Differentiated Instruction for CG Schools

1. INNOVATIVE PEDAGOGICAL
INITIATIVES
BEST PRACTICES
Happy Evening

2. Fiction

3. Reality

4. Animal School.mp4
How about this…

5. OUR
BELIEF
DIFFERENTIATED
iNSTRUCTION
FOR
UNDERACHIEVERS

7. Differentiation refers to a wide variety of
teaching techniques and lesson adaptations
that educators use to instruct a diverse
group of students, with diverse learning
needs, in the same course, classroom, or
learning environment.

9. Unfortunately, some classroom structures
do not address this student diversity
The biggest mistake of past centuries in teaching has been to treat all
children as if they were variants of the same individual and thus to feel
justified in teaching them all the same subjects in the same way.
- Howard Gardener

10. A Survey Report
Who manage to
get just passing
marks throughout
the year, and year
after year
AVERAGE
STUDENTS
Students with
better grasp of
the subjects, high
achievers
ADVANCED
LEARNERS
Students who remain
below average for their
entire school life
UNDER ACHIEVERS
Good in some
subjects, average in
few and poor in
one or two
MIXED ABILITY
LEARNERS
A
B
C
D

11. Effective Instructional Strategies
50 %
20 %
5 %
10 %
90 %
30 %
75 %
Practice by doing
Demonstration
Teach others
Audio Visual
Discussion
Reading
Lecture

12. Effective Instructional Strategies

13. Different Learning Styles

14. Without assistance, help and
support, teachers can’t develop
a rationale for DI because first
they require to unlearn
orthodox patterns of instruction
where they assume that all
students need to learn the
same information in the same
way at the same time.
To establish classrooms in
which teachers can
effectively address needs of
academically diverse
learners, it is necessary to
go through intensive and
sustained professional
development.
REALITY
EXPECTATIONS
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
- Robert Frost [The Road Not Taken]
What is the challenge?

15. “… the question is
not whether
teachers recognize
that such differences
exist in virtually
every classroom, or
even whether they
impact student
success.”
“The question
that plagues
teachers is HOW
TO attend to the
evident
differences in a
room that
contains so many
young bodies.”
Rationale

16. What do I want
my students to
know, understand,
and be able to do?
What will I do
instructionally to
get my students to
learn this?
How will my
students show
what they
know?
The three most important questions a teacher must ask

17. If we only learn methods, we are tied to those methods, but if we
learn principles, we can develop our own methods.
• A student’s current proximity to specified
knowledge, understanding, and skills.
Readiness
• That which engages the attention,
curiosity, and involvement of a student.
Interests
• A preference for taking in, exploring, or
expressing content.
Learning Profiles
How do we influence students’ learning?

18. The knowledge,
understanding, and
skills we want
students to learn
How students come to
understand or make
sense of the content.
How students
demonstrate what they
have come to know,
understand, and able to
do after an extended
period of learning
How teachers
measure what
students have
learned
Content Process
Product
Assess-
ment
Modification required for Differentiated Instruction

19. Traditional Classroom vs. Differentiated Classroom
1. Instructions are given to help
students engage and take
responsibility in their learning
2. Learning Styles Considered
(Multiple Intelligences) • How
students process learning •
How we prefer to acquire,
process and remember
information
1. Coverage of textbook and
curriculum guides the instructions
2. All students working on the same
task and expected to learn in the
same manner
3. Information is typically presented in
one way (orally, visually, written) •
No choice is provided to students in
how they obtain the information
TRADITIONAL DIFFERENTIATED

20. Traditional Classroom vs. Differentiated Classroom
3. Students choose how they
want to present their learning
and knowledge in an
alternate way to “show what
they know” that is
meaningful to them
4. Students interest increases
when choice is offered
4. Assessment is common at the
end of learning to see ‘who got it’.
5. Teacher Directed instruction,
usually the teacher lecturing, the
students listening/writing
information
6. Single option assignments
dominates
TRADITIONAL DIFFERENTIATED

21. LESSON
PLANNING
Make different &
specific plans
according to the
student’s ability
Use different
teaching method for
different group
TEACHING
MATERIALS
 Audio/Visual tools
 Categorized worksheets or
assignments
 Flash cards, graphic organizers
 Bulletin boards, concept maps
 Real life applications
ASSESSMENT
 Assessment for learning
should be continuous
 Same size fits all concept
should be avoided
 Assessment module
should be planned before
teaching the lesson
Important practices a teacher must follow

22. RECAP - Differentiation of Instruction
Is a teacher’s response to learner’s needs
Guided by general principles of differentiation
Respectful tasks flexible grouping continuous assessment and adjustment
Ways to differentiate
Content Process Product
According to students’
Readiness interests Learning profile

23. 5 THINGS YOU MUST DO AS A LEADER
DI is not a tool, or a method.
it’s a principle. So, more you
discuss and prepare with your
team, better the outcome will
be. Regular re-enforcement is
vital for its success.
TRAIN YOUR FACULTY
Revisit your planning and
assessment system. Putting an old
CPU in new casing cover won’t solve
the problem.
UPGRADE YOUR SYSTEM
Nothing will change overnight!
Everyone involved will have
their doubts, and will struggle.
Be strong and give strength to
your team
HAVE PATIENCE, BE CONSISTENT
At the end of the day, it will be
teacher’s mindset that will be the
game changer. Making your team
realize and understand DI would be
your biggest challenge
TAKE YOUR FACULTY IN CONFIDENCE
It will be difficult for some traditional
teachers to change their ways. If you
wish to bring a change, you should be
prepared to replace people who have
fixed mindset
BE THE CHANGE, BE READY TO CHANGE

25. Thank You