LEARNER-CENTERED PEDAGOGY

means putting students first and

focusing on the students’ needs, abilities,
interests and learning styles, with the
teacher as a facilitator of learning.
DELIVERY MODALITIES is the mode or
method of instruction a course
is delivered.
1. Face-to-Face
is an instructional method where course content and
learning material are taught in person to a group of
students.
2. Blended Learning
(also known as hybrid learning) is a method of teaching that
integrates technology and digital media with traditional instructor-led
classroom activities, giving students more flexibility to customize
their learning experiences.
Educators have developed six models for blended learning, and
teachers and/or schools select from among them based upon their
unique student populations. The six models of Blended Learning are
summarized as follows:

1. Face-To-Face Driver - a blended learning model in which teachers

deliver most of the curriculum.
2. Rotation - within a given course, a student rotates on a fixed schedule
between learning online in a one-to-one, self-paced environment and sitting in
a classroom with a traditional face-to-face teacher.

3. Flex model of blended learning features an online platform that delivers

most of the curricula. It’s the model where most of the learning is done online
and the face-to-face model exists to provide on-site support for a flexible and
adaptive, as required basis through in-person tutoring sessions and small
group sessions.
4. Online lab is a model of blended learning that characterizes programs that rely on
an online platform to deliver the entire course but in a brick-and-mortar lab
environment. The entire course and teaching are done online. Teachers interact with
students through pre-recorded videos, audio and video conferences or discussion
forums and email.
5. The Self - Blend model is a fully individualized approach that allows students to
choose to take one or more courses online to supplement their traditional school’s
catalog. Maximum part of the learning is done online, but the student will still attend
face-to-face classes.
6. Online Driver involves online platform as well as teachers to deliver the curricula.
Students work from remote locations most of the time and come to school for
optional or required face-to-face classes
3. Online Learning
In online courses, students "attend" class by visiting the class
web pages. They complete assignments according to the class
schedule. Students communicate with the instructor and
classmates using e-mail and online discussion forums.

This class format is very flexible for busy schedules. Students

can often log on to the course at any time of the day (or
night). Computer skills and determination are necessary to be
successful. Students need keyboarding skills and must be able
to write so that others can understand.
Interaction and Feedback.
Online students may have more contact with
their fellow students online than they would in
the regular classroom.

There are many ways for students to interact

online: discussion boards, e-mail, group
activities, etc. It can be fun to meet students.
It can also be a great way to broaden your
learning experience.
4. Distance Learning

This refers to a learning delivery modality

where learning takes place between the teacher
and the learners who are geographically remote
from each other during instruction.

Historically, this described correspondence

courses in which students would communicate
with their schools or teachers by mail.
Common Types of Distance Learning

Though there are lots of learning (and teaching) options online, there are a few types
that are well supported by existing systems and established pedagogies.

a) Video conferencing is a common way for teachers to interact directly with students in live
lessons. This could be a one-on-one session or a class-like scenario in which multiple
students connect to the teacher live.

b) Synchronous learning is when all the students learn together at the same time (and often
even place) but the instructor is at another location. It often features video or
teleconferencing that connects teachers and learners digitally.

c) Asynchronous learning is a less connected but also less constrained format. Instead of live
online lessons, students are given learning tasks with deadlines. They then self-study to
complete the assignments.
d)Open-schedule online courses
add yet another layer of flexibility. It is a type of
asynchronous course setup, except there aren’t any
deadlines either. This is ideal for learners with
other demands on their time, such as professionals or
stay-at-home parents.

e)Fixed-time online courses

are a type of synchronous course that requires
online users to all visit a specific virtual location at a
set time and place (e.g. a webinar). Unlike more rigid
synchronous lessons, this does allow students
from anywhere in the world to connect and
interact online.
f)Computer-based distance education
is a fixed-time, synchronous lesson on
computers, usually a computer lab. This is most
common in existing institutions that already
have access to the necessary devices.

g)Hybrid learning
combines elements of synchronous and
asynchronous styles. It may require that some
lessons are more rigidly scheduled for subjects in
which students need direct access to the instructor
while other lessons can be self- directed. It is a
system that adapts to the needs of the
curriculum.
Activity 1. :Distance Learning Research Project

