CTE_Differentiated Instruction.ppt

8/10/2019 CTE_Differentiated Instruction.ppt

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DIFFERENTIATED

INSTRUCTION


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Overview

Each one of us has different learningstyles.

With this knowledge, it is about

time that we should accept that using aone-size-fits-all method of teaching will

not make our students learn best.

DEPARTMENT OF EDUCATION


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We should be able to find ways to makethe students learn the most that they

can in the classroom.

This session shall pave the way toimproving and facilitating learning

considering the individual differences of

the learners.



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Pre-Activity

1. Divide the big group into six smallergroups with 10 participants.

2. Distribute a set of armbands

representing their special skill, talent orability to each group. Let them place

the arm band firmly on the left arm. By

the end of three minutes each memberof the group should have an arm band

on his/her arm.



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Armbands(with skill/talent) I can sing. I am good with numbers.

I can dance. I can write good stories.

I can act. I can make people laugh.

I am a good cook. I can tell good stories.

I can run fast. I can draw good pictures.



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Activity

3. Distribute the envelopes to each group.Have them follow the instructions in the

envelope.



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Envelope 1

The singer and the runner will write a short four-minute skit about a child from the public school who is

usually absent in the class.

The dancer and the cook will draw a beautiful pictureof a child with the title and story in big bold letters.

The math enthusiast, the storyteller, the joker and the

artist will role play the skit prepared by the singer and

runner. The actor and the writer will ensure that the members

finish the task on time. They are not allowed to help

the group mates in the skit.



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Envelope 2

The math enthusiast and the runner will write a shortfour-minute skit about a usual scenario in the lowest

section of their class in the public school.

The singer and the actor will make a poster of theirskit.

The cook, the storyteller, the joker and the artist will

play parts in the skit.

The writer and the dancer will see to it that their

group members finish their task on time. They are not

allowed to help the group mates in the skit.



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Envelope 3

The cook and the dancer will write a short four-minute

skit about the usual problem that teachers face in the

highest section of their class in the public school.

The runner and the actor will make a poster of theirskit.

The singer, math enthusiast, the writer and the joker

shall role play the skit prepared by the cook and the

dancer.

The artist and storyteller will see to it that the group

finishes their task on time. They are not allowed to

help the group mates in the skit.

Envelo 4- Observe the Grou who ot envelo 1 andDEPARTMENT OF EDUCATION


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Envelope 4- Observe the Group who got

envelope 1 and report your observation.

Envelope 5- Observe the Group who got

envelope 2 and report your observation .

Envelope 6-Observe the Group who got

envelope 3 and report your observation.



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Analysis

How do you feel about the activity?Why?

Were the tasks asked of you congruent

to your strengths or talents?

What helped/blocked your group in

performing better?



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What did you discover about yourself?About others?

What is it telling us about addressing

individual needs?

What insights have you gained from the

activity?



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Differentiated Instruction

a systematic approach to planningcurriculum and instruction for

academically diverse learners with

the goals of honoring each studentslearning needs and maximizing each

students learning capacity.



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In Differentiated Instruction, a teacher

proactively plans varied approaches to:

what students need to learn,

how they will learn it, andhow they will express what they have

learned in order to increase the

likelihood that each student will learn asmuch as he can as efficiently as

possible.



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In DI, teachers:

provide several learning options, or

different paths to learning, which help

students take in information and make

sense of concepts and skills.

provide appropriate levels of challenge for

all students, including those who lag

behind, those who are advanced, and thoseright in the middle.



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In DI, teachers dont:

develop a separate lesson plan for eachstudent in a classroom.

"water down" the curriculum for some

students.



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Differentiated classrooms feel right to

students who learn in different ways andat different rates and who bring to

school different talents and interests.

Differentiated Instruction is permitting

students to opt out of material they

already know and progress at their ownpace through new material.



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To make your classroom a DI class, do

a formative assessment first to createan individual profile of every student in

the class. Assessment should be on-

going and diagnostic to provide data on

readiness for particular skills.

In DI, teachers modify the content,process or product along with the

learning area.



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Based on Content Utilize pre-tests to assess where individual students

need to begin study of a given topic or unit. Encourage thinking at various levels of Bloom's

taxonomy.

Use a variety of instructional delivery methods to

address different learning styles.

Break assignments into smaller, more manageable

parts that include structured directions for each

part.

Choose broad instructional concepts and skills that

lend themselves to understanding at various levels

of complexity. DEPARTMENT OF EDUCATION


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Based on Process

Provide access to a variety of materials which target

different learning preferences and reading abilities. Develop activities that target auditory, visual, and

kinesthetic learners.

Establish stations for inquiry-based, independent

learning activities.

Create activities that vary in level of complexity and

degree of abstract thinking required.

Use flexible grouping to group and regroup studentsbased on factors including content, ability, and

assessment results.



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Based on Product

Use a variety of assessment strategies,

including performance-based and open-endedassessment.

Balance teacher-assigned and student-

selected projects.

Offer students a choice of projects that reflect

a variety of learning styles and interests.

Make assessment an ongoing, interactive

process.



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Application

As a group, decide as a group what

competency or lesson in Grade 9Science to work on (10 min).



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Create a step-by-step lesson plan on

the chosen lesson applyingdifferentiated instruction.



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Thank you!

Documents

CTE_Differentiated Instruction.ppt