differentiated instruction

Differentiated Instructionin the K to 12 CurriculumDifferentiated Instructionin the K to 12 Curriculum

ObjectivesObjectives

1. Review basic definition of curriculum.2. To provide an overview of the content

and requirements of the K to 12 program in general.

3. To orient teachers on their roles as designer, assessors and facilitators of learning.

1. Review basic definition of curriculum.2. To provide an overview of the content

and requirements of the K to 12 program in general.

3. To orient teachers on their roles as designer, assessors and facilitators of learning.

4. To discuss the essentials of Differentiated Instruction.

5. To discuss the different strategies that supports the implementation of differentiated instruction6. To make a differentiated instruction learning plan and an assessment matrix.

4. To discuss the essentials of Differentiated Instruction.

5. To discuss the different strategies that supports the implementation of differentiated instruction6. To make a differentiated instruction learning plan and an assessment matrix.

A Review on Curriculum The K to 12 Curriculum

Differentiated InstructionSmall Group and Cooperative Learning



Curriculum is…Curriculum is…

A subject matter (Ornstein & Hunkins, 2013)

A subject matter (Ornstein & Hunkins, 2013)

Science English

Filipino Mathematics

Social Studies

Curriculum is…Curriculum is… Planned learning activities sponsored

by the school” (Tanner & Tanner, 2007)

Planned learning activities sponsored by the school” (Tanner & Tanner, 2007)

1 •Curricular-Activities

2 •Extra-curricular Activities

3 •Co-curricular Activities

Curriculum is…Curriculum is… A plan for achieving educational

goals (Ornstein & Hunkins, 2013)

A plan for achieving educational goals (Ornstein & Hunkins, 2013)

Intent (philosophy, aims, goals & objectives)

Content (subjects, courses, topics)

Learning Experiences (activities, strategies, methods)

Evaluation (curriculum evaluation & Instructional evaluation)

Curriculum ….Erickson, 2001Curriculum ….Erickson, 2001

Head (Subjects &

Content)

Heart (Intended Learning

Outcomes & Learning

Experiences)

Soul (School

Experiences & the Hidden Curriculum)

A Review on Curriculum

The K to 12 Curriculum Differentiated Instruction

Small Group and Cooperative Learning

A Review on Curriculum

The K to 12 Curriculum Differentiated Instruction


How can we ensure that our graduates are globally competitive?

How can we ensure that our graduates are globally competitive?

ASEAN Community 2015ASEAN Community 2015

RATIONALE1. Enhancing the quality of basic

education in the Philippines is urgent and critical

2. The poor quality of basic education is reflected in the low achievement scores of Filipino students.

3. The congested curriculum partly explains the present state of education

4. This quality of education is reflected in the inadequate preparation of high school graduates for the world of work or entrepreneurship or higher education

3. The congested curriculum partly explains the present state of education

4. This quality of education is reflected in the inadequate preparation of high school graduates for the world of work or entrepreneurship or higher education

5. Further, most graduates are too young to enter the labor force.

6. The current system also reinforces the misperception that basic education is just a preparation for higher education.

5. Further, most graduates are too young to enter the labor force.

6. The current system also reinforces the misperception that basic education is just a preparation for higher education.

Table 1 Philippine Average TIMSS ScoresScores International

AverageRank Participating

Countries

2003 ResultsGrade IVScience 332 489 23 25

Mathematics 358 495 23 25

HS II

Science 377 473 43 46

Mathematics 378 466 34 38

2008ResultsAdvancedMathematics

355 500 10 10

Source: TIMSS, 2003 and 2008

7.

8. Our graduates are not automatically recognized as professionals abroad.Table 3 Comparative Data on the Pre- University Education in Asia

Country Basic Education Cycle Total

Brunei 12

Cambodia 12

Indonesia 12

Lao PDR 12

Malaysia 12

Myanmar 11

Philippines 10

Singapore 11

Thailand 12

Timor-Leste 12

Vietnam 12

Mongolia recently added grades to make basic education 12 years.

Implementation and Transition Management

Implementation and Transition Management

Kindergarten

K-12Basic Education Program

6 years Elementary

4 years Junior HS

2 years Senior HS

K+6+4+2

What will each graduate get?

