Day 2, Session 5 Grade 9

Session Title Differentiated Instruction

Episode Title Unity in Diversity
Duration 2 hours
Materials multicolored art paper Adhesive tape
6 Envelopes Arm bands
Bond paper Manila paper
aptop !ro"ector
#rayons$ #olored pens$ pencils
%b"ectives In this session& the participants should be able to'
() E*plain differentiated instruction +DI,
2) !rovide activities for Differentiated Instruction
-) Ma.e plans on ho/ to transform the classroom
into a DI classroom
0) 1eco2ni3e the importance of DI in respondin2
to individual differences of students
%vervie/$Introduction
Each one of us has different learning styles. With this knowledge, it is
about
time that we should accept that using a one-size-fits- all method of teaching will not
make our students learn best. We should be able to find ways to make the students
learn the most that they can in the classroom.
This session shall pave the way to improving and facilitating learning
considering the individual differences of the learners.
Session 4lo/
ACTIVITY +25 min),
() Divide the bi2 2roup into si* smaller 2roups /ith (5 participants)
2) Distribute a set of armbands representin2 their special s.ill& talent or ability to
each 2roup) et them place the arm band firmly on the left arm) By the end of
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three minutes each member of the 2roup should have an arm band on his$her
arm)
E*ample'
I can sin2) I am 2ood /ith numbers)
I can dance) I can /rite 2ood stories)
I can act) I can ma.e people lau2h)
I am a 2ood coo.) I can tell 2ood stories)
I can run fast) I can dra/ 2ood pictures)
$%acilitators should move around to see if everyone has arm band before the
time ends.&
-) Distribute activity cards to each 2roup) 6ave them follo/ the instructions in
the envelop)
Envelop 1
A) The sin2er and the runner /ill /rite a short four7 minute s.it about a
child from the public school /ho is usually absent in the class)
B) The dancer and the coo. /ill dra/ a beautiful picture of a child /ith the
title and story in bi2 bold letters)
#) The math enthusiast& the storyteller& the "o.er and the artist /ill role
play the s.it prepared by the sin2er and runner)
D) The actor and the /riter /ill ensure that the members finish the tas.
on time) They are not allo/ed to help the 2roup mates in the s.it)
Envelop 2
A) The math enthusiast and the runner /ill /rite a short four7minute s.it
about a usual scenario in the lo/est section of their class in the public
school)
B) The sin2er and the actor /ill ma.e a poster of their s.it)
!1" Training of Trainers#Teachers
#) The coo.& the storyteller& the "o.er and the artist /ill play parts in the
s.it)
D) The /riter and the dancer /ill see to it that their 2roup members
finish their tas. on time) They are not allo/ed to help the 2roup mates
in the s.it)
Envelop 3
A) The coo. and the dancer /ill /rite a short four7minute s.it about the
usual problem that teachers face in the hi2hest section of their class in
the public school)
B) The runner and the actor /ill ma.e a poster of their s.it)
#) The sin2er& math enthusiast& the /riter and the "o.er shall role play
the s.it prepared by the coo. and the dancer)
D) The artist and storyteller /ill see to it that the 2roup finishes their
tas. on time) They are not allo/ed to help the 2roup mates in the s.it)
Envelop 47 %bserve 8roup ( /ho 2ot the first envelop and report your
observation
Envelop 57 %bserve 8roup 2 /ho 2ot the second envelop and report your
observation )
Envelop 6- %bserve 8roup - /ho 2ot the third envelop and report your
observation)
ANALYSIS
() 6o/ do you feel about the activity9 :hy9
2) :ere the tas.s as.ed of you con2ruent to your stren2ths or talents9
-) :hat helped$bloc.ed your 2roup in performin2 better9
0) :hat did you discover about yourself9 About others9
;) :hat is it tellin2 us about addressin2 individual needs9
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6) :hat insi2hts have you 2ained from the activity9
ABSTRACTION
4rom the responses of the class the facilitator /ill lead the discussion on
Differeni!e" In#r$%ion
Differeni!e" in#r$%ion i# ! #&#e'!i% !ppro!%( o pl!nnin)
%$rri%$l$' !n" in#r$%ion for !%!"e'i%!ll& "iver#e le!rner#* +i(
(e )o!l# of (onorin) e!%( #$"en,# le!rnin) nee"# !n" '!-i'i.in)
e!%( #$"en,# le!rnin) %!p!%i&/
In DI0 ! e!%(er pro!%ivel& pl!n# v!rie" !ppro!%(e# o +(!
#$"en# nee" o le!rn0 (o+ (e& +ill le!rn i !n" (o+ (e& +ill
e-pre## +(! (e& (!ve le!rne" in or"er o in%re!#e (e li1eli(oo"
(! e!%( #$"en +ill le!rn !# '$%( !# (e %!n !# effi%ienl& !#
po##i2le/
T(e )o!l# of "iffereni!ion !re3
1/Ever& #$"en +ill '!1e %onin$o$# pro)re## no '!er (o+ ol"
#(e i# or +(! level# (er 1no+le")e !n" #1ill# !re !# #(e 2e)in#
(e $ni/
2/ Ever& #$"en +ill 2e%o'e ! lifelon) le!rner/
Differeni!e" %l!##roo'# feel ri)( o #$"en# +(o le!rn in "ifferen
+!&# !n" ! "ifferen r!e# !n" +(o 2rin) o #%(ool "ifferen !len#
!n" inere##/
DI i# per'iin) #$"en# o op o$ of '!eri!l (e& !lre!"& 1no+
!n" pro)re## ! (eir o+n p!%e (ro$)( ne+ '!eri!l/
T(e fir# #ep in '!1in) &o$r %l!##roo' ! DI %l!## i# o "o !
for'!ive !##e##'en o %re!e !n in"ivi"$!l profile of ever&
#$"en in (e %l!##/ A##e##'en #(o$l" 2e on-)oin) !n" "i!)no#i%
o provi"e "!! on re!"ine## for p!ri%$l!r #1ill#/
In DI e!%(er# 'o"if& (e %onen0 pro%e## or pro"$% !lon) +i( (e
le!rnin) !re!/
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A44LICATION
<o/ let=s see ho/ you can be able to translate these data into
somethin2 that can be utili3ed in your re2ion)
() 8roup participants per division)
2) As. the 2roup to assi2n a leader and a rapporteur)
-) 4or (5 minutes & discuss amon2 them /hat
competency or lesson they /ill cover)
0) Instruct them to create a step7by7step lesson plan
to ma.e a specific lesson follo/ a DI format) They
should use a particular lesson in their 2rade > class
that they thin. most students /ill have difficulty in)
#lincher
Every man is in certain respects (a.) like all other
men
(b. ) like some other men (c.) like no
other man.
Murray& 6) A) ? c) @luc.hohn&
(>;-)
1EAISED AS %4 MA1#6 (2& 25(0
( !1" Training of Trainers#Teachers