LEARNING TASK 13: Exploring More Interactive and

Innovative Teaching Strategies for Diverse Learners

PPST DOMAIN 3 Diversity of Learners
STRANDS 3.1.1 Demonstrate knowledge and understanding of
differentiated teaching to suit the learners' gender, needs,
strengths, interests and experiences
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
PROGRAM OUTCOMES 6.2.c Facilitate learning using a wide range of teaching
OF TEACHER methodologies and delivery modes
EDUCATION 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
SFSAT (Competency Framework 2.D.3 Motivate active learning
for Southeast Asian Teachers for the 21st
2.D.5 Respect diversity of learners
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 subjects 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, interests 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 31's and 2C's in education?
 What is differentiated instruction?
 Give examples of differentiated instruction?

Understandings

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 There are three l'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
processes. 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 lessons 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

o 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 classrooms

o 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

Needs

Strengths

Interests

Experiences

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

Aspects
Linguistic

Cultural

Socio-
economic

Religious
Background

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

Activities Employed for Learners with Activities Employed for Gifted Learners
special Needs

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 My Assessment Tasks

Choose the letter of the correct answer. Write your answer before the number.
1. Which activities make students regularly engaged in all the activities?
A. Interactive
B. Innovative
C. Integrative
D. Interdisciplinary

2. Which, activities use varied and novel strategies to make students engage in the
learning process?
A. Interactive
B. Innovative
C. Integrative
D. Interdisciplinary

3. Which activities make the curriculum seamless and borderless?

A. Interactive
B. Innovative
C. Integrative
D. Interdisciplinary

4. Which activities make the class work by teams through purposeful learning?
A. Innovative
B. Integrative
C. Collaborative
D. Cooperative

5. Which activities allow the students to solve their own problems and work on varied
tasks?
A. Interactive
B. Innovative
C. Integrative
D. Collaborative

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 My Learning Artifact(s)

Write or paste your learning plan which provides differentiated activities to address diversity
of learners.

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 My Scoring Rubric

Meets Approaching Meets Does Not Meet

INDICATORS Standard of Standard of Acceptable Acceptable
Excellence Excellence Standard Standard

CRITERIA 4 3 2 1 Score
Performance · Has all the · Has some · Has minimal · No aspect of
Tasks aspects of work aspects of aspects of work meets
that exceed work that work that level of
level of exceed level of meet level of expectations.
expectation. expectation. expectation. · Has errors,
· Shows · Demonstrat · With some omissions
exemplary es solid errors and and
performance performance MASTERY is misconceptio
and not thorough ns
understanding
Assessmen With 5 correct With 4 correct With 3 correct With less than 3
t Tasks answers answers answers correct answers

Learning The piece/s of The piece/s of The piece/s of The piece/s

Artifacts evidence of evidence of evidence of of evidence
learning is/ learning is/are learning is/are of learning
are aligned aligned with aligned with is/are NOT
with learning SOME ONE aligned
outcomes. of the learning of the learning with the
outcomes. outcomes. learning
outcomes.

The learning tasks The learning The learning The learning

Creativity are done very tasks are done tasks are done tasks are
and creatively and creatively and quite creatively poorly done
Resource- resourcefully. resourcefully. and and need
fulness resourcefully. improvement
The assigned The assigned The assigned The assigned
learning tasks are learning tasks are learning tasks learning tasks
Submission of
submitted on or submitted a day are submitted are submitted 3
Requirements
before the after the deadline. 2 days offer days or more
deadline. the deadline. after the
deadline.
MY TOTAL SCORE

SERVILLANA M. DEL MUNDO, EdD.

Practicum Supervisor

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 LEARNING TASK 14: Writing Contingency Lesson
Plans/Learning Plan
PPST DOMAIN 1 and 3 Content Knowledge and Pedagogy
Diversity of Learners
STRANDS 3.4.1 Demonstrate understanding of the special educational needs
of learners in difficult circumstances, including geographic
isolation, chronic illness, and displacement due to armed conflict,
urban resettlement or disasters, child abuse and child labor
practices.
3.5.1 Demonstrate knowledge of teaching strategies that are
inclusive of learners from indigenous groups
PROGRAM OUTCOMES 1.6.1 Use Mother Tongue, Filipino and English to facilitate
OF TEACHER teaching and learning
EDUCATION 6.2.b Demonstrate mastery of subject matter/discipline
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
6.2.f Demonstrate a variety of thinking skills in planning,
monitoring, assessing and reporting learning processes and
outcomes
SFSAT (Competency Framework
for Southeast Asian Teachers for the
21st Century)

Desired Learning Outcomes

· Respond to the different special educational needs of learners

· Apply strategies that are inclusive of learners from indigenous groups
· Use Mother Tongue, Filipino and English to facilitate the teaching-
learning process

Essential Questions

· How must teachers respond to the different special

educational needs of learners?
· What strategies may be applied that are inclusive of the
indigenous groups?
· What language must be used to facilitate the teaching-
learning process?

