MODULE 4:

 TEACHING APPROACHES
I. SESSION 1: DIFFERENTIATED INSTRUCTION

Pre-Test

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

FALSE1.
FALSE1. Gifted learners can can only be catered
catered fully if not mixed in a regular class.
TRUE2.
TRUE2. Diversity of learners
learners refer to difference in terms of gender,
gender, race, nationality
and culture.
TRUE3.
TRUE3. Communicating
Communica ting with parents and families is one way of knowing the diversity
of learners within your care.
TRUE4.
TRUE4. A learner having a chronic illnessillness can be considered
considered as a learner in difficult
difficult
circumstances.
TRUE5.
TRUE5. Responding to the strengths,
strengths, needs and learning
learning preferences
preferences of individual
students helps create an inclusive learning experiences.
experiences.
TRUE6.
TRUE6. IP learners learn
learn best when taught
taught in a contextualized
contextualized manner.
TRUE7.
TRUE7. One-size-fits-all
One-size-fits-all approach is possible in addressing
addressing diversity of learners.
TRUE8.
TRUE8. Differentiated
Differentiated Instruction (DI) is the one of the many ways ways of addressing
diversity of learners.
TRUE9.
TRUE9. Teachers can turn turn learner diversity
diversity into an asset byby capitalizing on their
their
different talents, interests and backgrounds.
TRUE10.
TRUE10. Gender sensitivity
sensitivity is very important in dealing with
with diverse learners.
learners.
Reflection

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?

Dealing with learners of varied gender, needs, strengths, interests and

experiences pose a great challenge for teachers. As teachers, we need to make
learning relevant, authentic and valuable.

Students differ a lot in their motivation, prior knowledge and skills, learning
styles, multiple intelligences, interests and backgrounds. To tap each student’s
potential, we need to value each student as an individual capable of making
progress. Embracing learner diversity is therefore an important direction in
school-based curriculum development.

2. Were you able to adequately address the diverse needs of these learners?

Yes.

3. What are the needs to be improved professionally to deal with diverse learners?

To effectively meet the learning needs of students, we, teachers must begin
with an understanding of the needs of the learners, both collectively as a classroom
unit and as individual students. Students often know which ways of learning are
most effective for them and what things get in the way of their success.

To ensure effective learning for all students in the classroom, as teachers,

we need to develop sensitivity to in dividual students’ needs and respond to them
by flexibly adapting their teaching strategies and content.

4. What is your realization on the importance of knowing and providing variation in

learning opportunities?

I can develop such sensitivity through analyzing different sources of

information (classroom observations, assessments, portfolios, learner profiles, etc.)
to find out how each student learns and design an appropriate curriculum for them.
With a good grasp of students’ characteristics, we can turn learner diversity
into an asset by capitalizing on their different talents, interests and backgrounds
brought to the classroom setting. For instance, students can make unique
contributions by playing different roles or doing different tasks inside and outside
the classroom. Because of this, we can give our students opportunities to develop
their potential (Chan, ND).
5. Share what you feel and think after finishing this lesson by completing the following
statements.

My knowledge in understanding diversity of learners and their learning needs

will help me to know that learners have opposed teaching about different cultures,
religions, etc in schools. Having diversity in the classroom not only helps children
learn and think differently, but also prepares them for the real world and interacting
with those of different cultures in the workplace and in daily life.I find the lesson
quite challenging because we are dealing with different cultures, beliefs and simply
different learners. It is really our job as a teacher to become fair to our learners.
Through these we can cater them equally.

Post-Test

Read the items carefully. Write TRUE if the statement is correct and write FALSE if not
and modify the statement to make it correct.