Objective:
• To encourage students to investigate real-world applications of each
type of distance learning.
Instructions:
• Assign each student (or group) one type of distance learning to research.
• They should look for real-world examples, such as universities offering
online courses, platforms for MOOCs, or companies providing training
through video conferencing.
• Students prepare a short presentation or report that explains how this
type is used in real life, its effectiveness, and any challenges.
Activity 2. Role-Play: Distance Learning Scenarios

Objective:
• Students will better understand each type of distance learning by acting out
scenarios based on them.
Instructions:
• Divide students into groups and assign each group a type of distance learning.
• Each group creates a short role-play that demonstrates their assigned type.
They can act out a situation that shows what it’s like to attend a class in that
format, including how they would interact with instructors and peers, access
materials, and handle questions.
• After each group presents, the class discusses what worked well in each
scenario and how each approach might benefit certain types of learners.
Structures for Facilitating
Learner-Centered Teaching
1. Formal Education (Traditional
Education)
also known as back-to-basics, conventional
education or customary education, refers to long-
established customs that society traditionally used
in schools.
Traditional education teachers employ
the following to facilitate teaching and
learning process:

1. Traditional teacher employ lectures as the most

important and effective, tool of teaching.

2. Simple oral recitation where learners sat

quietly at their places and listened to one
student after another recite his or her lesson,
until each had been called upon.
3. Assigning and listening to these
recitations; learners studied and memorized
the assignments at home overemphasizing
on verbal answers

4. A test or oral examination might be given

at the end of a unit, and the process, which
was called "assignment-study-recitation-
test", was repeated relying so much on rote
memorization (memorization with no effort
at understanding the meaning).
 Advantages of Formal
(Traditional Education)
1. Interactive
• Advantage: Traditional education often provides a high level of direct interaction.
• Face-to-Face Engagement: In a classroom, students can engage directly with
teachers and peers, allowing real-time communication, discussions, and immediate
feedback. This personal connection is often harder to replicate in online
environments.
• Collaborative Learning: Group projects, lab work, and class discussions
encourage students to collaborate and learn from one another in person,
enhancing understanding through shared perspectives.
• Hands-On Activities: Traditional education allows for hands-on activities, which
are especially beneficial for subjects that require physical skills or tangible
experiences, like science experiments or art.
2. Motivating
• Advantage: The structured environment and immediate social
interaction in traditional education can be very motivating.
• Peer Support and Competition: Being surrounded by classmates
working toward similar goals can encourage students to put in more
effort. Healthy competition can foster motivation, and a supportive peer
group helps students stay engaged and on track.
• In-Person Accountability: In a traditional setting, students are
physically present and more accountable to teachers and classmates,
which can motivate them to stay committed to assignments,
attendance, and participation.
• Teacher Encouragement: Teachers in a traditional setting can offer
immediate encouragement and support, noticing when students may
need extra help or motivation and providing it in real-time.
3. Accessible
• Advantage: Traditional education provides structured, on-site access to
resources and support.
• Access to Facilities and Resources: Traditional education often
includes access to on-campus resources such as libraries, laboratories,
computer labs, and sports facilities, giving students tools that might be
limited or unavailable at home.
• Support Services: Schools typically offer access to support services,
like academic counseling, career guidance, and tutoring, all of which are
readily accessible to students who need them.
• Inclusivity for Diverse Learning Needs: With trained educators and
specialist staff on-site, traditional education can adapt to diverse
learning needs, including providing accommodations for students with
disabilities or specialized requirements.
4. Organized
• Advantage: Traditional education is inherently structured, helping
students build time management and organizational skills.
• Consistent Schedules: Regular class schedules help students
develop routine habits, instilling discipline and helping them
manage their time effectively.
• Curriculum Planning: Schools follow a clear curriculum, with set
syllabi, assessment deadlines, and progression pathways, giving
students a structured roadmap for their studies.
• Administrative Support: Schools have dedicated administrative
staff to manage academic records, schedules, extracurriculars, and
other logistical details, allowing students to focus primarily on
learning.
2. Alternative Learning System (ALS)
• is a ladderized, modular non-formal education program in the Philippines for
dropouts in elementary and secondary schools, out-of-school youths, non-
readers, working Filipinos and even senior citizens.
• The ALS is a free education program implemented by the Department of
Education (DepEd) under the Bureau of Alternative Learning System (BALS),
which benefit those who cannot afford formal schooling and follows
whatever is their available schedule.
Advantages of Alternative
Learning System
• It provides more educational opportunities for
Filipino citizens of different interests,
capabilities of demographic characteristics,
socioeconomic origin and status as well as
addressing the needs of marginalized groups.

