DIFFERENTIATED INSTRUCTIONS EMPLOYED BY SHS ENGLISH TEACHERS: BASIS FOR

MODIFYING OR CRAFTING INNOVATIVE DIFFERENTIATED STRATEGIES IN THE

CLASSROOM

DIVINA P. MAMING, LPT

Master Teacher II
Biñan Integrated National High School

ABSTRACT

This study explored BINHS SHS English teachers’ understanding of differentiated

instructions, examined the various differentiated strategies utilized in the classroom,
and investigated on the challenges they faced in the crafting and implementation
process. It sought to use the findings to assist and help teachers gain far better grasp
of differentiation and produce modified and innovative strategies for use in the
classroom through a LAC or training. This study is qualitative and used content analysis
as the methodology leading to thematic analysis of the data gathered. The
proponent found out that most teachers have always actively used differentiation in
their lessons while others depended their use on time allotment for each competency
and students’ need for differentiation. Teachers vary or differentiate their strategies by
tiering student learning activities to various levels of complexity, giving students
alternative topics on which to focus and varying their pace of work. Findings revealed
too, that teachers experienced challenges in crafting their own differentiated
strategies for it requires much time and effort and demands long hours of preparation
considering their piles of works to be done everyday. Moreover, it is recommended
that teachers must modify existing differentiated activities and contextualize their
contents to suit the interest and needs of the students from different strands.
Formulation of innovative strategies that adapts to the millennial personalities and
qualities should be part of the consideration.

Keywords: differentiation, differentiated instructions, strategies, curriculum

 INTRODUCTION employed in the classroom to meet the
various needs of students and make
Teachers play an essential part them learn and achieve same
in curriculum and instruction. They are objectives through activities and
the backbone that support the system strategies fit for each of them. It is
and are the keys towards the success believed that students with learning
of teaching-learning procedure. disabilities, talented and gifted ones
and those from indigenous groups are
Different strategies in the lesson not considered to have no capacity to
delivery in every class is very essential learn, rather, they need different ways
for a successful learning process. Every and means of coping with the learning
classroom whether physical or virtual is endeavor and challenges in the
a hall or learning space for diverse kinds classroom.
of students who have different interests,
preferences, struggles and strengths. Moreover, this era of difficulties
There are students whose knowledge brought about by the pandemic,
are far more advanced than the economic problems and socio-political
others. A lesson or topic a teacher issues has caused people to wander
presents may be easy for some learners from one place to another to search for
but truly challenging for others. Also, better living condition; thus, teachers
some contents and activities may be do have students who come from
fun and engaging for few but not for distinct social locations and so they
the rest. Moreover, the changing times vary in needs and preferences.
have made an impact on how students
acquire knowledge and skills in the Under these circumstances,
classroom. Other strategies may still be classrooms have become increasingly
found effective but some few may diverse. These pave a way for
need modification or at times, there is educational authorities, teachers, and
a need to innovate something out of school administrators to find avenues to
the existing. While innovation is not all cater a variety of learning profiles.
about new technology, teachers Subban (2006) in an international
should create something new out of journal writes that a paradigm that is
ordinary to address a learning problem gaining ground in many educational
and provide solutions to improve circles is differentiated instruction.
instruction. Thus, there is a need to
capacitate the teachers in the
provision of differentiation in the The growing number of enrollees
classroom. in the Senior High School Department
at Binan Integrated National High
Inclusive education under School and the diverse kinds of learners
DepEd Order No. 72, s. 2009, too, has coming from different locations have
been implemented nationwide. It is a sparked inspiration to the proponent to
process that emphasizes providing
study and understand differentiated
special education services to pupils
instructions its SHS English teachers
with special educational needs within
the regular classrooms. (Gaad, 2007) utilize in the classroom. Also, taking into
consideration the new guidelines on
Under the new guidelines in the implementation of Results-Based
PPST-RPMS to gauge teachers’ Performance Management System
proficiency particularly in indicators 9 (RPMS) in the Department of Education
and 10, teachers have to grapple with and pursuant to Section 5 of DO 42, s.
tons of differentiated activities to be
2017 on the National Adoption and METHODOLOGY
Implementation of the Philippine
Fifteen SHS English teachers from
Professional Standards for Teachers
BINHS served as the participants for this
(PPST) where teachers are expected to
research. They are currently teaching
address diversity in the classroom English for Academic and Professional
setting under Key Result Area (KRA) 3. Purposes, 21st Century Literature,
Creative Writing, Oral Communication
The study followed the
and Media and Information Literacy.
paradigm in Figure 1.
In the conduct of the study, the
proponent used purposive sampling
procedure based on the inclusion
characteristics of the participants.

