MEETING EVERY LEARNER’S NEEDS:

DIFFERENTIATED INSTRUCTION

Benilda R. Canonizado Julius Caesar Rivad,Ed.D

School Principal II School Principal I
Silang Elementary School Sagsagat Elementary School
DEPARTMENT OF EDUCATION
Objectives:
1. explain the what and why of differentiated
instruction;
2. relate the role of teachers in a
differentiated classroom;
3. Identify elements in learning and teaching
process that can be differentiated;
4. name approaches and strategies in
differentiated instruction.

DEPARTMENT OF EDUCATION
Think of an appropriate teaching instruction to the learning
situation given to your group.
What appropriate actions should you do?

Bare it
out!
Brainstorm in 5 minutes how you will show the situation
in a 3-minute role play.
DEPARTMENT OF EDUCATION
 Bare it out!
Group 1 Based on your assessment, your pupils have
different learning styles. To catch their attention, you need
to present the lesson in varied ways. Your competency is:
Read with understanding grade level texts (MT2PWR-Ia-d-
7.5)

Group 2 You have a problem dealing with your rowdy

Grade 2 pupils. However you notice that they learn better
when you bring them to different classroom setting. So you
thought of a way how to teach this competency: Correctly
spell grade level words (MT2PWR-Ia-i-6.3)

DEPARTMENT OF EDUCATION
 Think it out!
Answer the following questions :

1. Based on the activity, what is/are your idea/

ideas about differentiated instruction?
2. What should teachers do so that differentiated
instruction can happen in the classroom?
3. Why should teachers employ differentiated
instruction in the classroom?

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 Differentiated instruction
is a philosophy that enables
teachers to plan strategically
in order to reach the needs of
the diverse learners in the
classroom today.
DEPARTMENT OF EDUCATION
What must happen in a classroom of differentiated
instruction?

DEPARTMENT OF EDUCATION
 “Shake up” what goes on in the
classroom so that students have
multiple options for taking in
information, making sense of ideas
and expressing what they learn.

Tomlinson (2001)

DEPARTMENT OF EDUCATION
Key Principles of Differentiated Instruction

Principle 1
Teachers make the
d_______.
difference

DEPARTMENT OF EDUCATION
 Key Principles of Differentiated Instruction

Principle 2
Students d____
differ in learning preferences and need
multiple and varied avenues to learning.

DEPARTMENT OF EDUCATION
 Key Principles of Differentiated Instruction
Principle 3
All students can learn
l____ what is important for them
to be learned.

DEPARTMENT OF EDUCATION
 Key Principles of Differentiated Instruction
Principle 4
Instruction must be m_______.
meaningful.

DEPARTMENT OF EDUCATION
 Key Principles of Differentiated Instruction
Principle 5
Assessment are
Curriculum, Instruction and A________
inseparable.

DEPARTMENT OF EDUCATION
 Key Principles of Differentiated Instruction

Principle 6
D_______
Diversity should be valued and respected.

DEPARTMENT OF EDUCATION
 Key Principles of Differentiated Instruction

Principle 7
F_______ is the hallmark of a differentiated
Flexibility
instruction.
DEPARTMENT OF EDUCATION
 What is the ROLE of
teachers in Differentiated
Instruction?

DEPARTMENT OF EDUCATION
What is the ROLE of teachers in Differentiated Instruction?

DEPARTMENT OF EDUCATION
Teacher’s Role in a Differentiated Classroom

Teachers must move

away from the notion that
they dispense information
and knowledge but move
towards seeing themselves
as organizer of learning
opportunities.

DEPARTMENT
DEPARTMENT OF OF EDUCATION
EDUCATION
 The teacher
proactively plans
and carries out
varied approaches in
order to create the
best learning
experience possible

DEPARTMENT OF EDUCATION
 KNOW YOUR STUDENTS through on-going assessment

Determine Survey Multiple Learning

the Level Student Intelligences Styles of the
Ability Interests of the students
• Survey • Inventories Students
Past • Interview/ Gardner’s MI
records Barsch
Conference Test Learning
• Diagnosti • Respond to Style
c tests Open-Ended Inventory
Questions

DEPARTMENT OF EDUCATION
 Because DIFFERENTIATION must be based on the learner’s
READINESS, INTEREST & LEARNING PROFILE

• A student’s • Passions, • Preferred

proximity to affinities, approaches
specified kinships that to learning
learning motivate
goals learning
Interests Learning
Readiness
profile

DEPARTMENT OF EDUCATION
 “PLANT GOOD THINGS IN THE LIFE OF
OTHERS EVEN IF WE DON’T GET ANYTHING
IN RETURN..
IT MUST BE DONE WITH SINCERITY AND
PURITY FROM THE HEART..
YOU CAN ONLY BECOME TRULY WORTHY
NOT FOR WHO YOU ARE,NOT FOR WHAT
YOU HAVE,BUT FOR WHAT OTHERS HAVE
BECOME BECAUSE OF YOU. SO KEEP ON
LIFTING LITTLE SOULS AND MAKE THEM AS
GREAT AS YOU…

DEPARTMENT OF EDUCATION
THANK YOU!
GRETEL LAURA M. CADIONG
EDUCATION PROGRAM SUPERVISOR

DEPARTMENT OF EDUCATION