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Differentiating Learning AND ITS BENEFIRTS

The document discusses differentiated learning and how it can be effectively used in planning activities. Differentiated learning is an approach to lesson planning that takes into account individual student needs and learning styles. It can be implemented through differentiating the content that students learn, the processes through which students learn, and the products or outcomes that students produce. Differentiating in these three areas helps ensure all students' needs are met and they can reach their full potential. The document provides examples of how differentiation can be applied at the content, process, and product levels.

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108 views9 pages

Differentiating Learning AND ITS BENEFIRTS

The document discusses differentiated learning and how it can be effectively used in planning activities. Differentiated learning is an approach to lesson planning that takes into account individual student needs and learning styles. It can be implemented through differentiating the content that students learn, the processes through which students learn, and the products or outcomes that students produce. Differentiating in these three areas helps ensure all students' needs are met and they can reach their full potential. The document provides examples of how differentiation can be applied at the content, process, and product levels.

Uploaded by

rgk2060
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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D3.

S4: USING DIFFERENTIATION


EFFECTIVELY IN PLANNING ACTIVITIES
WHAT IS DIFFERENTIATED LEARNING? WHY?

WHAT ? AN APPROACH TO PLANNING LESSONS


FOR A CLASS OF INDIVIDUALS

PUPIL’S LEARNING NEEDS ARE MET

WHY ?
EACH PUPIL REACH HIS/HER POTENTIAL
D3.S4: USING DIFFERENTIATION
EFFECTIVELY IN PLANNING ACTIVITIES
WHAT & WHY DIFFERENTIATED LEARNING?
D3.S4: USING DIFFERENTIATION
EFFECTIVELY IN PLANNING ACTIVITIES
WHY DIFFERENTIATED LEARNING / INSTRUCTION?
D3.S4: USING DIFFERENTIATION
EFFECTIVELY IN PLANNING ACTIVITIES
WHERE CAN WE INFUSE DIFFERENTIATED LEARNING?

CONTENT

WHERE?
PROCESS PRODUCT
D3.S4: USING DIFFERENTIATION
EFFECTIVELY IN PLANNING ACTIVITIES
DIFFERENTIATED LEARNING AT CONTENT LEVEL
Providing students with additional
resources that match their levels of
understanding.
Allow some students
to work ahead
independently
Students can cover
content faster than
others CONTENT
Providing students
with choices in order
to add depth to
Topics focus in content area learning
can be differentiated to
allow students to work in
areas that interest them
most
D3.S4: USING DIFFERENTIATION
EFFECTIVELY IN PLANNING ACTIVITIES
DIFFERENTIATED LEARNING AT PROCESS LEVEL

Varying learning activities

Allow students to
learn in different
ways PROCESS

Students are
engaged in different
types of input /
activity(s)
D3.S4: USING DIFFERENTIATION
EFFECTIVELY IN PLANNING ACTIVITIES
DIFFERENTIATED LEARNING AT PRODUCT LEVEL

Allow different pupils to have different


end results of an activity Allow targets or
expectations of
some pupils to be
increased or reduced

PRODUCT
Allow some pupils to
produce more or less
Allow pupils to produce complex /
something in full written challenging work
form or less full or in
spoken form
D3.S4: USING DIFFERENTIATION
EFFECTIVELY IN PLANNING ACTIVITIES
S1: Instruction and feedback

S2: By the task given to the pupils


STRATEGIES (HOW?)

S3: By the type and amount of support provided

S4: By the outcome expected from pupils

S5: By the time given to pupils to complete a task

S6: By supporting individual learning preferences and needs

S7: By the types of questions asked

S8: By the feedback given


Sayonara ….
ありがとうございました
Arigatōgozaimashita

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