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Differentiated Instruction

This document discusses differentiated instruction for English learners. It defines differentiated instruction as tailoring instruction to meet individual learner needs. There are three ways to differentiate: content, process, and product. Differentiating content involves providing choices that add depth or additional resources at different levels. Differentiating process provides varied options at different skill levels or interests. Differentiating product allows students choice in expressing what they've learned.

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Shai Copas
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166 views3 pages

Differentiated Instruction

This document discusses differentiated instruction for English learners. It defines differentiated instruction as tailoring instruction to meet individual learner needs. There are three ways to differentiate: content, process, and product. Differentiating content involves providing choices that add depth or additional resources at different levels. Differentiating process provides varied options at different skill levels or interests. Differentiating product allows students choice in expressing what they've learned.

Uploaded by

Shai Copas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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CHAPTER 3

INSTRUCTIONAL STRATEGIES
Lesson 10: Differentiated Instruction for English Learners
Discussants: Shaila Mae Copas & Edcel Niebres (BEED III A – CLASS B)

Differentiated Instruction
– Carol Ann Tomlinson defines differentiated instruction as a means of tailoring instruction to meet
the learners’ individual needs.
Three (3) Ways to Differentiate Instruction
1. Differentiating via Content
 what the student needs to learn or how the student will get access to the information
Differentiating via content involves:

 providing students with choices in order to add depth to learning


 providing students with additional resources that match their levels of understanding
Four (4) Ways the Teacher Can Differentiate via Content
o Compacting the curriculum
o Learning contracts
o Tiered lessons
o Leveled texts

In order to develop tiered lessons/activities, the following steps could be considered:

 Choose activities based on the learners’ essential learnings.


 Think and consider the learners’:
— Readiness level in terms of skills, reading, thinking, stock information, and
others;
— Interests;
— Learning styles; and
— Talents
 Create activities that are interesting and cause the learners to use key skills of the unit.
 Chart the complexity of the activities.
 Create activities to ensure challenge and success.
— Consider materials ranging from basic to advanced
— Consider forms of expressions from familiar to unfamiliar ones
— Consider learners’ experiences from personal to unfamiliar
 Match learning tasks to learners based on their learning styles and readiness.

Examples:
Reading materials on different levels
Presenting material visually and auditory
Meeting with small groups to reteach

2. Differentiating via Process


 deals with how teachers teach and process the lessons to the learners
 involves activities in which student engage in order to make sense of, or master the content
Differentiating via process involves:

 providing varied options at different levels of difficulty or based on differing student


interests
 offering different amounts of teacher and student support for a task
 giving choices about how students express their understanding
 varying the learning process depending upon how students learn

Examples:
Tiered assignments: different levels of support, challenge, or complexity, interest centers,
manipulatives hands on materials
Some strategies on the use differentiating instruction via process include:
 Cubing
 RAFT (Role, Audience, Format, Topic)
 Graphic Organizer
— KWL Chart
— Sequence Chart
— Process Chart
— Concept Map
— Fishbone Map
3. Differentiating via Product
 culminating projects that ask the student to rehearse, apply, and extend what he or she has learned
in a unit

Differentiating via product involves:

 providing challenge, variety and choice


 giving students options about how to express required learning (for example, create a
puppet show, write a letter, or develop an annotated diagram)

Examples:
Options of how to express required learning
Allowing students to work alone or in a small groups on their products
Create their own product assignments

Questions:
1. Carol Ann Tomlinson defines it as a means of tailoring instruction to meet the learners’
individual needs. (Answer: Differentiated Instruction)
2-4. What are the three ways to differentiate instruction? (Answer: Differentiating via
Content, Differentiating via Process, and Differentiating via Product)
5. Give one strategy that can be use in differentiating instruction via process. (Answer:
Cubing, RAFT, or Graphic Organizer)

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