Differentiated Instruction

Write TRUE if the statement is correct and FALSE if otherwise incorrect.

TRUE 1. Gifted learners can only be catered fully if not mixed in a regular class.
TRUE 2. Diversity of learners refer to difference in terms of gender, race, nationality
and culture.
TRUE 3. Communicating with parents and families is one way of knowing the
diversity of learners within your care.
TRUE 4. A learner having a chronic illness can be considered as a learner in difficult
circumstances.
TRUE 5. Responding to the strengths, needs and learning preferences of individual
students helps create an inclusive learning experiences.
TRUE 6. IP learners learn best when taught in a contextualized manner.
FALSE 7. One-size-fits-all approach is possible in addressing diversity of learners.
TRUE 8. Differentiated Instruction (DI) is the one of the many ways of addressing
diversity of learners.
TRUE 9. Teachers can turn learner diversity into an asset by capitalizing on their
different talents, interests and backgrounds.
TRUE 10. Gender sensitivity is very important in dealing with diverse learners.

1. What teaching strategies did you learn from Module 4 that would help you organize or
develop teaching-learning activities for these various groups of learners?
Learning styles of learners will help me to organize or develop teaching-learning activities
for these various groups of learners.
2. Were you able to adequately address the diverse needs of these learners?
By being flexible and responsive to the needs, strengths and learning preferences of
individual students.
3. What are the needs to be improved professionally to deal with diverse learners?
Find time to know the needs, strengths and learning preferences of individual students.
4. What is your realization on the importance of knowing and providing variation in
learning opportunities?
I realize that it is important because learners with different needs deserve equal
opportunity to learn.
5. Share what you feel and think after finishing this lesson by completing the following
statements. (i) My knowledge in understanding diversity of learners and their learning needs
will help me to… find ways on how I can give them different learning styles and teaching
strategies.
(ii) I find the lesson… very helpful and can be used in dealing with diverse learners.
Read the items carefully. Write TRUE if the statement is correct and write FALSE if
not and modify the statement to make it correct.
TRUE 1. Gifted learners can only be catered fully if not mixed in a regular class.
TRUE 2. Diversity of learners refer to difference in terms of gender, race, and culture.
TRUE 3. Communicating with parents and families is one way of knowing the
diversity of learners within your care.
TRUE 4. A learner having a chronic illness can be considered as a learner in difficult
circumstances.
TRUE 5. Responding to the strengths, needs and learning preferences of individual
students helps create an inclusive learning experiences
TRUE 6. IP learners learn best when taught in a contextualized manner.
FALSE 7. One-size-fits-all approach is possible in addressing diversity of learners.
TRUE 8. Differentiated Instruction (DI) is the one of the many ways of addressing
diversity of learners.
TRUE 9. Teachers can turn learner diversity into an asset by capitalizing on their
different talents, interests and backgrounds.
TRUE 10. Gender sensitivity is very important in dealing with diverse learners.
 EXPLICIT TEACHING

Identify whether the given statements are true or not on explicit teaching. Write F
for fact and B for bluff.

F 1. In explicit teaching, there is a need for the teacher to model the behaviour to the
students.
F 2. Teachers should be specific and direct enough to make learning accessible to all
students in the class.
F 3. In explicit teaching, the students restate the lesson objectives back to the teacher in
their own words.
F 4. The teacher presents the steps both orally and visually to meet needs of learners.
F 5. The teacher explains what the task is, why it is important, and adds to it, why it is
done.
B 6. The teacher may use a visual model to demonstrate a concept being taught when
necessary.
B 7. Explicit teaching is teacher-centered.
B 8. Students practice different kinds of problems during the guided practice time.
B 9. Students are deprived of working or completing the task independently.
B 10. The assessment of student performance in explicit teaching must be done formally.