TRUE1. Gifted learners can only be catered fully if not mixed in a regular
class.
TRUE2. Diversity of learners refer to difference in terms of gender, race, and
culture.
TRUE3. Communicating with parents and families is one way of knowing the
diversity of learners within your care.
TRUE4. A learner having a chronic illness can be considered as a learner in
difficult circumstances.
TRUE5. Responding to the strengths, needs and learning preferences of
individual students helps create an inclusive learning experiences
TRUE6. IP learners learn best when taught in a contextualized manner.
FALSE7. One-size-fits-all approach is possible in addressing diversity of
learners.
TRUE8. Differentiated Instruction (DI) is the one of the many ways of
addressing diversity of learners.
TRUE9. 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.
II. SESSION 2: EXPLICIT TEACHING

Pretest:
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 behavior 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 add 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 .

Reflection

 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

Im goin Pass my
VI. SESSION 6: SCHOOL FORMS AND LEARNER INFORMATION SYSTEM(LIS)
Pre-Test
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 ___1. This

School Form contains data on the monthly A. SF 1 learners’
movement and attendance per class. B. SF 2 ___2. The 6-digit number
assigned to a school recognized C. SF 3
in EBEIS. D. SF 4
 ___3. This form gives the daily record of attendance of the E. SF 5 learners.
F. SF 6 ___4. It contains the list of books issued to each
student G. SF 7 per subject. H.
LRN ___5. This serves as the school register of the class. I. School ID
 ___6. The 12-digit number that a learner should keep while J. EBEIS
completing the basic education program K. LRMDS
 ___7. This is referred to as the system for maintaining the registry of learners.
 ___8. This contains the list of Personnel with their basic profile and
subject/class assignment.
 ___9. This form is used to record the general average, the incomplete
subjects, and other data on promotion
 ___10. It is called the Summarized Report on Promotion and Level of
Proficiency

Reflection
In what concrete ways does the session help me become a more agentic/empowered
teacher aligned to standard and domain)
 H.Post – 
 Test
 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.
 ____1. It gives the number of promoted, irregular and retained students of your class.
 ____2. This provides the number of students who belong to the levels of proficiency per
class.
 ____3. This provides the daily attendance of the learners in a class.
 ____4. It is the list of books issued to the learners at the beginning of the school year.
 ____5. This contains the basic profile of the learners in a class.
 ____6. It gives the record of movement and attendance of learners in the school for the
month.
 ____7. This form reflects the General Average and Action Taken per learner. ____8. This
form provides the school’s summary report on promotion and the level of proficiency
 ____9. It is the academic profile of the learner per grade or year level.
 ____10. This form tells the student’s health and nutritional status.
VII. SESSION 7: CLASSROOM MANAGEMENT

PRE-TEST
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

 When the lesson begins, I have to wait for quite a longtime for
students to settle.
I lose quite a lot of time because of learners interrupting the
lesson
There is much noise most of the time in my classroom
I create rules in the class that sometimes are not strictly enforced
I sometimes engage in ambiguous or inconsistent treatment of
misbehavior
Leaners in my class cares to create pleasing learning environment
 All learners in my class are engaged in the activities that I give
them
Learners can ask questions about our topic/lesson at any time
I have carefully arranged the learner’s
 work and study area to minimize classroom
distractions
I have provided lessons and tasks that bring my learners together to build team
 work and leadership skills.
Reflection:
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

VIII. SESSION 8: THE CHILD PROTECTION AND ANTI-BULLYING POLICIES

Pre-Test
Read the following situations and answer the question/s that follow: 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 i n 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?

Reflection
In what concrete ways does the session help you become more aware about child
protection and anti-bullying policies?
 Post Test
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?
Emotional bullying, as a teacher I must have this capability to handle such
situation as this. Because as we all know nowadays, accidents like such
bullying tend to result into a severe depression and may possibly end child’s
life. That’s why it is very important to the teacher to enter himself/herself
to this phenomenon because teacher has this power to change or to
empower child’s life. And terms of addressing this accident, if the situation
becomes severe, I can consult first the bullied/bully children to a
counsellor.
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?
As a teacher i guess what i will do is that Im going confront the two students
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?