K-12Basic Education Program

Grade VI Junior

HSSenior HS

Batang K-12, HandasaTrabaho o Kolehiyo, HandasaMundo

Design of the CurriculumDesign of the Curriculum

• Concepts are developed in increasing complexity and sophistication starting from

grade school.

• Concepts are developed in increasing complexity and sophistication starting from

grade school.

SPIRAL APPROACH

• Learner-centered

• Relevant, responsive and research-based

• Gender- and culture – sensitive

• Contextualize and global

•Use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative

• Learner-centered

• Relevant, responsive and research-based

• Gender- and culture – sensitive

• Contextualize and global

•Use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative

What should the teachers need to develop among students for them become globally

competitive?

What should the teachers need to develop among students for them become globally

competitive?

Desired Outcomes Desired Outcomes

Roles of a Teacher

Designer

AssessorFacilitator

Standards-Based CurriculumStandards-Based Curriculum

It is a curriculum based on content standards as explicated by experts in the field

It is a curriculum based on content standards as explicated by experts in the field

Glatthorn et.al., 1998

Desired Outcomes

Content Standards

Performance Standards

Content StandardsContent Standards• what the students are expected to know (knowledge; facts and information), •what they should be able to do (process or skills) with what they know•the meanings or understandings that they construct or make as they process the facts and information (evidence-based)

• what the students are expected to know (knowledge; facts and information), •what they should be able to do (process or skills) with what they know•the meanings or understandings that they construct or make as they process the facts and information (evidence-based)

Performance StandardsPerformance Standards • The performance standards define the expected proficiency level whish is expressed in two ways:

Students should be able to....- use learning or understanding in real-life

situations- do this on their own

• The performance standards define the expected proficiency level whish is expressed in two ways:

Students should be able to....- use learning or understanding in real-life

situations- do this on their own

Performance StandardsPerformance Standards

Explicate the level of achievement expected for each content standard

Example: Identify questions that can be answered through

scientific investigations Design & conduct scientific investigation

Explicate the level of achievement expected for each content standard

Example: Identify questions that can be answered through

scientific investigations Design & conduct scientific investigation

Kendall & Marzano, (1996)

The K-12 Curriculum is an example of a Standards-

based Curriculum

The K-12 Curriculum is an example of a Standards-

based CurriculumIt includes these sets of learning outcomesIt includes these sets of learning outcomes

Standards

Content Standards

Performance Standards

Level of AssessmentLevel of AssessmentLevel of Assessment Percentage Wieght

Knowledge 15%

Process/Skills 25%

Understanding (s) 30%

Product/Performances 30%

Total 100%

KnowledgeKnowledge• the substantive content of the curriculum, the facts and information that the student acquires•What do we want our students to know? How do we want them to express or provide evidence of what they know?•the level may be assessed using traditional measures

• the substantive content of the curriculum, the facts and information that the student acquires•What do we want our students to know? How do we want them to express or provide evidence of what they know?•the level may be assessed using traditional measures

Process/SkillsProcess/Skills• cognitive operations that the students performs on facts and information for the purpose of constructing meanings or understandings• What do we want students to do with what they know? How do we want them to provide of what they can do with what they know?

• cognitive operations that the students performs on facts and information for the purpose of constructing meanings or understandings• What do we want students to do with what they know? How do we want them to provide of what they can do with what they know?

UnderstandingUnderstanding• enduring big ideas, principles and generalizations inherent to the discipline, which may be assessed using the facets of understanding or other indicators of understanding which may be specific to the discipline.

• enduring big ideas, principles and generalizations inherent to the discipline, which may be assessed using the facets of understanding or other indicators of understanding which may be specific to the discipline.

