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The document outlines various strategies for addressing diverse student abilities in the classroom, including differentiated instruction, personalized learning, and the use of technology. It also profiles a student named Shavin Troy, detailing his physical, social, emotional, and cognitive development, along with recommendations for improvement. Additionally, it emphasizes the importance of collaboration between home, school, and community in fostering a supportive learning environment.

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14 views9 pages

Fs 1

The document outlines various strategies for addressing diverse student abilities in the classroom, including differentiated instruction, personalized learning, and the use of technology. It also profiles a student named Shavin Troy, detailing his physical, social, emotional, and cognitive development, along with recommendations for improvement. Additionally, it emphasizes the importance of collaboration between home, school, and community in fostering a supportive learning environment.

Uploaded by

jaineealarcon4
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Page 48

Here’s a collection of strategies to address students' different ability levels in


the classroom:

Differentiated Instruction

1. Flexible Grouping: Create groups based on students' skills, interests, or


learning needs, and change them periodically.

2. Tiered Assignments: Provide tasks at varying levels of difficulty to match


students’ abilities.

3. Choice Boards: Let students choose activities or assignments from a list


that cater to different ability levels and learning styles.

Personalized Learning

4. Individualized Learning Plans: Tailor goals, resources, and assessments to


meet individual needs.

5. Self-Paced Learning: Allow students to progress through materials at their


own speed.
Scaffolded Learning

6. Provide Support: Use tools like graphic organizers, sentence starters, or


guided questions to help struggling students.

7. Gradual Release of Responsibility: Model a task, then work on it together,


and finally let students attempt it independently.

Use of Technology

8. Adaptive Learning Software: Use apps or platforms that adjust content and
difficulty based on the student's performance.

9. Interactive Tools: Incorporate tools like quizzes, games, and simulations


that engage all levels of learners.

Classroom Environment and Instruction

10. Differentiated Questioning: Ask open-ended questions that allow for


varied levels of response.
11. Peer Tutoring: Pair stronger students with those who need extra help for
mutual learning benefits.

12. Learning Centers: Set up stations with activities targeting different skill
levels or learning objectives.

Assessment and Feedback

13. Formative Assessments: Regularly assess progress to identify and


address individual needs.

14. Multiple Assessment Options: Offer varied formats (e.g., presentations,


essays, projects) to allow students to demonstrate their understanding in
different ways.

15. Timely Feedback: Provide constructive, actionable feedback tailored to


each student.

Encouraging Student Ownership

16. Goal Setting: Help students set realistic and personalized learning goals.
17. Reflection and Self-Assessment: Encourage students to reflect on their
progress and areas of improvement.

Parental and Community Involvement

18. Parent-Teacher Communication: Regularly update parents on students’


progress and involve them in supporting their learning.

19. Community Resources: Leverage community programs or volunteers to


support diverse learning needs.

These strategies create an inclusive learning environment that respects and


nurtures the abilities of all students.

THE LEARNER'S DEVELOPMENT PROFILE

Name of the Learner: Shavin Troy T. Ibias


School: Ceguera Technological Colleges

Date of Home Visit: November 30, 2024

Date of Birth: November 6, 2006

Grade/Year Level: 12

Age: 18 years old

Gender: Male

Physical Development

Shavin Troy is an 18-year-old male who is of average height and weight for
his age. According to his teachers and parents, Shavin shows no signs of
physical developmental concerns. He engages in physical activities such as
basketball and jogging, which contribute positively to his physical health and
overall fitness. His physical appearance shows maturity, and he is in good
physical condition, maintaining a healthy lifestyle. His parents observe that
he eats a balanced diet, although he occasionally skips meals due to his busy
school schedule. Teachers have noted that Shavin does not experience any
difficulty with motor coordination or movement, and he has shown no
significant health issues.

Social Development

Shavin displays a healthy social development. He interacts well with his


peers, teachers, and other school staff. His classmates describe him as
friendly, approachable, and cooperative. He often takes part in group
activities and helps others in class. He has a close-knit group of friends and
enjoys spending time with them outside school hours. His parents note that
he also has good relationships with family members and is respectful
towards adults. At times, Shavin can be quiet and reserved in new
environments but gradually becomes comfortable and engages more with
others. Teachers believe that his ability to adapt socially shows growth in
confidence and communication skills.