The proponent utilized focus

group interviews as a complementary
instrument to collect qualitative data
Figure 1. Conceptual Framework for the study. A purposive sample was
drawn to participate in focus group
With the upsurge of enrolment discussions. Structured observation was
and the implementation of inclusive also used where the researcher
education, it is vital to know whether observed to verify the differentiated
teachers are able to cater students’ activities the teachers employed and
individual needs or are equipped with integrated in their lessons using COT or
knowledge about differentiated classroom observation tool based on
instruction or doing the right process. RPMS-PPST guidelines under KRA 3 –
Diversity of learners. Post-conferences
To gain understanding of the were also conducted to clarify
teachers’ differentiated instructions procedures, relevance and
which they employed in the classroom, appropriateness of the material to the
the researcher utilized interview, survey lesson.
and classroom observation to collect
data and information that are essential As the research proposal was
for this study. Learning the strategies scrutinized by the School Research
that the teachers use, the researcher Coordinator and approved by the
checked on their Lesson Exemplars, School’s Division Office of Binan City,
conduct classroom observations and the proponent sought approval from
post-conferences to see the the principal to conduct the research
appropriateness and relevance of the and proceeded to the instrumentation
strategies to the lessons discussed in procedure.
class. In the post-conference, the
teachers were asked about the
challenges they faced in the An interview was conducted to
preparation of materials for the respondents and the researcher
differentiated instructions. A LAC tabulated their answers. As part of the
session on crafting differentiated observation, the proponent, being a
strategies and/or modifying the existing Master Teacher initially requested the
ones was held. The person teachers for the copies of their lesson
knowledgeable about differentiation exemplars to check on the
was invited to assist the teachers and
differentiated instruction strategies
assess their output.
they would integrate in their lessons. as ABM, HUMMS and STEM. In the study
The teachers were met for a post- conducted by Canceran and
conference to further determine their Malenab (2018), both HumSS and ABM
understanding of the concept of strand students have positive attitude
differentiation and to learn the towards speaking in English and that
speaking in English is important to them
challenges their encountered in
in general. The study of Caratiquit,
coming up with differentiated activities
Caratiquit and Tamanu (2022) also
suitable to the type or nature of
unveiled that those learners enrolled in
learners. After the collection of data, the academic strands are good at
gaps found were addressed through communicating.
LAC session/training which However, the results in listening
capacitated teachers in creating or and reading indicate a low-level
modifying existing strategies or craft interest of the young ones in less active
their own innovative materials. activities such as merely listening to
audios and text analysis. Calalo et. al.
(2019) study reveals that most students
RESULTS under academic track experience
difficulty in listening to class discussion
Differentiated Instructions Utilized by and resort to asking a peer to explain
the SHS English teachers the topic further. It was also determined
by Castillo et. al. (2019) that majority of
Table 3 shows 32 various the SHS academic strand students has
differentiated activities utilized by the a poor performance in reading
teachers in the classroom. Of the four academic texts relative to structure of
macro skills, verbal or speaking the text, thesis statement, paraphrasing
activities or strategies are widely used and outlining.
by the teachers followed by the
combination of the four macro skills
and writing. Reading and listening Table 3
activities have been recorded barely
Utilized Differentiated Strategies in the
used by the respondents.
Specifically, among the 32 classroom
strategies, collaborative tasks which
also falls under the 2C-2i-1r
pedagogical approaches accounting
for group works and members’
concerted effort in output-based
instruction was documented an all-
time high strategy in differentiation. This
result was proven true by Monaco and
Martin (2007) who said that millennials
are team oriented and they prefer to
work cooperatively on projects and
participate within collaborative group
settings.
Looking into the table further,
speaking or verbal activities used by
the teachers reveals that their students
are word smart considering the fact
that they cater academic strands such
Challenges Encountered by the significantly higher that the rest of the
Teachers in the Preparation and answers where teachers apply the
Crafting of Differentiated Instructions concept only during performance
tasks, depending on topic or needs of
the students. Moreover, Table 5 reveals
Initially, the proponents asked
that more than half (53%) of the
the respondents about their
understanding of differentiated respondents integrate differentiation in
instruction. the classroom occasionally or as the
need arises only. Some of the teachers’
Table 4 gives an overview of the Lesson Exemplars did not contain
teachers’ understanding of differentiated activities; however,
differentiated instruction. It indicates teachers employed differentiation in
that 100% of the respondents the class as the proponent made
understood the concept. Their classroom observations.
responses correspond to the
perceptions found on textbooks and Table 5.1
educational journals. While 40% saw it
Percentage of responses on the
as an approach designed to meet
students’ needs, learning styles, unique frequency of use of the differentiated
abilities and varied interests, 60% are strategies
aware that teachers themselves Survey Item Responses
design, create and innovate 7 or 47% of the
differentiated instructional materials as respondents
ALWAYS use
part of planning to cater students’ differentiation in
diverse needs. their classes
4 or 27% used
differentiated
Table 4 strategies only
during
Percentage of responses on performance tasks
or when they give
understanding differentiated activities
instruction 1 or 7% used
differentiated
Survey Item Responses How often do you use
activities every
such differentiated
9 or 60% of the week
learning instructions in
respondents said that 1 or 7% used
teaching?
differentiated instruction differentiated
is designing instruction activities
and creating innovative depending on
materials as teachers topic
What is your
plan to cater students’ 1 or 7% used
understanding
diverse needs. differentiated
of differentiated
6 or 40% mentions that it activities
instruction?
is an approach that are depending on class
designed to meet type
students' individual 1 or 6% used
needs, learning styles, differentiated
unique abilities and activities
varied interests depending on the
students’ needs.