Facets of UnderstandingFacets of Understanding• Explain•Interpret

•Apply • Give perspective

•Show empathy•Self-Knowledge

• Explain•Interpret

•Apply • Give perspective

•Show empathy•Self-Knowledge

Products/PerformancesProducts/Performances• real-life application of understanding as evidence by the student’s performance of authentic tasks• A good model for assessment at this level is GRASPS (Mctighe and Wiggins, 2005)

• real-life application of understanding as evidence by the student’s performance of authentic tasks• A good model for assessment at this level is GRASPS (Mctighe and Wiggins, 2005)

G – real-world GoalR – real-world RoleA – real-world AudienceS – real-world SituationP – real-world Products or PerformancesS - Standards

G – real-world GoalR – real-world RoleA – real-world AudienceS – real-world SituationP – real-world Products or PerformancesS - Standards

Example of Performance Task in GRASPS formASEAN 2015 brings life to a country’s

tourism. You are an ARGF travel tour agent. You are task to make promo packages for the different Asian tourists. You are to present a written report of your proposal to your manager. The proposal should demonstrate practicality, accuracy, authenticity and application of concepts on quadratic functions

Example of Performance Task in GRASPS formASEAN 2015 brings life to a country’s

tourism. You are an ARGF travel tour agent. You are task to make promo packages for the different Asian tourists. You are to present a written report of your proposal to your manager. The proposal should demonstrate practicality, accuracy, authenticity and application of concepts on quadratic functions

Activity 1Activity 1•Examine the Dep.Ed. Curriculum and identify the first quarter learning competencies as knowledge, process/skills, understanding, product/performance.• Develop a performance task in GRASPS form

•Examine the Dep.Ed. Curriculum and identify the first quarter learning competencies as knowledge, process/skills, understanding, product/performance.• Develop a performance task in GRASPS form

Insights about Activity 1Insights about Activity 1

Process Questions:1. How can we ensure that our graduates are

globally competitive?2. Why do we need to ensure that our

graduates are globally competitive?3. What should the teachers need to develop

among students for them become globally competitive?

4. What is the importance of unpacking the learning competencies into the different level of assessment?

Process Questions:1. How can we ensure that our graduates are

globally competitive?2. Why do we need to ensure that our

graduates are globally competitive?3. What should the teachers need to develop

among students for them become globally competitive?

4. What is the importance of unpacking the learning competencies into the different level of assessment?

What is Differentiated Instruction?What is Differentiated Instruction?

To differentiate instruction is to RECOGNIZE students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively.

It is a PROCESS to approach teaching and learning for students of differing abilities in the same class.

The intent of differentiating instruction is to MAXIMIZE each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.

To differentiate instruction is to RECOGNIZE students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively.

It is a PROCESS to approach teaching and learning for students of differing abilities in the same class.

The intent of differentiating instruction is to MAXIMIZE each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.

“NOT” “NOT” “IS” “IS” Individualized

Instruction Different Reading

Assignments Taught Skill Practice

Tailoring the Same Suit of Clothes

One-Size-Fits-All Instruction Does NOT Reach All Learners

Individualized Instruction Different Reading

Assignments Taught Skill Practice

Tailoring the Same Suit of Clothes

One-Size-Fits-All Instruction Does NOT Reach All Learners

Student Centered Multiple Intelligences Learning Styles

Blend of Whole-Class, Group and Individual Instruction

Flexible and Responsive

Learners of Multiple Abilities CAN BE Educated Together

PROACTIVE

Student Centered Multiple Intelligences Learning Styles

Blend of Whole-Class, Group and Individual Instruction

Flexible and Responsive

Learners of Multiple Abilities CAN BE Educated Together

PROACTIVE

Universal Design to DIBased on Student Readiness, Interest & Learning Profile

1. Content2. Process3. Products4. Learning

Environment

Learning Cycle & Decision Factors Used in Planning and Implementing Differentiated Instruction

Content How can he/she access the information?

How do we Plan?

How to?• Determine the Ability Level of Your Students

– Survey Past Records, Look at Their Cums• Align Tasks and Objectives to Learning Goals• Survey Student Interests

– Interest Inventories, Interview/Conference, Respond to Open-Ended Questionnaire with Questions

• What are Your Students Multiple Intelligences & Learning Styles?

• What are Your Student’s Preferences and Motivators?

• Instruction is Concept-Focused and Principle-Driven

• Brain-Based Research• Know YOUR Students

Examples:

Use Reading Materials at Varying Readability Levels

Put Text Materials on TapeUse Spelling/Vocab. Tests

at Readiness Levels of Students

Use Reading BuddiesMeet with Small Groups to

Re-Teach an Idea or Skill for Struggling Learners, or Extend the Learning

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How Do We Plan?

