Chapter 3

Instructional Strategies
Lesson 10
Differentiated Instruction for English Learner's

PREPARED BY
SHELA MAE MAE MAHIGUGMAON
PAUL DAVID JALANDOON
KENT VINCENT GAYAS
MIKKA LOBATON

RS
 objectives:
In this lesson, learners may be able to:
- define differentiated instruction
- identify various differentiated instructional strategies used in teaching
and,
- employ differentiated instruction in the development of the lesson.
 What is Differentiated Instruction?

· Carol Ann Tomlinson defines differentiated instruction as a means of tailoring instruction to

meet the learner's individual needs. This provides the learners the opportunity to maximize their
learning, whether as individuals or in small groups. It also decribes the efforts of the teachers to
address the variance among learner's, giving them the best learning experience as possible. In
order to implement differentiated instruction, teachers need to focus on the essential learning
and key concepts of the lesson.
 Differentiating via Content
There are four ways the teachers can differentiate via content. This involves:

· Compacting the curriculum where the teacher determines which parts of the lesson do
the learners have prior knowledge about and highlight those areas that learners have
not mastered yet.

· Learning contracts are individual agreements between the teachers and the learners or
their parents where the teacher provides a certain level of freedom, while the learners
agree to meet the class expectations within the given time.

· Tiered lessons are taking single lessons and adapting them to the needs of learners of
different skill and competency levels.

· Leveled texts provides the learners with content written at the reading readiness of the
learner.
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.
 Differentiating via Process
- Process deals with how teachers teach and process the lessons to the learners. This can be done in various
ways. However, the teacher must consider the learners In making a decision. Some strategies on the use
differentiating instruction via process include:
· Cubing is a teaching strategy that helps the learners look into a topic from six sides (hence the cubing name)
to enable them to understand its complexity. The principle is to develop a strong topic by looking into it from
the following perspectives:

· Describing it
· Comparing it Associating it
· Analyzing it
· Applying it
· Arguing for and against it
· RAFT (Role, Audience, Format, Topic) is a writing strategy that aims to help the learners gain a
better understanding of their role as a writer and communicator by developing their ideas
through the development of a clear sense of purpose in writing. Depending on the focus of the
lesson, the teacher could use the strategy to make the learners think about the topic/writing
activity from a perspective perfect in the context of the unit/ lesson.

Role audience Format topic

Current state of the
newspaper newspaper newspaper Philippine health
department
reporter reader article

· Graphic organizer is a visual means of displaying information using a combination of text and
visuals forming a diagram. It arranges information in such a way that would describe their
relationship with one another. therefore making the concept it tries to portray more
comprehensible to those looking at the material.
( INSERT ANG KWL CHART UP TO FISH
BONE WITH DRAWING)

Fishbone Map
Measurement People Environment

Problem or goal

Machines Methods Materials

KWL Chart
Topic:

k: what I know W: what I want to know L: what I learned

Sequence Chart
sequence 1 sequence 2 sequence 3
Concept map Process Chart
CONCEPT
2
Process

Process Process
CONCEPT CONCEPT CONCEPT
1 MAP 3

Process
Process
CONCEPT
4
 Differentiating via Product

Differentiation based on product guides the learners to a list of possibilities of products to

demonstrate their learning of a concept. This can be done by providing the learner with
choices relative to the product they may need to produce. These choices are based on their
readiness, interests, and learning styles. As such, the teacher must be able to present clear
expectation from the learner and set concrete and realistic timelines based on the learners'
readiness. These could be set through the learning contracts between the teacher and the
learners.