Activities For Differentiated Learning

Mo d u le 3 A c tiv i tie s (D iffe ren ti ated L earn in g )
Activity 1: Anchor Chart (from Manuella Silva, Differentiated Teaching website)
The teacher makes use of a visual aid from the lesson and puts it on the wall/board so students can
remember and review the vocabulary they learn during the semester. This is a kind of manipulative that
can be used as a method in differentiating process. An anchor chart is a teaching tool that helps visually
capture important information from the lesson to help emphasize and reiterate important information,
procedures, processes, or skills being taught. Example: animal drawing colored by students, pasted on
sheets of colored paper, with the names of the animals (in English) below the pictures, and put on the
wall above the whiteboard. It provides students with visual aids to remember and review vocabulary
throughout the semester.
Activity 2: The classroom treasure hunt (from Fitiavana Nomena ANDRIANATOANINA, training)
Teachers prepare clues and riddles related to the subject matter. Students work in groups or individually,
depending on their proficiency level. Each group or student receives the first clue and solves the riddle to
find the next clue. Students use their skills and knowledge to progress through the treasure hunt. It takes
30 minutes to 1 hour. This can be a form of differentiation if the members of the teams have different
roles so they can contribute to the team. Moreover, it is a form of differentiating process as the students
have the choice to work in groups or individually to finish the assigned task.
Activity 3: Task Card (from Mercya Dewi)
This task card activity is similar to a learning station so it is a part of differentiating process. The students
work based on the task card they get. The cards contain questions to answer and are distributed to
students based on the student’s level. For example, question cards 1-5 for advanced students, 6-10 for
intermediate level, and lastly cards 11-15 for beginner students.
Activity 4: Think-Tac-Toe (from Sahar Jarrar, workshop with the inspector)
The teacher prepares a 3x3 grid on the board and labels it Think-Tac-Toe. On each square of the grid, there
is an activity related to the content of the lesson with various difficulty levels and interests. Students can
choose 3 activities in a row in the direction they prefer. They can work in pairs or individually. For
struggling learners, there can be one or two free spaces so they can complete the rest of the task(s). It
can take 30 minutes. Then there can be a presentation or discussion where everyone will share his/her
work/opinion. This activity provides students with a variety of activities allowing them to engage with the
material provided while choosing the act that suits their preferences, like a learning station.
Activity 5: Collaborative song analysis (from Joao Xavier)
In this activity, the students listen to a song in some mixed-skill groups and identify the overall mood,
instruments used, and any repeated words or phrases. Before listening, they have been given the lyrics.
After listening, each group discusses their initial reactions to the song (emotion evoked, or overall
opinion). Then, they analyze the lyrics more deeply, look up unfamiliar words, identify themes, and discuss
the message the song conveys. Lower-level students may focus on vocabulary, while more advanced
students can analyze metaphors, similes, and cultural references. After that, each group presents their
findings to the class. Students can share at their own comfort level or different depths of analysis.
Overall, this activity takes 45-60 minutes, depending on the complexity of the song and the class size. It
accommodates various skill levels and learning styles, enhancing listening, vocabulary, and
comprehension skills.
Activity 6: Differentiated Instruction: Cubing (from Husnia Fachruddin, Pearson's book)

Cubing is an instructional tool that allows students to explore the same topic or concept from different
perspectives and to accomplish tasks at their readiness levels. Cubes can be used by individuals, pairs, or
small groups. Cubing encourages students to think critically, analyze, and create, making it a valuable tool
in an English classroom.
Example: Vocabulary Cube: "Exploring New Words"
The teacher provides three kinds of Vocabulary Cubes (dice with the vocabulary words written on each
face): beginner cube, intermediate cube, and advanced cube. They include words in accordance with
students’ abilities/readiness levels. The students roll the cube, and whichever word appears on top, will
be in a sentence or a short story. The goal is to demonstrate students' understanding of the word's
meaning and how it can be used in context. It takes 10–15 minutes.
Activity 7: Vocabulary Puzzle (from Husnia Fachruddin, www.resilienteducator.com)
In this activity, teachers provide students with a set of vocabulary words and corresponding definitions.
Each word and definition are cut into separate pieces, creating a puzzle. Students are tasked with
matching the vocabulary word to its correct definition, effectively assembling the puzzle pieces. This
activity may take 15-20 minutes to complete, depending on the number of vocabulary words and
definitions provided. The purpose of this activity is to engage students in a hands-on and interactive
approach to vocabulary acquisition. It promotes critical thinking and reinforces the understanding of word
meanings in a fun and memorable way. It's particularly useful for tactile learners and those who benefit
from visual-spatial activities.
Activity 8: Based on student's preferences (from Husnia Fachruddin, www.resilienteducator.com)
a. Vocabulary Matching and Graphic Organizer (for Visual Learners)
This activity aims to help visual learners connect vocabulary words to their definitions and then organize
this information visually to enhance comprehension and retention. Within approximately 30-45 minutes,
Students match each word with its correct definition based on the provided sets of vocabulary cards.
Then, they use large sheets of paper to create a graphic organizer. In this organizer, they write each
vocabulary word, draw an image or symbol related to the word's meaning, and connect it to the
corresponding definition. This process reinforces the association between the word and its meaning in a
visual format. Visual learners benefit from this activity as it caters to their preference for visual aids and
helps them make connections between vocabulary and their meanings through images and organization.
b. News Reports (for Auditory Learners)
The purpose of this activity is to engage auditory learners in active discussion and verbal processing of
vocabulary words and their meanings. Within approximately 30-40 minutes, students are assigned the
task of giving a spoken report. They will verbally explain each vocabulary word, and its meaning, and use
it in a sentence. The rest of the class actively listens to the spoken reports, offering questions and feedback
to enhance understanding. This activity allows auditory learners to thrive by engaging in oral
communication and discussion, which reinforces their comprehension and memory of the vocabulary.
c. Diorama Building (for Kinesthetic Learners)
The purpose of this activity is to cater to kinesthetic learners by encouraging hands-on, creative expression
of vocabulary words and their meanings. Within approximately 40-50 minutes, students are asked to
create a diorama that illustrates the meaning of each vocabulary word. In this hands-on activity, students
use art supplies to build small scenes or models that represent the words' meanings. Once the dioramas
are complete, kinesthetic learners present their creations to the class, explaining how each diorama
reflects the word's meaning.

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Mo d u le 3 A c tiv i tie s (D iffe ren ti ated L earn in g )

Activity 1: Anchor Chart (from Manuella Silva, Differentiated Teaching website)

Activity 3: Task Card (from Mercya Dewi)

Activity 4: Think-Tac-Toe (from Sahar Jarrar, workshop with the inspector)

Activity 5: Collaborative song analysis (from Joao Xavier)

Activity 6: Differentiated Instruction: Cubing (from Husnia Fachruddin, Pearson's book)

Activity 7: Vocabulary Puzzle (from Husnia Fachruddin, www.resilienteducator.com)

Activity 8: Based on student's preferences (from Husnia Fachruddin, www.resilienteducator.com)

a. Vocabulary Matching and Graphic Organizer (for Visual Learners)

b. News Reports (for Auditory Learners)

c. Diorama Building (for Kinesthetic Learners)

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