Determine a Focus Area:• Four T’s

– Teaching Objective– Target– Bloom’s Taxonomy– Text/Materials

• Instructional Strategies• Learner Engagement

– Effective Presentations

• Learning Environment

Based on Research:• All GOOD Instruction Must

Have:– Active Engagement– Reading & Writing Strategies– Address the Auditory,

Kinesthetic, Visual & Tactile Learners

– Address Multiple Intelligences– Be Developmentally

Appropriate

Do YOU Wing It?teaching.mrbelshaw.co.uk

(Or) Do YOUPlan it!

ProcessHow to process information, organize, store

retrieve & apply information?

How to?Flexible Grouping is Consistently

UsedGroupings are Not Fixed, and Should

Be Dynamic in ProcessTeach Whole Class Introductory

Discussions ,then Follow with Small Group (or) Pair Work.

Direct InstructionInquiry-Based LearningCooperative LearningClassroom Management Benefits

Students and TeachersOrganization & Routines

Examples: Use Tiered Activities Provide Interest Centers Develop Personal Agendas for Completion

of Work Manipulatives (or) Hands on Supports Varying the Length of Time Memorization KWL Reciprocal teaching Graphic organizing Scaffolding Webbing Self Talk WebQuests Guided Notes

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ProductsCulminating projects that ask the student to rehearse,

apply, and extend what he/she has learned in a unit

How to?Initial & On-Going Assessment of

Student Readiness & Growth are Essential

Authentic AssessmentStudents are Active & Responsible

ExplorersVary Expectations & Requirements

for Student ResponsesConsider each Student’s Multiple

Intelligences & Learning Styles Based on Outcomes

Examples:Give Students Options of How to

Express Required Learning Create a Puppet Show, Write a Letter,

Develop Mural with LabelsUse Rubrics that Match Student’s

Varied Skill Level RubiStar.com

Allow Students to Work Alone (or) in Small Groups

Performance -Based AssessmentStudent PortfoliosKnowledge Mapping

Learning EnvironmentsThe way the classroom works and feels

How to?• How the Classroom is

Organized?• Classroom Behavior

Management System is in Place– Procedures– Consequences– Positive Interventions

Examples:Places in Room Free of

Distractions, and Places that Invite Student Collaboration

Materials that Reflect a Variety of Cultures & Home Settings

Clear Guidelines for Independent Work

Develop RoutinesStudents Understand

Differences of Learners

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Differentiated Instruction



Differentiated Instruction


What type/s of teaching strategies do the teacher needs to consider that would cater meaningful learning experiences among

his/her students?

What type/s of teaching strategies do the teacher needs to consider that would cater meaningful learning experiences among

his/her students?

Group work vs Cooperative learning

Group work vs Cooperative learning

What is Group Work?What is Group Work? Students form a group. (usually 4) Each person has a “job”. (reporter, materials

collector, captain, recorder, etc.) Students are only concerned with “their

job”,and do not participate the entire time. (easy for them to hide)

All students are not engaged Learning is not equal (one person may do all

or most of the work)

Students form a group. (usually 4) Each person has a “job”. (reporter, materials

collector, captain, recorder, etc.) Students are only concerned with “their

job”,and do not participate the entire time. (easy for them to hide)

All students are not engaged Learning is not equal (one person may do all

or most of the work)

WHAT IS COOPERATIVE LEARNING?What does cooperative learning look like?Students are working in teams that

display:

• P- Positive Interdependence (on the same side, same goals)

• I- Individual Accountability (student’s can’t hide)

• E- Equal participation (equal status)

• S- Simultaneous Interaction (engagement)

What’s the difference?

Cooperative Group Traditional Group

Positive interdependence No interdependenceIndividual accountability No individual accountabilityHeterogeneous membership Homogeneous membershipShared leadership One leaderResponsible to each other Responsibly only for selfTask & maintenance emphasized Only task emphasizedSocial skills directly taught Skills assumed or ignoredTeacher observes & intervenes Teacher ignores groupsGroup processing occurs No group processingMutual assistance Competitive

From Traditional to Cooperative Learning

“A good class is a quiet class.”