When asked about how often

do they use differentiated learning
instructions in teaching their lessons,
47% responded ALWAYS, which is
 Table 6 presents the various creative and suit their strategies and
approaches on how the respondents materials to the needs of the learners.
vary their activities or set out to
differentiation. 33% of them affirms that
they tier student learning activities to Table 7
various levels of complexity. This is
because of the diverse kinds of learners Percentage of responses on the facility
in the classroom and not all of them of crafting differentiated materials
learn in the same way. Varying
activities in the classroom increases
Survey Item Responses
students’ engagements and
12 or 80% of the
participation, they said. 27% gives respondents said
students alternative topics on focus on; NO, it is not easy to
20% varies the pace of work and 20% craft differentiated
materials. It is
did not provide answer. This was clearly difficult, laborious,
manifested in the classroom challenging; it
observation where teachers vary the requires much time
and effort and
approaches of differentiation to suit demands long hours
students’ needs and abilities. of preparation to
Do you find it easy to
finish.
craft differentiated
Table 6 materials to be used
3 or 20% said YES, it is
easy for them to craft
in the classroom?
Percentage of responses on the Why? Why not?
differentiated
respondents’ approaches in using materials. They try to
categorize the
differentiated strategies materials/
instructions
according to the
needs of the learners;
Survey Item Responses
claimed that teacher
5 or 33% of the
must be creative in
respondents said
preparing for
they tier student
instruction to guide
learning
activities to various every student.
How do teachers levels of complexity
differentiate or vary 4 or 27% gave
the activities in the students alternative Based on the responses
lesson? topics on which to reflected in Table 8, period of
focus
3 or 20% varied the preparation is the topmost concern of
pace of work the teachers in preparing or crafting
3 or 20% did not differentiated strategies for use in the
answer
classroom. It reflects teachers’
overwhelming workload that serve as
Table 7 illustrates that 80% of the one of the hindrances in the process.
respondents find it hard to craft Next to it is the funding since some
differentiated materials mainly due to activities need financial subsidy. Least
time constraints in the preparation among the concerns is the feasibility of
process along with the effort required the materials to practical application.
by it. Meanwhile, 20% can easily
produce differentiated materials
claiming that teachers must be
Table 8 Their knowledge of the concepts
mirrored those which are found on
Percentages of response to survey on textbooks and educational journals
the challenges encountered by the and perhaps from the seminars and
teachers in the Preparation and trainings they attended. There are
Crafting of differentiated strategies multiple differentiated activities that
they employ and implement in the
Survey Item Percentage
What are the 4 or 27% Insufficient classroom most of them are
challenges that you Resources/funding collaborative in nature. Speaking and
face in the 10 or 67% verbal differentiated activities are
preparation and Preparation Time widely used by the respondents. The
crafting of 1 or 6% Feasibility to least strategies that account for the
differentiated Practical Application
strategies development of the four macro skills
are listening and reading.

