differences are acted upon when
problematic.
Differences are studied as a basis
for planning.
Assessment is most common at the
end of learning to see who got it.
Assessment is on-going and
diagnostic to make instruction more
responsive to learner needs
A relatively narrow sense of
intelligence prevails
Focus on multiple forms of
intelligences is evident
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners, by Carol Ann Tomlinson, 1999, p.16
Traditional Classroom vs. Differentiated Classroom
Traditional Classroom Differentiated Classroom
Coverage of curriculum guides
drives instruction.
Student readiness, interest,
and learning profile shape
instruction.
Whole class instruction
dominates.
Many instructional arrangement
are used..
A single text prevails. Multiple materials are provided.
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners, by Carol Ann Tomlinson, 1999, p.16
Advantages of Differentiated Instruction
The biggest advantage to differentiated learning is
that it connects with all students and provides a
number of avenues to understanding the material.
When teachers present the material and don't cater to
the individual needs of each student, many children
become lost in the lesson. With differentiated learning,
students are able to grasp the concepts in a way that is
best understood using their abilities. They won't fall
behind and they will have the necessary confidence to
continue building on their skills. (The Benefits to Using Differentiated
Instruction in the Elementary Classroom by Jim Wheelin 2011)
Benefits of Differentiated Instruction
1. It meets the needs of diverse learners.
(Hence it has a student-centered approach.)
2. It accommodates the students with learning
disabilities.
3. It stimulates creativity by helping learners to
understand the ideas rather than rote
memorization.
4. It can motivate the unmotivated learners.

The Disadvantages of Differentiated Instruction
So, why are so many people doubtful about
Differentiated Instruction if it is as successful an
approach as Brian Osborne says it is?
One reason is because preparing the multiple
activities and supplemental materials for a single class
as called for by Differentiated Instruction is very time
consuming for teachers.
Example:
A teacher who has 120 students, two, three,
or four distinct classes to prepare for, extra-
curricular, school-related administrative duties,
and still needs to grade papers, homework and
tests is unlikely to be able to create multi-tiered
or learning style-customized activities that
Differentiated Instruction calls for.
Challenges in Differentiated Instruction
1. Effective differentiation is complex to use and
thus difficult to promote in schools.
2. Many teachers hesitate to differentiate their
instruction because they think they lack
time, administrative support and professional
development resources.
Conclusion
In summary we have found out that
differentiated instruction had a positive effect on
student learning as of the collected data. We
discovered that differentiated instruction is a
student-centered classroom. Differentiation gets us
away from one size fits all approach to curriculum
and instruction that doesnt fit anyone. In doing so,
educators who are risk-taking, flexible, empathetic,
organized, tenacious, and are fleet of foot, that is,
they will take whatever steps that are necessary to
make ideas clear to their students, must be chosen.