•“Learning involves healthy noise.”

“Keep your eyes on your own

paper.”•“Help your partner solve it.”

“Sit quietly.”

•“Get up and look at what others did.”

5 Major Phases

1.Teacher clarifies goals, provides a hook and introductory information

2.Organize student teams with clearly defined roles

3.Facilitate team activities, including academic learning, social skills & cooperative behavior

4.Assess student knowledge throughout the process and/or by team presentations

5.Recognize both group & individual efforts such as active participation and taking responsibility for learning

Phase 1: Goals, Hook & Introduction

• The 3 instructional goals of cooperative learning are:

1. Academic achievement, 2. Tolerance and acceptance of diversity, and3. Development of social skills

• Consider how you will communicate these goals in your introduction

Phase 2: Teams and Roles

• Organize materials, learning experiences and small group activities by paying attention to 4 key features:

1. Form heterogeneous teams2. How students will work together in small groups

(Student Teams, Jigsaw, Group Investigation, Think-Pair-Share)

3. How behavior and results will be recognized or rewarded

4. Realistic time estimate

Jigsaw-Teams

Think-Pair-Share

Four- and Six-Cluster Seating Arrangements

The Swing Seating Arrangement

Cooperative Learning Roles May Include …

• Group recorder• Materials collector• Reporter• Final copy scribe• Illustrator

• Timekeeper• Cheerleader/

Facilitator• Monitor• Messenger

Phase 3: Facilitate learning, social skills & cooperative learning

• Help with Transitions• Teach Cooperation

– Task Interdependence– Social Skills

• Sharing Skills• Participation Skills

– Communication Skills– Group Skills

• Team Building– Teaching Social and Group Skills

Phase 4: Assess Throughout and/or with Presentations

• Test Academic Learning• Assess Cooperation• Grade Cooperative Learning• Recognize Cooperative Effort

Phase 5: Recognize Group & Individual Efforts

• Find ways to highlight group presentations by displaying results prominently in room.

• Maybe invite guests to hear final reports.• Consider summarizing results through

newsletters or other forums.• Each individual makes some kind of unique

contribution – highlight those.

Pre Lesson Activities

Mind MappingActivity

Find Your Group• Look around the room and find those wearing the

same color as you

• Find a place to gather and work

• Once you are all settled, send someone to get the necessary supplies:

1. 1 large piece of poster paper2. A marker for each member3. Stacks of post-its for everyone

Word Association• Write the term given to your group by the

teacher, nice and BIG, in the center of your large poster paper

• Each group member should have their own marker and package of post-its

• You will have 2 minutes to silently brainstorm as many words and phrases that are related to the key term as possible

• Write them on the post-its and place on the paper

When Time is Called:

• Rotate to the next table and continue the process• Don’t read what others have written!• Just think for yourself and fill the paper with as

many post-its as you can

Make a Complete Rotation

VISIT EACH TABLE!

Return to Your Original Spot

Organize the Ideas

M IS S IO N G O A L S O B JE C TIV E S

V IS IO N

•Clear all post-its from paper

•Categorize the thoughts

Rearrange Post-its• Cluster the post-its back on the paper in a

way that makes sense to your group• Draw a shape (circle, square, etc.) around

each cluster as a barrier; try to use a different color for each cluster

• Devise a category title for each cluster and clearly label each with the new title

Send Someone New for Supplies

• 1 new piece of poster paper

• A variety of markers

• Mind Mapping directions

Mind MappingBased on the work of Tony Buzan (Australia)

THE RULES:1. Begin with a central image of 3 or more colors2. Make the lines connecting to center image thicker and

curved, like the branch of a tree3. For the lines connected to central image, use only one

key word per branch (these are your categories)4. PRINT all words5. Make line length equal to word length6. Try to have an image for each branch (category)7. Keep your paper placed horizontally before you; there

should be no turning of the paper to read the completed map

Share Your Maps

How do you feel? A learner’s response to social issues

Post different feelings inside the classroom. And ask the students to respond to the given photos by going to the appropriate expression of feeling.

In cooperative learning teams, low-achieving students can make

contributions to a group and experience success, and all students can increase

their understanding of ideas by explaining them to others

(Featherstone, 1986).