Understandings

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 One of the vital facets in the teaching — learning process is the learning
environment. The process of instruction happens in a formal, non-formal or informal place.
Learning may happen anytime, anywhere and in any place. The quality of instruction
depends on how well a teacher can implement the lessons effectively. There are several
factors that affect the delivery of instruction: the nature of the teacher, the nature of the
learner, the utilization of methods and strategies, the learning resources facilities,
assessment and others. Teachers face some challenging issues and concerns especially in
times of providing teaching-learning beyond the classroom. Learners sometimes cannot
attend to their classes due to chronic illness isolation, geographical location, urban
resettlement or disorders, armed conflict, child abuse and child labor practices.
These events pose great concern among teachers to make instruction more
accessible to all the learners. Various strategies may be employed to respond to the needs
of the learners especially when they are not physically present in the four walls of the
classroom.

1) The use of contingency lesson or learning plans

Will be helpful to teachers and the learners especially during suspension of classes
due to rallies, strikes, fortuitous events such as fire, typhoons, floods and earthquakes.
Teachers prepare advance lessons or learning tasks which the learners can accomplish
during these occasions. Students can do this according to their own pace. They are required
to submit the tasks once they report to school.

2) The use of consumable sheets

Teachers create consumable sheets in advance. Guide questions are formulated for
each content to ensure that learners will read and comprehend the assigned task.

3) The creation and design of instructional modules/self-learning kits (SLK)

Teachers may create self-learning kits and instructional modules for each learning
competency to provide students time to work for advancement, enrichment, and diagnostic
purposes.

4) The use of contemporary software on teaching-learning (PowerPoint)

The Preparation of PowerPoint for advance reading of the learners will ensure
greater interaction during class discussion. This will also minimize mere teacher discussion
and maximize hands-on activities.

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 5) The creation of social media groups. (Viber, Messengers, What's Up, etc.)
A creation of social media group per subject / class is also advantageous where the
students may communicate through synchronous and asynchronous mode. Uploading of
learning tasks, presentation, class announcements and others may be done to keep the
students on task while on vacation during unforeseen long absence due to illness and
sickness.

6) The use of Learning Management System (LMS)

This is a dynamic and tailored learning environment. This can be used for all types of
learning activities. It is a software platform to manage, monitor and assess learning
programs. The digital learning tools are very useful especially when the learners are in
various geographical locations. Some examples of LMS are schoology, canvas, moodle,
Word Press and others.

7) The use of Short Message Service (SMS)

This is a service for sending short message up to 160 characters. It is used to send
text messages to mobile phones. This works to notify learners of lessons, content and other
matters pertinent to the course.

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 My Perfomance Tasks

Performance Task 1. As teachers, we must always be ready to respond to the special

educational needs of learner’s in difficult circumstances (geographic, isolation, chronic
illness, displacement due to aimed conflict, urban resettlement or disasters, child abuse and
child labour). Cite situations on how you have addressed any of the given educational needs
of learners.

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Performance Task 2. Conduct any of these activities:
 Observation on the strategies which are used for these types of learners. Write your
insights.
 Research on teaching strategies that are inclusive of learners from indigenous
groups.
 Watch a film clip or video of teaching in an indigenous group.

Strategies Used Insights

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Performance Task 3. The use of mother tongue emphasizes the development of the skills
in speaking, reading and writing from Grades 1 to 3. As a medium of instruction, mother
tongue is used in all learning areas from kinder to grade 3 except in Filipino and in the
English subject.

A. Research/Observe the teaching strategies used in teaching Mother Tongue.

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 B. What are the problems encountered by teachers in implementing Mother tongue-
based instruction?

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 My Learning Artifact(s)

Write a contingency Lesson Plan/Learning Plan in any of the given difficult circumstances to
assist learners.

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 My Scoring Rubric

Meets Approaching Meets Does Not Meet

INDICATORS Standard of Standard of Acceptable Acceptable
Excellence Excellence Standard Standard

CRITERIA 4 3 2 1 Score
Performance · Has all the · Has some · Has minimal · No aspect of
Tasks aspects of work aspects of aspects of work meets
that exceed work that work that level of
level of exceed level of meet level of expectations.
expectation. expectation. expectation. · Has errors,
· Shows · Demonstrat · With some omissions
exemplary es solid errors and and
performance performance MASTERY is misconceptio
and not thorough ns
understanding
Assessmen With 5 correct With 4 correct With 3 correct With less than 3
t Tasks answers answers answers correct answers

Learning The piece/s of The piece/s of The piece/s of The piece/s

Artifacts evidence of evidence of evidence of of evidence
learning is/ learning is/are learning is/are of learning
are aligned aligned with aligned with is/are NOT
with learning SOME ONE aligned
outcomes. of the learning of the learning with the
outcomes. outcomes. learning
outcomes.

The learning tasks The learning The learning The learning

Creativity are done very tasks are done tasks are done tasks are
and creatively and creatively and quite creatively poorly done
Resource- resourcefully. resourcefully. and and need
fulness resourcefully. improvement
The assigned The assigned The The assigned
learning tasks learning tasks assigned learning tasks
Submission of are submitted are submitted a learning are submitted
Requirements on or before the day after the tasks are 3 days or
deadline. deadline. submitted 2 more after the
days offer deadline.
MY TOTAL
SCORE

SERVILLANA M. DEL MUNDO, EdD.

Practicum Supervisor

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