• The program cuts the time needed to finish

elementary or high school, hence, it
significantly cuts the expenses as well.
• It gives hope to the less fortunate and provides
opportunities to Out-of-School Youths (OSY) and
adults, elementary and secondary school drop-
outs; non-readers; even senior citizens wanting
to read and write; industry-based workers;
domestic engineers; maids; factory workers;
drivers; member of cultural minorities;
indigenous people and person with disabilities
challenged.

• The program has two different schematics for

conducting instruction: the school-based
instructions; conducted in school campuses
and the community-based program, formal
instruction is conducted in community halls or
on private places.
A. Non-Formal
Education
Non-formal education is purely a correspondence
course. It provides classes in summer institutes,
postal tuition, television programs, radio
programs, teaching machines, programmed
instruction, open universities, distance education,
etc.
Thus, non-formal education fulfills different
objectives like imparting knowledge, developing
different skills and promoting values among the
learners .
B. Informal
Education
• practical based education acquired by real-life
experiences.

• consists of learning activities that are voluntary

and self-directed, life-long, and motivated
mainly by intrinsic interests, curiosity,
exploration, manipulation, fantasy, task
completion, and social interaction. Informal
education is also called incidental education.
C. The Mobile Teacher

• are “specialized” teachers who live among the

people in remote barangays of the country
conduct the BLP for illiterate out-of-school
youth and adults who are willing to learn basic
literacy skills, Accreditation and Equivalency
(a continuing education) for those who left
formal school system or have no access to
schools
The graphic organizer below provides the role of the teacher in mobile
learning (by Christian Glahn)
3. Alternative Delivery Mode
(ADM)
ADM is an alternative modality and is being done within
the confines of the formal system that allows schools to
deliver education to marginalized learners and those at
risk of dropping out in order to help them overcome
personal, social and economic constraints in schooling.
ADM subjects are based on the eight (8) learning areas:
Math, Sciences, English, Filipino, Araling Panlipunan,
Computer, Computer, Music and Sining Pantahanan.
It makes use of modularized instructional materials but
which are articulated with the formal Basic Education
curriculum.
The DepEd anchored the
implementation of ADMs on
the following principles
• basic education is free and shall be accessible to
all
• education is a right of every individual
• education is inclusive and not discriminating
• stakeholder participation is integral to total child
development
A. Modified In-School-Off-School Approach (MISOSA)
MISOSA is a program developed by the Bureau of Elementary Education (BEE)
and piloted in 14 schools in 2005. MISOSA aims to:
• access for quality education
• solve congestion in schools with big enrolment
• address the need of children for adequate learning materials
• mobilize and strengthen community support
• improve learners’ performance
MISOSA method
makes use of modular instructional materials in
different learning areas. Given the frequency of
MISOSA classes, progress of the student is being
monitored through:
1. attendance,
2. periodical tests based on both classroom
discussions and
3. off-school modules,
4. and the children are being required to compile
their short quizzes in to a portfolio.
B. The Enhanced Instructional Management by Parents, Community and
Teachers (e-IMPACT) Learning System
• This learning system is a technology-enhanced alternative delivery mode
developed by the SEAMEO Regional Center for Educational Innovation and
Technology (INNOTECH) to address issues in accessibility and quality of
education in schools usually handled by a few teachers teaching multigrade
classes.
The e-IMPACT principle further holds that multiple entry and exit are
provided so that anyone of school age can enroll in the school at any
time of the year.
• Through e-IMPACT, SEAMEO wants to address the problems in
education in the Philippines’ public school system such as lack of
classrooms, teachers and textbooks, high drop-out rate and a low
budget allocated for education.
C. Open High School Program (OHSP)
• OHSP is an alternative mode of formal secondary education program for
both public and private schools run by the Bureau of Secondary Education
(BSE) of the Department of Education (DepEd) of the Republic of the
Philippines.
• The program provides an opportunity for elementary school graduates,
learners who are unable to start or complete secondary education due to
problems of time, distance, physical impairment, financial difficulties,
social or family problems and successful examinees of the Philippine
Education Placement Test (PEPT) to complete secondary education in a
purely distance learning mode.
The OHSP as a Dropout Reduction Program (DORP) intervention has the
following aims to:
•retain in school potential dropouts;
•encourage out-of-school youth of high school age (12-16) to
return to school; and
•contribute to the accomplishment of the Education For All (EFA
2015) target which is 100% participation rate and zero dropout rate by 2015.
•increase achievement rate through quality distance education.
METHODS AND STRATEGIES IN
LEARNER-CENTERED TEACHING
A method is a practical implementation of an approach.
• is general way in which activity is conducted.
• is a plan for presenting the lesson to be learned and should be based upon a
selected approach.
• is a set of procedures that describe how to teach a lesson.
• is an overall plan for the orderly presentation of lesson material, no part of
which contradict, and all of which is based upon the selected approach
There are many methods of learning:
• lecture, demonstration, discussion, simulation, laboratory, field experience,
brainstorming, debates, symposium, and so forth.
• It includes decisions that pertain to the –