Think Pair Share

a cognitive rehearsal structure that can be used to help students:

• recall events• make a summary • stimulate thinking• share responses, feelings and ideas

How to do it?

• The teacher sets a problem or asks for a response to the reading.

• The students think alone for a specified time.• The students form pairs to discuss the

problem or give responses.• Some responses may be shared with the class.

Lesson Activities

Concept Mapping

A concept map is a way of illustrating the connections that exist between terms or concepts covered in course material; students construct concept maps by connecting individual terms by lines which indicate the relationship between each set of connected terms.

Activity: Pinoy Tinapay

Create concept map about the following local bread:

• Pandesal• Pandecoco• Pandelimon• Nutriban• Putok

Role Playing

Here students are asked to "act out" a part. In doing so, they get a better idea of the concepts and theories being discussed. Role-playing exercises can range from the simple to the complex.e.g. "What would you do if a Nazi came to your door, and you were hiding a Jewish family in the attic?"

Debates

Formal debates provide an efficient structure for class presentations when the subject matter easily divides into opposing views or ‘Pro’/‘Con’ considerations. Students are assigned to debate teams, given a position to defend, and then asked to present arguments in support of their position on the presentation day.

Debate TopicsSuperman, Spiderman, Batman - superheroes or misleading idols?Should homework be banned?Do video games really cause bad behavior in children?Are there aliens?Bottled water: more harmful than good.

Mobile phones in school - should we ban them?Are vampires real?Junk food should be banned from public schools.Thanks to social networking, there is no face-to-face interaction.Is there life after death?Are mermaids real?Are dolls affecting the mental image we create for our appearance?

Should “Pork Barrel” be banned?Is animal testing humane?Euthanasia: should the right to die be granted?Paparazzi livelihood vs. privacy of celebrities: what is important?Should marijuana be legalized for medicinal purposes?Are school uniforms a good or a bad idea?Recycling should be compulsory.God: myth or reality?Should the legal age allowing consumption of alcohol be raised?Should abortion be approved?Should we encourage the belief that kids have in Santa Claus?

Jigsaw MethodProfessor Elloit Aronson

Benefits of Jigsaw Method1. Empower the students to take charge of their

learning.2. Make students learn without realizing that

they are learning;3. Encourages peer tutoring. - better retention and retrieval of facts4. Makes learning fun!

When to use Jigsaw Method?

- It is best used when the lesson requires a teacher to cover few interrelated concepts (3 to 5 concepts) in one session.

Examples

• Five Types of Animals• Three Types of Clouds• Three Types of Graphs• Three Types of Measures of Central Tendency

What to prepare?

1. Handouts2. Quiz (non graded)3. Physical Arrangement of the Classroom

Steps to Follow

Other Cooperative Learning Strategies as Teacher Tools to Construct Learning

Cooperative Structures

• Agreement Circles– Students stand in a large circle, then

step to the center in proportion to their agreement with a statement by a student or teacher.


• Blind Sequencing– Students sequence all pieces without

peeking at the pieces of teammates.


• Circle-the –Sage– Students who know, stand to become

sages; teammates each gather around a different sage to learn.

– Students return to teams to compare notes.


• Corners– Students pick a corner, write its

number, go there, interact with others with same corner choice in a Rally Robin or Timed Pair Share.


• Find Someone Who– Students circulate, finding others who

can contribute to their worksheet.• People Hunt: Students circulate, finding

others who match their own characteristics.

• Fact Bingo: Find someone who played on bingo worksheet.


• Formations– Students stand together as a class to form

shapes.


• Jigsaw Problem Solving– Each teammate has part of the answer

or a clue card; teammates must put their info together to solve the team problem.


• Line Ups– Students line up by characteristics,

estimates, values, or assigned items.• Value Lines: Students line up as the agree

or disagree with a value statement.• Folded & Split Line Ups: Students fold the

Line Up or Split and Slide it to interact with someone with a different point of view, characteristic, or estimate.


• Lyrical Lessons– Students write and/or sing songs based on

curriculum, often to familiar tunes


• Match Mine– Receivers arrange objects to match

those of Senders whose objects are hidden by a barrier.

• Draw-What-I-Say: Receiver draws what sender describes.

