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A Concept
Map for
Differentiation of Instruction

is a teacher’s response to learner’s needs

guided by general principles of differentiation,

such as

respectful flexible ongoing assessment

tasks grouping and adjustment
Teachers can differentiate

Content Process Product

According to student

Readiness Interests Learning Profile

Through a range of instructional and management strategies such as

multiple intelligences tiered lessons 4MAT
jigsaw tiered centers varied questioning strategies
taped material small group instruction interest centers
anchor activities group investigation interest groups
varied texts orbitals varied homework
literature circles independent study complex instruction
What is
It’s teaching with student variance in mind.
It’s responsive teaching rather than one-size-fits-
all teaching.
It’s a teacher reacting responsively to a learner’s
It’s shaking up the classroom so students have
multiple options for taking in information, making
sense of ideas, and expressing what they learn.
It means teachers proactively plan varied
approaches to what students need to learn, how
they will learn it, and / or how they will show what
they have learned in order to increase the
likelihood that each student will learn as much as
Date Topic
Class Type of lesson

VSC Standard :

Materials :

Prior Knowledge :

Countdown/ Warm-up :

Mini Lesson :

Work Session:


A brief constructed response question
or item requires the student to write
a “brief constructed response”. The
question assesses the student’s
comprehension of factual knowledge.

The BCR should take the form of a

short essay (one or more paragraphs)
and should be written within a 3 to 5
minute period.
In formulating a BCR, the
student demonstrates
to put together ideas ability…
to write a description
or an explanation
to make comparisons
to make contrasts
to define
to select evidence that will support ideas
to identify advantages and disadvantages
to analyze charts, illustrations, data.
A BCR Item Usually has
 Question 3 Parts:
- directly asks the student for
information, or for an explanation .
 Follow –up
- may include the higher level thinking
 Reminder
- “include details and examples to
support your answer”
Look at the figure below.

Step A.
Construct a line segment congruent to line
segment AB. Label your segment CD.
Step B.
Use what you know about measuring, geometry,
and congruency to explain the process you used
to ensure that your constructed line segment
was congruent to line segment was congruent to
line segment AB.
Answer :
This item can be used to measure
the student’s ability to analyze and
respond to complex situations.
The response is in the form of a
paragraph of prose or a display of
visual and/ or verbal material. It
gives students the opportunity to
generate an extended response to
a question or other stimulus.
The item should:
1. Clearly tell students what they are to do and what is
expected of them.
2. Clearly tell students where they are to write their
response. The amount of space provided on the
answer document should be appropriate for the
length of the expected response.
3. Use simple but authentic vocabulary and good
sentence structure. It should be clear and concise.
4. Identify the information of material that students
should use when preparing their response. It should
focus the students’ attention on the particular area of
knowledge or to the specific aspect of the stimulus
material that the students should use .
5. Provide proper cueing to direct the student’s thinking
and identify expectations.
Example of
Look at the figure below.

26 cm
Step A.
If the perimeter of the quadrilateral above is 170 cm, what is the
length of the fourth side?
Step B.
• Explain how you found your answer. Use what you know about
perimeter in your explanation. Use words, numbers, and/or symbols
in your explanation.
• Suppose the perimeter of the quadrilateral increases to 202 cm.
Explain how much the length of each side would have to increase if
the length of all four sides increased by the same amount. Use
words, numbers, and/or symbols in your explanation.