Answer the following:

1. Based on your learning experience, what are your realizations? Fill in the needed
information below which you want to stop doing, start doing and continue doing:
Stop Doing Start Doing Continue Doing

Instructions and To find more ways on

usual strategies in strategies that is more how to teach learners
teaching systematic, direct, according to their
engaging needs
21ST CENTURY TEACHING

K to 3
K to 3

K to 3

4 to 6

4 to 6

4 to 6

7 to 9
7 to 9

7 to 9

11 to 12

11 to 12

Critical Thinking

Critical Thinking

Creativity
 Collaboration

Collaboration

Cross-cultural
understanding
Cross-cultural
understanding

Communication

Communication

ICT Literacy

Career and Learning Self-reliance

Career and Learning

Self-reliance

As a newly-hired teacher, how does the session help you to become a responsive teacher
to the needs of your learners?
The session helps me to become a responsive teacher to the needs of my learners by
giving them the best way to learn base on their abilities.
How did the session help you in integrating a 21st century skill in your DLP?
The session helps me to know more about 21st century skill and integrate it in our lesson
that is aligned with learning competencies in my DLP.
How does the session help you as a newly-hired teacher manage better the individual
differences your learners?
This session help me to know the different characteristics of the learners.
Which of the skills discussed are you comfortable in teaching given your current level of
professional development?
Collaboration and ICT Literacy
Which skill do you find challenging to teach?
Cross-cultural understanding
 DAILY LESSON LOGS

Identifying the parts of the DLL and DLP.

As a beginning teacher/proficient teacher, it is necessary for you to be able to
identify the parts of a lesson plan. Read the description below then write your
answer on the space provided.
Objectives 1. This part of the DLL and DLP includes content knowledge and competencies
2. This part of the DLL and DLP refers to the learning area-based facts,
concepts, and procedures that students need to learn.
Competencies3. It pertains to the particular content that the lesson focuses on.
Content 4. The knowledge, skills, and attitudes that students need to demonstrate in a
lesson.
5. This part of the DLL and DLP asks teachers to log the references and that
the teacher will use for the lesson. The references include the particular pages
of the TG, LM, textbook, and the additional materials from the LRMDS portal.
6. This part of the lesson details the steps and activities the teachers and
learners will do during the lesson towards achievement of the lesson’s
objectives.
7. This is a part of the DLL and DLP in which teachers shall indicate special
cases including but not limited to continuation of lesson plan to the following
day in case of re-teaching or lack of time, transfer of lesson to the following day
in cases of class suspension, etc.
8. This part of the DLL and DLP requires teachers to reflect on and assess their
effectiveness.

Considering your current situation as a beginning teacher/proficient teacher,

How will you maximize the use of DLL/DLP in tracking the learning progress of your
learners?
I will follow and be guided with DLL/DLP so that teaching and learning process will meet
the curriculum requirements and contexts.
What assistance do you need to improve the teaching-learning process in your delivery?
The teaching –learning process depends on how I will deliver the lesson and participation
of the learner and of course different learning materials that provided by LRDMS portal.
Identify the following:
Instruction 1) It refers to the methods and processes used to direct
learning.
2) It is the process of systematically planning, developing,
evaluating, and managing the instructional process by
using principles of teaching and learning.
DLL 3) It is a template teachers use to log parts of their daily
lesson. The DLL covers a day’s or a week’s worth of
lessons and contains the following parts: Objectives,
Content, Learning Resources, Procedures, Remarks
and Reflection.
DLP 4) It is a teacher’s “roadmap” for a lesson. It contains a
detailed description of the steps a teacher will take to
teach a particular topic. A typical DLP contains the
following parts: Objectives, Content, Learning
Resources, Procedures, Remarks and Reflection.
5) This is a part of the DLL and DLP in which teachers shall
indicate special cases including but not limited to
continuation of lesson plan to the following day in case
of re teaching or lack of time, transfer of lesson to the
following day in cases of class suspension, etc.
6) This part of the DLL and DLP refers to the learning area-
based facts, concepts, and procedures that students
need to learn.
Competencies 7) It pertains to the particular content that the lesson focuses on
Content 8) The knowledge, skills, and attitudes that students need to
demonstrate in a lesson.
 CONTEXTUALIZATION, LOCALIZATION,
AND
INDIGENIZATION OF RESOURCE MATERIALS

Choose whether the given statements talk about localization, indigenization or

contextualization. Write A for localization or B for indigenization.
A 1. Use of stories of the learners’ community as a springboard to teach competencies in
language subjects.
A 2. Use of local resources as materials for instructional aids.
B 3. Recognizing and including the community’s context and values in the content and
performance standards and competencies.
A 4. Enhancing the National Curriculum in relation to the community life cycle while
recognizing appropriate scope and sequence of competence.
A 5. Translating a story specified in the Teacher’s Guide to the locality’s language.
B 6.Offering of IP education in and IP Community.
A 7. Use of specific local terms for symptoms of sickness like diarrhea.