• Build-What-I-Write: Receiver constructs what Sender has described in writing.


• Mix-Freeze-Group– Students rush to form groups of a specific size,

hoping not to land in “lost and found.”


• Mix-Pair-Discuss– Students pair with classmates to discuss question

posed by the teacher.


• Mix-N-Match– Students mix, then find partners with

the matching card.• Snowball: Students toss crumpled papers

over imaginary volleyball net, stop, pick up a snowball, then find the person with the matching “snowball.”


• Numbered Heads Together– Students huddle to make sure all can

respond, a number is called, the student with that number responds.

• Paired Heads Together: Students in pairs huddle to make sure they both can respond, an “A” or “B” is called, the student with that letter responds.


• One Stray– The teacher calls a number; students

with that number “stray” to join another team, often to share.

• Two Stray: Two students stray to another team, often to share and to listen.

• Three stray: Three students stray to another team, often to listen to the one who stayed to explain a team project.


• Pairs Check– Students work first in pairs each doing a

problem and receiving coaching and praise from their partner; then pairs check and celebrate after every two problems.


• Pairs Compare– Pairs generate ideas or answers,

compare their answers with another pair, and then see if working together they can come up with additional responses neither pair alone had.


• Paraphrase Passport– Students can share their own ideas only after they

accurately paraphrase the person who spoke before them.


• Partners– Pairs work to prepare a presentation, then

present to the other pair in their team.


• Poems for Two Voices– Partners alternate reading “A” and “B”

lines of a poem, and read “AB” lines together in unison.

• Songs for Two Voices: Partners alternate singing “A” and “B” lines of a song, and sing “AB” lines together in unison.


• Q-Spinner– Students generate questions from one

of 36 prompts produced by spinners.


• Rally Robin– Students in pairs take turns talking.

• Rally Toss: Partners toss a ball (paper wad) while doing Rally Robin.


• Rally Table– Students in pairs take turns writing,

drawing, pasting. (2 papers, 2 pencils per team)

• Pass-N-Praise: Students in pairs take turns writing and hand their paper to the next person only after receiving praise.


• Reading Boards– Students manipulate game pieces

relating to the song as they sing along.


• Rotating Review– Teams discuss topic; chart their

thoughts; rotate to the next chart to discuss and chart their thoughts.

• Rotating Feedback: Teams discuss, then chart their feedback to another team’s product; then rotate to do the same with the next team.


• Same – Different– Students try to discover what’s the

same and different in two pictures, but neither student can look at the picture of the other.


• Send-A-Problem– Teammates make problems which are

sent around the class for other teams to solve.

• Trade-A-Problem: Teammates make problems which are traded with another team to solve.


• Showdown– Teammates each write an answer, then

there is a “showdown” as they show their answers to each other. Teammates verify answers.


• Similarity Groups– Students form groups based on a

commonality.


• Spend-A-Buck– Each student has four quarters to

spend on two, three, or four items. The item with the most quarters is the team choice.


• Spin-N-Think– Students follow a thinking trail (Read Q,

Answer Q, Paraphrase & Praise, & Discuss). At each point on the trail a student is randomly selected to perform after all students have had think time.

• Spin-N-Review: Students review questions by following a trail (Read Q, Answer Q, Check Answer, Praise or Help).


• Talking Chips– Students place their chip in the center

each time they talk; they cannot speak again until all chips are in the center and collected.

• Gambit Chips: Like Talking Chips but chips contain gambits (things to say or do): For examples, Affirmation Chips contain praisers; Paraphrase Chips contain gambits for paraphrasing.

• Response Mode Chips: Like Talking Chips but chips contain response modes: For examples, Summarizing, Giving an Idea, Praising an Idea.


• Team Chants– Teammates come up with words and

phrases related to the content, then come up with a rhythmic chant often with snapping, stomping, tapping, and clapping.


• Team Interview– Students are interviewed, each in turn,

by their teammates.


• Teammates Consult– For each of a series of questions,

students place pens in cup, share and discuss their answers, and then pick up pens to write answer in own words.


• Team-Pair-Solo– Students solve problems first as a

team, then as a pair, finally alone.


