Exploring More Interactive and Innovative

Learning Task 13
Reaching Strategies for Diverse Learners
Diverse of Learners
PPST Domain 3
3.1.1 Demonstrate knowledge and understanding of differentiated teaching to suit the learners’ genders, needs,
strengths, interest and experiences
Strands 3.2.1 Implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and
religious backgrounds
3.3.1 Use strategies responsive to learners with disabilities, giftedness and talents
6.2.c Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific
learners and their environments
6.2.d Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
6.2.e Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable
educational practices

Competency Framework for

2.D.3 Motivate active learning
CFSAT Southeast Asian Teachers
2.D.5 Respect diversity of learners
for the 21st Century
4.C.2 Formulate specific learning objectives incorporating knowledge, skills, attitudes and values, if applicable
4.C.3 Prepare lesson plan based on syllabus and time frame
4.C.4 Consider diversity of learners in preparing lesson plans
4.C.5 Select the right methodologies according to subject and learners’ level
4.C.6 Determine appropriate learning resources available for teaching and learning

Desired Learning Outcomes

 Demonstrate understanding of differentiated teaching to suit the learners’
gender, needs, strengths, interest and experiences
 Implement teaching strategies that are responsive to the learners’
linguistic, cultural, socio-economic and religious backgrounds
 Use strategies responsive to learners with disabilities, giftedness and
talents

Essential Questions
 What are the 3I’s and 2C’s in education? The 3I’s and 2C’s are three
instructional process that define the instructional activities through which
students will achieve the stated objectives of a course.

 What is differentiated instruction? Differentiated instruction is a designed

instruction that is intended to meet the individual needs of the learners.

 Give examples of differentiated instruction. (1) Presenting ideas through

both auditory and visual means (2) Putting text materials on PowerPoint
Presentation.

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 Understandings
There are three I’s and 2C’s in the instructional process. The teaching
learning process must be:
Highly interactive: All the learners must be highly engaged in all the
classroom activities. They must be able to participate in all the learning process.
No one is left behind.
Highly Innovative: The use of meaningful and differentiated strategies
makes learning more fun and enjoyable. Learners will surely love participating in
varied activities done and employed by the teacher. Activities can be in the form
of games, songs, rap, poems, puzzle, jazz chants, stories, maze and the like.
Highly Integrative: Lesson and topics are interrelated within and across
learning areas without compromising the content of the lesson. This makes the
curriculum borderless and seamless.
Highly Collaborative: The learning that involves groups of students
working together to solve a problem, complete a task or create a product.
Highly Cooperative: This is a strategy where groups of learners with
different abilities use varied activities to better improve the mastery of the
learning content. The elements of positive interdependence, individual
accountability, equal responsibility and social roles are addressed.
Differentiated Instruction is teaching the same material to all students
using a variety of instructional strategies or may mean delivering lesson at varying
levels of difficulty based on the ability of each student.
Differentiated instruction in 4 ways:
a) Content
b) Process
c) Product
d) Learning environment
Advantages of Differentiated Instruction:
 Effective for varied types of learners
 Can make students responsible for their own learning
 More options on learning different materials
 Less discipline problems in the classroom
Disadvantages:
 Requires more work in lesson planning
 Needs more time in preparation of activities

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 My Performance Tasks

Performance Task 1
Observe your cooperating teacher. Write the differentiated
activities employed to address the following:

Learners Activities employed

Gender The teacher initiates learning
experiences that are equitable for all
learners. The teacher does not show
preferences for any group over the
other. The teacher also assigns male
and female leaders in small group
discussions and activities.
Needs The teacher integrates into the lesson,
activities that promote the emotional
well-being of the learners. The
teacher encourages learners to work
together and practice friendship skills.
The teacher also provide positive
comments when learners manifest
these skills.
Strengths The teacher provides activities that
help learners celebrate their strength.
The teacher uses the prompts “I was
proud of myself when I…” or “The
things that I am good at are…”

Interests The teacher provides varied

opportunities for learners to express
and pursue their individual interest.
He offers choices on how learners can
accomplish tasks according to the
learner’s interest.

Experiences The teacher provides an activity to

connect their lesson in real life. he ask
the learners to create a situation
based on their experiences.