1. In what concrete ways does the session help me become a more agentic/empowered
teacher, aligned to standard and domain?
This session help me to know my learners and teach what they need to learn and carry out
a lesson successfully.
2. Considering your current situation in your station, how can you make your teaching
more meaningful, relevant and useful to the learners?
I can make my teaching more meaningful, relevant and useful to the learners by engaging
on different activities according to their needs.
Tell whether you Agree or Disagree with the given statements on Contextualization.
Write A if you Agree or D if you disagree
A III. When you contextualize a lesson, you are either localizing or indigenizing it.
D IV. We can only contextualize the materials that we use in the teaching learning process
ex. Reading selections, outputs, teaching materials.
D V. When we translate stories specified in the Teacher’s Guide to the locality’s language,
that is localization.
A VI. We contextualize lessons to make them more relevant to the needs and context of the
learners.
A VII. Contextualized Teaching and Learning is a group of instructional strategies designed
to link the learning of basic skills, and academic or occupational content by focusing
teaching and learning directly on concrete applications in a specific context that is of
interest to the student.
A VIII. The way teachers act, the way they plan and execute their class programs, how they
manage the classroom and how they set up the teaching and learning environment are key
aspects of students’ success and are central when defining and conceiving curricular
contextualization.
A IX. Curriculum contextualization includes contextualizing learning spaces and
environment, teaching methodologies and strategies and classroom assessment.
A X. The recognition and consideration of the community’s context and values in the
content and performance standards and competencies is contextualization.
 SCHOOL FORMS AND LEARNER
INFORMATION SYSTEM (LIS)

Column A contains the descriptions, definitions and functions of the school forms or
terms listed in Column B. Match Column A with Column B. Write the letter of your
answer on the space provided before each number.
Column A Column B
B 1. This School Form contains data on the monthly A. SF 1
learners’ movement and attendance per class. B. SF 2
E 2. The 6-digit number assigned to a school recognized C. SF 3
in EBEIS. D. SF 4
A 3. This form gives the daily record of attendance of the E. SF 5
learners. F. SF 6
Form138 4. It contains the list of books issued to each student G. SF 7
per subject. H. LRN
C 5. This serves as the school register of the class. I. School ID
H 6. The 12-digit number that a learner should keep while J. EBEIS
completing the basic education program K. LRMDS
K 7. This is referred to as the system for maintaining the
registry of learners.
I 8. This contains the list of Personnel with their basic profile
and subject/class assignment.
F 9. This form is used to record the general average, the incomplete
subjects, and other data on promotion
SF9 10. It is called the Summarized Report on Promotion and
Level of Proficiency

In what concrete ways does the session help me become a more agentic/empowered
teacher aligned to standard and domain?

Tell what particular School Form provides the information and/or being described in
the following statements. Write the SF number on the space provided before each item.
SF9 1. It gives the number of promoted, irregular and retained students of your class.
SF6 2. This provides the number of students who belong to the levels of proficiency per
class.
SF2 3. This provides the daily attendance of the learners in a class.
SF3 4. It is the list of books issued to the learners at the beginning of the school year.
SF1 5. This contains the basic profile of the learners in a class.
SF2 6. It gives the record of movement and attendance of learners in the school for the
month.
SF9 7. This form reflects the General Average and Action Taken per learner.
SF6 8. This form provides the school’s summary report on promotion and the level of
proficiency
SF9 9. It is the academic profile of the learner per grade or year level.
SF8 10. This form tells the student’s health and nutritional status.

CLASSROOM MANAGEMENT

Directions: Read the sentences carefully. Reflect and rate yourself honestly in terms
of how you see yourself manage your learners inside the classroom. Tick the column
that best describes you.
Never Seldom Sometimes Always
1. When the lesson begins, I have to wait for
quite a long time for students to settle. /
2. I lose quite a lot of time because of
learners interrupting the lesson. /
3. There is much noise most of the time
in my classroom. /
4. I create rules in the class that sometimes
are not strictly enforced. /
5. I sometimes engage in ambiguous or
inconsistent treatment of misbehavior. /
6. Leaners in my class cares to create
pleasing learning environment /
7. All learners in my class are engaged
in the activities that I give them. /
8. Learners can ask questions about our
topic/lesson at any time. /
9. I have carefully arranged the learner’s
work and study area to minimize. /
10. I have provided lessons and tasks that
bring my learners together to build /
team work and leadership skills.
After learning strategies on classroom management in this session…