Differentiated Instructional Based on the data, most

Strategies that can be Crafted by the teachers have always actively used
Teachers differentiation in their lessons while
others depend their use on specific
Taking into consideration the reasons such as time allotment for each
learners and learners’ abilities and the competency and students’ need for
new normal in education, the SHS differentiation.
English Teachers must create
differentiated instructional activities Teachers vary or differentiate
suitable to the interest of the ABM, their strategies by tiering student
HUMSS, STEM and even ICT students learning activities to various levels of
which the school caters. complexity, giving students alternative
Contextualization of the materials topics on which to focus and varying
their pace of work. These are done to
according to these strands is highly
ensure that all learners will be all given
recommended. What may work for
the space and opportunity to learn
one strand may not work for others. same topic in different approaches.
Also, the data in Table 1 shows that
teachers must add more activities for However, teachers find it hard to
reading and listening to achieve the craft their own differentiated strategies.
wholistic approach for the For them, it is difficult, laborious and
development of the 4 macro skills. challenging; it requires much time and
effort and demands long hours of
preparation to finish. These responses
DISCUSSION reflect their reluctance to craft
differentiated strategies which
The respondents showed commensurate to the high percentage
understanding of the differentiated of challenges they face or will face in
instruction. The teachers are well- the process. The survey reflected that
equipped with the knowledge that teachers are faced with loads of work
governs differentiated instructions and everyday and these impede them from
they have been utilizing a number of crafting own differentiated materials
strategies in the classroom to enliven for use in the classroom.
teaching delivery, engage students in
the learning process while having fun
and achieve mastery of the lesson.
 Understanding of the concept of the research circle and for the
alone may not indicate reaching the provision of support and technical
optimal use of the differentiated assistance;
instruction and realizing its positive
effect on students’ performance. BINHS Principal IV, Ms. Julie Ann
Collaborative learning for example D. Natividad for her encouragement
cannot be viewed as differentiation if and words of wisdom and inspiration;
the teacher herself/himself was the one
who assigned members of each group BINHS Research Coordinator,
not considering individual interest or Freddie John V. Calumno for his helpful
preference. insights, comments and suggestions
and overall technical assistance;
There is a need to modify
existing differentiated activities and Dr. Leslie V. Denosta for sharing
contextualize their contents to suit the her time and expertise as a resource
interest and needs of the students from speaker during our LAC session on
different strands. Formulation of differentiated instructions and for
innovative strategies that adapts to the providing assessment to the modified
millennial personalities and qualities is and innovative strategies prepared by
highly encouraged. the teachers;

For the teachers, merely BINHS SHS English teachers who

understanding the concept of religiously and painstakingly took part
differentiation may be theoretical at in the process of conducting this action
some point. It may be best to research;
understand the four ways to
differentiate instructions: through My other half, Carl for his
content, process, product and unwavering support, motivation and
environment. assistance.

For other researchers, it is Above all, I thank the Almighty

recommended that this study may be for making me an instrument in
instrumental for further study and capacitating my fellow teachers and
exploration of the benefits and for the chance to walk into their lives to
disadvantages of differentiated share my knowledge and learn from
instructions among students and them in return.
teachers.

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