Notes on Differentiated Instruction

Differentiated instruction is not individualization. It is clustering students into distinct groups of common interest and characteristics. Instruction then will be based on these individual differences.

Individualization would be very laborious and impractical if you have a very large class size.

We dont target individual students but we cluster them because there are similar differences.

Differentiated instruction is not stand and deliver. It is not teacher-centered. It does not mean that the teacher is irrelevant.

DI is not covering the content. You are addressing the needs of the learners not the content alone. Coverage of content must be relevant with the learners context. Teachers meet where the learners are.

We avoid leaving some students behind.

DI is related to competencies. They are non-negotiable meaning they are fixed and instruction must be hinged on these competencies.

Differentiated instruction is learner-centered.

DI is not more of the same. Teachers need to be creative and there should be variety of teaching methods.

DI depends on learners needs.

DI is clustering for multiple needs.

One size doesnt fit all. Learning by doing.

Theoretical Bases of Differentiated Instruction

In 1985, differential education for gifted and talented was coined by Virgil Ward of University of Virginia (special education).

In 1995, Carol Ann Tomlinson called it differentiated instruction from the same university. She partnered with UbD proponents.

Lev Vygotsky mentioned zone of proximal development and scaffolding (time where we reach ZPD, maximum development in terms of mental aspect. Once we hit this, we provide more challenging activities to maximize learning process. Scaffolding is the assistance given by the teacher in the learning process).

Jerome Bruner and Howard Gardner. Multiple intelligences

Honey and Mumford on learning styles of students and adults.

Myer and Briggs, Dunn and Dunn. Learning styles based on environments and preferences.

Important Points on Differentiated Instruction

It is a teachers response to variation on learners readiness, interest and learning profile. Making adaptations in content, process, product and environment through varied teaching and management strategies.

You differentiate anything except competencies.

Teachers can differentiate content, process (learning activities), product (performance indicators) and environment based on students interest and characteristics.

Ways of Doing Differentiation

Learners Profile. Four types of learners

Activists concrete experiencers. Receptive experience-based approach to learning. They rely heavily on feeling-based judgment. They learn best from specific examples, involvement and discussion. (activity)

Reflectors reflective observers. They like to watch and listen. They are reserved and quiet. They take their time before acting or participating. They have tentative, impartial and reflective approach. They rely on careful observations. (analysis)

Theorists abstract conceptualizers. They have an analytical approach. They use logical thinking and rational evaluation. Learn best from impersonal situations an opportunity integrate from new learning from what is already known. Learn by theory. (abstraction)

Pragmatists active experiencers. They rely heavily on experimentation. Learn best through projects, back home applications. (application)

Theoretical basis of experiential learning cycle (4As of instruction).

Fifth A is the assessment.

Notes on Localization and Contextualization

Localization, in the context of teaching, means using available materials in the locality to response with the teaching and learning needs.

It means adapting with the community. Something has to be flexible (in that case the teacher)

Community-based, culture-based (as in the case of mother tongue instruction)

Materials used might be different but the substance or the purpose of usage is the same or achieved.

Within the community

Contextualization means making the teaching and learning process relevant with the culture, belief systems and perspective of learners.

Making learning realistic

Things taught to students will lead to their holistic development

The teaching process is responsive to the needs

Localization and contextualization are processes of adapting to what is present in the locality. So that learners are not left behind.

When we localize and contextualization, content is not changed. We just adapt it with the learners environment and conditions.

Localization shall not deviate with the content.

Contextualization is wider in scope compared to localization.

Contextualization makes learned concepts more tangible or observable. It pertains to the direct application of the concept being learned.

Notes on 21st Century Skills

Focuses on 21st century education and learning

Learned concepts and ideas are applied for deepening of understanding through collaborative activities

Critical thinking and problem solving

The future we are facing is not ordinary extreme future. The future will more unpredictable because of 10 factors such as climate change.

Educating for the unknown is essential and how to deal with it.

Expose students to problem solving.

Communication and collaboration

Students must be able to synthesize about ideas being reported or presented in class.

1996-present, digital natives. People continuously communicate ideas even if its trivial.

People will work in environments with people of diverse characteristics and beliefs.

Network systems

Creativity and Innovation

The central C of the 4 Cs

The benchmark or measure of a countrys global competitiveness

Countries that develop and institutionalize innovation are basically globally competitive

No educational system can be globally competitive without teaching creativity

Life and career skills

Information and media literacy skills

Learning by doing and putting things in context

How do we incorporate the 21st century skills in the classroom?

We have to teaching through different media because our learners are digital media.

2st century classrooms are augmented to technology.

Cross cultural understanding, ICT, career and learning self-reliance (additional 3 Cs)