I will stop
I will continue
I need my immediate superior/coach to help me in

Directions: Below are groups of sentences that describe a classroom situation. For
Group A statements, identify positive action/s that a beginning teacher would do for
each situation to maintain a positive teaching-learning environment. For
statements/situations in Group B, identify creative ways that a teacher could do to
sustain the positive classroom environment.
A.
1. When the lesson begins, I have to wait for quite a long time for students to settle
2. I lose quite a lot of time because of learners interrupting the lesson
3. There is much noise most of the time in my classroom
4. I create rules in the class that sometimes are not strictly enforced
5. I sometimes engage in ambiguous or Inconsistent treatment of misbehavior
B.
6. Leaners in my class cares to create pleasing learning environment
7. All learners in my class are engaged in the activities that I give them
8. Learners can ask questions about our topic/lesson at any time
9. I have carefully arranged the learner’s work and study area to minimize classroom
distractions
10. I have provided lessons and tasks that bring my learners together to
building team work and leadership skills.

THE CHILD PROTECTION AND ANTI-

BULLYING POLICIES

Read the following situations and answer the question/s that follow:

Situation1.
Student A is a silent type of student. He doesn’t want to talk to anyone in school because
he has a defect in the way he talks. He stammers and can’t talk straight. One of his
classmates always teases him and say bad words about him in front of everybody in the
classroom. What kind of bullying is this?
Situation 2.
While eating his snacks one morning, Jerry was being pushed, shove, kicked, and teased
by three of his classmates because they don’t like him. He pleaded to leave him alone but
they teased him even more. They always do this when there are no teachers around. What
kind of bullying is this?

Situation 3
A Grade 9 female student was a very active FB user. One instance, she mistakenly
uploaded a message which has many grammatical errors. She received bad comments and
even humiliated her for her sentence construction. What kind of bullying is this?

Situation 4
Darna is a Grade 4 gay pupil. Everyone in his class knows that he has feminine ways.
Every time he goes out of the classroom, one of his classmates imitated the way he talks,
walks and even the way he laughs. They humiliate him because of his sexual orientation
and gender identity. What do you call this kind of bullying?

Situation 5
A girl named Karen was always alone. She seldom participates in classroom activities. Her
adviser noticed and called her one afternoon. At first, she hesitated to open up but later on
said that one of her classmates always say bad words to her. She cried out loud. She does
not want to go to school anymore because she was afraid that she might get hurt by her
classmate. She has lost confidence and felt inferior. Is this an example of bullying? What
damage has been caused by the bullying? Do you think that an emotional damage was
done?

In what concrete ways does the session help you become more aware about child
protection and anti-bullying policies?

Now that you have gone through the different types of bullying and child protection
policy, let us bring back the questions in the Pre-test. Read the situations again and
this time support your answers with the explanations required.

Situation 1.
Student A is a silent type of student. He doesn’t want to talk to anyone in
school because he has a defect in the way he talks. He stammers and can’t talk
straight. One of his classmates always teases him and say bad words about him
in front of everybody in the classroom.
What kind of bullying is this? As a teacher, what actions are you going to
take to address this?

Situation 2.
While eating his snacks one morning, Jerry was being pushed, shove, kicked, and
teased by three of his classmates because they don’t like him. He pleaded to leave him
alone but they teased him even more. They always do this when there are no teachers
around. If you were the teacher, what are you going to do? Why?

Situation 3
A Grade 9 female student was a very active FB user. One instance, she mistakenly
uploaded a message which has many grammatical errors. She received bad comments and
even humiliated her for her sentence construction. What kind of bullying is this? Why do
you say so?

Situation 4
Darna is a Grade 4 gay pupil. Everyone in his class knows that he has feminine ways.
Every time he goes out of the classroom, one of his classmates imitated the way he talks,
walks and even the way he laughs. They humiliate him because of his sexual orientation
and gender identity. What do you call this kind of bullying? If you were the teacher of this
pupil, what would you do?

Situation 5
A girl named Karen was always alone. She seldom participates in classroom activities. Her
adviser noticed and called her one afternoon. At first, she hesitated to open up but later on
said that one of her classmates always say bad words to her. She cried out loud. She does
not want to go to school anymore because she was afraid that she might get hurt by her
classmate. She has lost confidence and felt inferior. Is this an example of bullying? What
damage has been caused by the bullying? Do you think that an emotional damage was
done? Why?