• Telephone– One student leaves the room. The

teacher teaches the remaining students. The absent student returns and is taught by teammates, and later takes a quiz.


• Three-Pair-Share– Students share on a topic three times,

once with each of their teammates.

Activity 2Activity 2

• Develop an differentiated instruction learning plan, one

item on each level of assessment.

• Develop an differentiated instruction learning plan, one

item on each level of assessment.

How can we tell the students are learning and we were able to meet

the standards?

How can we tell the students are learning and we were able to meet

the standards?

Assessment and Rating of LearningAssessment and Rating of Learning

• The assessment process is holistic, with emphasis on the formative or developmental purpose of quality assuring student learning.

• The assessment process is holistic, with emphasis on the formative or developmental purpose of quality assuring student learning.

Assessment MatrixAssessment Matrix

Activity 3Activity 3

• Develop an assessment matrix, one item on each level of assessment.

• Develop an assessment matrix, one item on each level of assessment.

The mediocre teacher tells. The good teacher explains. The superior

teacher demonstrates. The great teacher inspires.

William A. Ward

Education is what remains after one has forgotten what one has

learned in school.

Albert Einstein

References:•DepEd Order No. 31, s. 2012 Guidelines on the Implementation of Grades 1 to 10 of the K to 12 Basic Education Curriculum (BEC) Effective SY 2012-2013• K to 12 Curriculum Guides•http://www.mb.com.ph/philippine-industries-brace-for-asean-2015/•http://www.slideshare.net/martianne21/k-to12-assessment-and-rating-of-learning-outcomes

•http://www.gov.ph/k-12/#implementation

References:•DepEd Order No. 31, s. 2012 Guidelines on the Implementation of Grades 1 to 10 of the K to 12 Basic Education Curriculum (BEC) Effective SY 2012-2013• K to 12 Curriculum Guides•http://www.mb.com.ph/philippine-industries-brace-for-asean-2015/•http://www.slideshare.net/martianne21/k-to12-assessment-and-rating-of-learning-outcomes

•http://www.gov.ph/k-12/#implementation

http://www.slideshare.net/martianne21/k-to12-assessment-and-rating-of-learning-outcomes




ReferencesHall, T. (2002). Differentiated Instruction. Wakefield, MA: National Center on Accessing the

General Curriculum. Retrieved October 22, 2008, from http://www.cast.org/publications/ncac/ncac.diffinstruc.html

Heibeck, T. (2008). How to use multiple intelligences to reach every child. Retrieved November 1, 2008 from http://www.teachervision.fen.com/intelligence/teaching-methods-and-management/4802.html

Kozleski, E. (2003). Guidelines that make differentiation possible for teachers to attain. Retrieved November 1, 2008 from, www.urbanschools.org/events.docs/Penn320062.ppt

Lamb, A. (2003). Ten Tips for Differentiation. Eduscapes. Retrieved November 1, 2008, from http://eduscapes.com/sessions/needs/elementary2.html

Nunley, K. (2008). Layered Curriculum. Retrieved November 1, 2008, from http://help4teachers.com/

Robinson, S. (2005). Instructional Tools Related to Universal Design for Learning. KS: Special Connections. Retrieved November 1, 2008, from http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/speccconn/main.php?cat=instrucition...

References –continue-Teachervision (2008). Structuring Lessons to Promote Learning from Materials. Partnership with Council for Exceptional Children. Retrieved, November 1, 2008 from, http:www.teachervision.fen.com/curriculum- planning/learning-disablilities/6731.html?Teachnology. (2007). How to Differentiate Instruction. Retrieved November 1, 2008, from http://www.teach-nology.com/tutorials/teaching/ differentiate/print.htmThompson, S. (2005). Instructional Tools Related to Instructional Accommodations. KS: Special Connections. Retrieved November 1, 2008, from http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/ specconn/main.php?cat=instruction…Tomlinson, C. (2000). Differentiation of Instruction in the Elementary Grades. Retrieved October 1, 2008, from http://www.ericdigests.org/2001-2/ elementary.htmlTomlinson, C. (2000). Educational Leadership, 58, 6-11, Retrieved October 1, 2008, from http://www.jamesviledewitt.orgtfiles/ folder257/ReconcileDITomlinson.pdf