Emotional-Moral Development
Shavin has developed a sense of responsibility and maturity in terms of
emotional and moral growth. He is able to manage his emotions well and
responds thoughtfully to challenging situations. Teachers observe that he is
considerate of his peers' feelings and avoids conflicts in class. His parents
mention that Shavin is polite, respectful, and generally well-behaved. He
holds strong moral values and is trusted by both teachers and parents to
make sound decisions. However, he occasionally struggles with stress due to
academic pressures, but he is learning how to cope with these emotions by
seeking support when needed. Overall, Shavin demonstrates a good sense of
right and wrong and strives to be fair in his actions.

Cognitive Development

Shavin is an intelligent and reflective learner. He has a solid academic


performance and actively participates in class discussions. His teachers note
that he grasps concepts quickly and applies his knowledge effectively in
practical situations. Shavin is particularly interested in subjects related to
technology and engineering. His parents believe that he is curious and
enjoys learning new things, often engaging in independent research. While
Shavin excels in academics, he sometimes faces challenges in completing
assignments on time due to his tendency to procrastinate. Nevertheless, he
is a critical thinker who can analyze situations thoroughly and make informed
decisions.

Findings

Shavin Troy has shown consistent development in various areas, particularly


in his physical, social, emotional, and cognitive growth. He is an active
participant in school activities, is highly motivated academically, and has
good relationships with peers and family members. Despite some challenges
with time management and stress, Shavin has been able to adapt and show
growth in coping with these difficulties. Overall, his development is on track,
and he demonstrates maturity beyond his years in his actions and decision-
making.

Conclusions
Based on the information gathered, it can be concluded that Shavin Troy is
positively influenced by both his home and school environments. His parents
provide support and encouragement, which contribute to his social and
emotional well-being. Meanwhile, his school offers an academic environment
that nurtures his cognitive abilities and personal growth. Shavin is making
significant strides in his emotional, social, and cognitive development,
though he would benefit from guidance in managing stress and improving
time management skills. The combination of family and school support plays
a crucial role in his continued development.

Recommendations

1. Time Management Support: Encourage Shavin to develop better time


management skills by helping him create a balanced schedule for his
academic work and extracurricular activities.

2. Stress Management Techniques: Introduce Shavin to techniques like


mindfulness or relaxation exercises to help him manage stress more
effectively, especially during eexam

3. Continuous Encouragement: Maintain the supportive environment at home


and school to reinforce his positive behaviors and self-esteem.

4. Social Engagement: Continue fostering his social interactions to further


develop his leadership and communication skills.

Page. 60

Here’s the reflection in acrostic format:

H – Home, school, and community must work together.

O – Open communication builds stronger connections.

M – Mutual respect creates a supportive environment.

E – Every effort contributes to a child’s success.


S – Schools serve as the bridge between home and community.

C – Collaboration ensures holistic development.

H – Helping one another strengthens bonds.

O – Opportunities grow when we unite.

O – Outstanding results come from teamwork.

L – Learning thrives in a united environment.

C – Communities shape a child’s character.

O – Offering support empowers learners.

M – Meaningful partnerships promote success.

M – Motivation grows when everyone is involved.

U – Unity leads to better outcomes.

N – Nurturing relationships builds trust.

I – Involvement of all creates a positive impact.

T – Together, we can achieve more.

Y – Youth benefit most from

Page 93: reflect

The Recommended Curriculum is the foundation of all other types of


curriculum. The K-12 Guidelines from the Department of Education (DepEd)
must be followed when creating the curriculum or lesson plan. The lesson
plan (LP) should reflect these guidelines and serves as the guide for actual
teaching.

The Taught Curriculum is based on what is written in the lesson plan. The
teacher’s teaching methods, materials (Supported Curriculum), assessment
tools (Assessed Curriculum), and the students’ outputs or achievements
(Learned Curriculum) are all part of the Taught Curriculum.
Other factors, like media and the community, are part of the Hidden
Curriculum. All these types of curriculum work together to ensure effective
teaching and learning. Students are the main focus and the end goal of all
these curricula.

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