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 Performance Task 2 In your daily teaching, how did you address the following
aspects to be responsive to the varied characteristics of
learners’.

Aspects
 Get to know your students: Learn their names and
how to pronounce them
 Schedule mandatory office hours at the start of
term: This will help students understand that it’s ok
to ask questions
 Scaffold academic language/discipline specific
terminology: Provide instructional scaffolds such as
Linguistic context clues or visual demonstrations to address
potential language issues
 Explain the same concept in a variety of ways: Use
synonyms to express ideas in different ways
 Correct pronunciation: You’re doing them a favor by
helping them with their pronunciation and overall
intelligibility. Perfection is not the goal but clarity is
 Express interest in the ethnic background of your
students.
 Redirect your role in the classroom from instructor
to facilitator.
 Maintain a strict level of sensitivity to language
Cultural concerns.
 Maintain high expectations for student performance.
 Incorporate methods for self-testing.
 Maintain an “inclusive” curriculum that remains
respectful of differences.

 Provide more frequent praise (note: does not have to

be related to a specific task)
 Incorporate students’ interests into instruction
 Include practical applications to help students
understand how the content is related to their lives
 Be available to students before school, during, or
after school to help with instructional needs
Socio-economic  Schedule time for students to access resources (e.g.,
library, computer) and to complete assignments.
 Find ways to reach families, particularly if they do
not have a phone, speak English, or cannot read
 Schedule conferences at convenient times for parents
 Increase language skills (e.g., by teaching vocabulary,
using graphic organizers)

 Be culturally sensitive to the religions practiced

in your community.
 Be culturally sensitive to the religions practiced
in your community.
 Train students how to talk about religion in
the classroom.
Religious Background  Choose textbook, supplementary materials
carefully.
 Avoid dress-up exercises in the classroom.
 Stay away from anything else that resembles
simulating ritual in class.

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 What strategies have you applied to respond to the learners with
Performance Task 3
disabilities, giftedness and talents?

Activities Employed for Learners with Special

Activities Employed for Gifted Learners
Needs
 Incorporate computerized math  Let the learners write a math stories
toys and software with visual and to demonstrate the concepts that
auditory prompts, such as the they are learning.
GeoSafari Math Whiz, a portable
game that teaches addition,
subtraction, multiplication, and
division.

 Use familiar objects to set up and  Let the students write a short word
solve math problems. Items such as problems for other students to
money, candy, or other small solve.
objects can be used to
demonstrate concepts such as
adding, subtracting, and fractions
as well as show greater than, less
than, and equal to.

 Consider using flash cards to go  Let the students to create an entire

over math facts that need to be story to revolve around the math
memorized. concept.

 Teach them math concepts  Puzzles are a great way to engage

using multisensory methods to your gifted students during math
stimulate their thinking skills.1 instruction. Some examples are
Sudoku, logic and reasoning puzzles,
KenKen puzzles, brain teasers or
riddles. These can be used at all
grade levels.

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 My Learning Artifacts

Write or paste your Learning Plan which provides differentiated activities to

address diversity of learners.

My Learning Plan for Diverse Learners

1. Prioritize objectives. Examine all the lesson objectives, determine which objectives are
appropriate for students with learning differences, and eliminate those that are not
necessary.

2. Adapt instruction, materials, or the environment. Base the instruction, materials, and
environment on the prioritized instructional objectives. Create adaptations based on
students' needs.

3. Systematic instruction variables during instruction:

a. Structure: Lessons are well organized and systematic. Students are aware of the
organization and structure of the lesson.

b. Clarity: Teacher presentations are easy to understand. Teacher speaks clearly

and directly to the point of the objective, uses clear and direct language,
enunciates carefully, and provides concrete, specific examples of the
information presented.

c. Redundancy: Main points are repeated for emphasis and reinforcement.

d. Enthusiasm: Teachers create exciting lessons that are fun and worthwhile.

e. Appropriate Rate: The rate of the presentation fits the needs of the students.
Generally, a brisk rate maintains interest and motivation.

f. Maximized Engagement: Students are actively engaged in the process of

learning. They listen, ask questions, take notes, solve problems, work in
groups, complete class projects, and are held accountable for their learning.
4. Systematic evaluation.

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