Fenina V.

Duhaylungsod
BSNED-GSN 3B
MG-Intellectual Discussion

Chosen Topic:
DIFFERENTIATED TEACHING AND LEARNING PROCESSES
This means providing varied activities or strategies to support different students learning. It is
important to give students alternative pathways to understanding ideas. For example, students
may use graphic organizers, maps, diagrams or charts to differently demonstrate their
comprehension of the concepts covered. The following are examples of differentiated teaching
and learning strategies:

 Flexible grouping
Students move between independent work, pair, small and large group work depending
on their purpose. Flexible grouping allows students to be appropriately challenged and
supported. Students should not be kept in the same groups all the time.

 Learning preferences
Students can be assigned tasks according to their learning preferences, e.g.
(1) Auditory (students who learn best by hearing information)
(2) Visual (students who learn best through seeing information in charts or pictures)
(3) Active (students who learn best by using concrete examples, or need to move around
while learning)
(4) Putting students in a preferred learning environment quiet or noisy, sitting at the
desk or on the floor, inside or outside the classroom)

 Anchoring activities
These are activities that a student may do at any time. For example, when they have
completed assignments or for a short period at the beginning of each class as students
organize themselves. They may include problems to solve, journals to write, project
work, etc. These activities may also provide the teacher with time to provide additional
specific help and instruction to students.

 Tiered activities
Tiered activities are a series of related activities that increase in difficulty. The activities
are linked to key understandings and skills students need to acquire. Teachers organize
different activities around the same objectives, different ways of reaching the same
goals.
 Adjusting oral and written questions
During large group discussion activities, teachers adjust questions for students with
different needs. In written tests, the teacher may assign specific questions for different
grades or groups of students.

 Learning centers
Learning centers may contain both differentiated and compulsory activities. However, a
learning center is not differentiated unless the activities take into account different
students’ abilities and level of readiness. It is important that students understand what is
expected of them at the learning center and encouraged to manage the use of their
time. The degree of structure that is provided will vary according to student and
independent work habits.

 Independent and shared study projects

Independent study projects are research projects where students learn how to develop
skills for independent learning. The degree of help and structure will vary between
students depending on their ability. Shared study projects are where two or three
students work together on a project. All students share the research, analysis and
organization of the information but each student must complete an individual project to
demonstrate learning has taken place.

Reference:
Hill, Lynn (2002). Module MG3 Teaching in the Multigrade Classroom. Primary
Teacher

Power Point Presentation link:

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Assessment
1. It refers to providing varied activities or strategies to support different student
learning.
a. assessment and evaluation in the multigrade classroom
b. multigrade timetable
c. preparing differentiated instruction
d. differentiating teaching and learning processes

2. It is important to provide multiple approaches to assessment, teaching and learning

processes, and learning outcomes to meet student’s needs and abilities.
a. TRUE
b. FALSE

3. It occurs through adapting a lesson content, teaching and learning processes and
learning outcomes to meet the differing needs of students.
a. learning continuum
b. differentiation
c. subject stagger
d. whole-class teaching

4. The following examples are students cannot use to demonstrate differently their
comprehension of the concept covered, EXCEPT:
a. split time table
b. graphic organizers, maps and diagrams
c. subject stagger
d. tiered activities

5. It is an example of differentiated teaching and learning strategy that increase in

difficulty.
a. anchoring activities
b. tiered activities
c. adjusting oral and written questions
d. learning preferences
6. Which of the following does not include in the student’s learning preferences.
a. auditory
b. active
c. visual
d. differentiation

7. All students share the research, analysis and organization of the information but each student
must complete an individual project to demonstrate learning has taken place. What
differentiated teaching and learning process does it belong?
a. Adjusting oral and written questions
b. Independent and shared study projects
c. flexible grouping
d. tiered activities

8. Students should not be kept in the same groups all the time.
a. learning preferences
b. flexible grouping
c. anchoring activities
d. adjusting oral and written questions

9. A learning center is not differentiated unless the activities take into account different students’
abilities and level of readiness. It is important that students understand what is expected of
them at the learning center and encouraged to manage the use of their time.
a. first sentence is true
b. second sentence is false
c. both sentences are false
d. both sentences are true

10. Teachers adjust questions for students with different needs during large group discussion
activities and assign specific questions for different grades or group of students in written tests.
a. Independent and shared study projects
b. Flexible grouping
c. Adjusting oral and written questions
d. Tiered activities

Answers:
1. D
2. A
3. B
4. B
5. B
6. D
7. B
8. B
9. D
10. C