Differentiated Instruction:

Listening and Speaking

What is differentiated
instruction?
Differentiated instruction is doing whats
fair for students.
It means creating multiple paths so that
students of different abilities, interests, or
learning
needs
experience
equally
appropriate ways to learn.

Why differentiate?
Different levels
of readiness

Different Ability Levels

Cognitive Needs

Different Interests

Different

What to differentiate?

The content
The process

The product

Differentiating Content
Resource materials at varying readability
levels
Audio and video recordings
Highlighted vocabulary
Charts and models
Interest centers
Varied manipulatives and resources

Differentiating Process
(making sense and meaning of content)

Use leveled or tiered activities

Interest centers
Hands-on materials
Vary pacing according to readiness
Allow for working alone, in partners, triads,
and small groups
Allow choice in strategies for processing
and for expressing results of processing

Differentiating Products
(showing what is know and able to be done)

Graded product choices

Model, use and encourage student use of
technology within products and
presentations
Provide product choices that range in
choices from all multiple intelligences,
options for gender, culture, and race
Use related arts teachers to help with
student products

Strategies to Make Differentiation

Work
1. Tiered Instruction
Changing the level of complexity or
required readiness of a task or unit of
study in order to meet the
developmental needs of the students
involved.

Tiering
Key Concept
Or
Understanding
Those who do
not know the
concept

Those with
some
understanding

Those who
understand
the concept

What Can Be Tiered?

Processes, content
and products

Assessments

Assignments

Writing prompts

Homework

Anchor activities

Learning stations

Materials

What Can We Adjust?

Level of complexity
Amount of structure
Pacing
Materials
Concrete to abstract
Options based on student interests
Options based on learning styles

Tiering Instruction
1.
2.
3.
4.
5.

6.

Identify the standards, concepts, or generalizations

you want the students to learn.
Decide if students have the background necessary to
be successful with the lesson.
Assess the students readiness, interests, and
learning profiles.
Create an activity or project that is clearly focused on
the standard, concept or generalization of the lesson.
Adjust the activity to provide different levels or tiers
of difficulty that will lead all students to an
understanding.
Develop an assessment component for the lesson.
Remember, it is on-going!

Strategies to Make
Differentiation Work
2. Anchoring Activities
.
These are activities that a student may do
at any time when they have completed their
present assignment or when the teacher is busy
with other students.
.

They may relate to specific needs or

enrichment opportunities, including problems to
solve or journals to write. They could also be part
of a long term project.

Strategies to Make
Differentiation Work
3. Flexible Grouping
This allows students to be appropriately
challenged and avoids labeling a students
readiness as a static state.
It is important to permit movement between
groups because interest changes as we move
from one subject to another

Ebb and Flow of Experiences

(Tomlinson)

Back and forth over time or

course of unit

Individual Small Group

Small Group
Individual

Whole Group

Flexible Grouping
Homogenous/Ability
-Clusters students of
similar abilities, level,
learning style, or interest.
-Usually based on some
type of pre-assessment

Heterogeneous
Groups
-Different abilities, levels or
interest
- Good for promoting
creative thinking.

Individualized or
Independent Study
-Self paced learning
-Teaches time management
and responsibility
-Good for remediation or
extensions

Whole Class
-Efficient way to present
new content
-Use for initial instruction

Strategies to Make Differentiation

Work
4. Compacting Curriculum
Compacting the curriculum means assessing a
students knowledge and skills, and providing
alternative activities for the student who has
already mastered curriculum content.
This can be achieved by pre-testing basic
concepts or using performance assessment
methods. Students demonstrating they do not
require instruction move on to tiered problem
solving activities while others receive
instruction.

SAMPLE OF L&S LESSON

UNIT 5 (TEXTBOOK Y4 SK)

Focus

Listening and Speaking

Learning Standard(s):

SK:
1.1.4 Able to talk about related topics with
guidance
1.1.2 Able to listen to and enjoy stories.
1.3.1 Able to listen to and demonstrate
understanding of oral texts by:
a) asking and answering questions
b) sequencing
c) predicting with guidance

Objective(s):

By the end of the lesson, pupils will be able

to:
1. M: Rearrange 8/8 pictures in sequence
according to the story.
2. L: Rearrange 5/8 pictures in sequence
according to the story.

Time:

60 minutes

Teaching Aid(s):

Power point slides, Bingo sheets, picture

cards

Set induction
Show posters of fairy tales/modern
fairy tales e.g.: The Sleeping Beauty,
Beauty and The Beast, Maleficent

Step 1
Talk about the pictures.
Teacher asks Wh-questions and pupils respond.
E.g.:What can you see in the picture?
Is she pretty?
Teacher introduces the key words related to the
story. E.g.: dungeon, mountain, kidnapped, rode,
fought, locked
Teacher introduces the beginning sounds with
actions (Module Book 1, 2 and 3).

Step 2
Teacher introduces the key words (through
pictures from the textbook page 43
DIFFERENTIATED CONTENT) related to the
story. E.g.: dungeon, mountain, kidnapped,
rode, fought, locked
Teacher tells the story. Pupils listen.
Then, the teacher asks the pupils to predict
the ending of the story. The teacher may
help the pupils by providing three pictures
of different endings.

What will
happen
next?

Step 3
Teacher repeat the story.
In groups (mixed ability), pupils
rearrange the pictures based on the
story.

Step 4
Teacher distributes worksheet 1.
Mainstream: Pupils write their own
dialogue based on the situation.
LINUS: Pupils fill in the speech
bubbles with sentence given.
Teacher chooses a few mainstream
and LINUS pupils to present their
work.

Closure
Teacher and pupils discuss on the
moral values based on the story.