(1) particular skills to be taught,

(2) the roles of the teacher and the learner in learning,
(3) the appropriate procedures and techniques,
(4) the content to be taught, and
(5) the order in which the content will be presented.
Strategy of Teaching refers to the science of
developing a plan to attain goal and to guard against
undesirable results. It means the art of using
psychological plan in order to increase the
probabilities and favorable consequences of success
and to lessen the chances of failure.

Technique refers to the personalized style of

carrying out a particular step of a given method. It is
a skill employed by the teacher in carrying on the
procedures or act of teaching. Technique is a very
specific, concrete stratagem or trick designed to
accomplish an immediate objective. Technique is a
procedure or skill for completing a specific task.
Inductive Methods of Teaching
Educators mention that a better way to motivate
learners is inductive teaching, in which the
teacher begins by presenting with a specific
challenge, such as experimental data to interpret,
a case study to analyze, or a complex real-world
problem to solve.
 Inductive teaching methods come in many forms:
1. Inquiry-Based Learning (IBL)
• In inquiry-based learning (also known as inquiry-guided learning or guided inquiry),
learners are presented with a challenge (such as a question to be answered, an
observation or data set to be interpreted, or a hypothesis to be tested) and accomplish
the desired learning in the process of responding to that challenge.
Five steps in conducting lessons using the inquiry learning. These include:
Step 1: Pose Your Question Step Four: Share Information
Step Two: Conduct Research Step Five: Assess Learning
Step Three: Interpret the Information
2. Discovery Learning (DL)
• Learners are confronted with a challenge and left to work out the
solution on their own.
• The teacher may provide feedback in response to student efforts but
offers little or no direction before or during those efforts.
A. Problem-based learning
• Learners —usually working in teams—are confronted with an ill-
structured open-ended real-world problem to solve, and take the lead in
defining the problem precisely, figuring out what they know and what
they need to determine, and how to proceed to determine it.
Seven steps:
• Step 1: Explore the issue Step 5: Investigate solutions
• Step 2: State what is known Step 6: Present and support the chosen solution
• Step 3: Define the issues Step 7: Review your performance.
• Step 4: Research the knowledge
B. Project-based learning and hybrid (problem/project-based)
methods
• Project-based learning involves assignments that call for learners to
produce something, such as a process or product design, a computer
code or simulation, or the design of an experiment and the analysis
and interpretation of the data. Hybrid (problem/project-based)
approaches encompass all of the difficulties associated with both
methods and so can be particularly challenging to implement.
To implement this method in the classroom, Stix and Hrbek (2006) recommend the
following steps:
• The teacher-coach sets the stage for students with real-life samples of the projects
they will be doing.
• Students take on the role of project designers, possibly establishing a forum for display
or competition.
• Students discuss and accumulate the background information needed for their
designs.
• The teacher-coach and students negotiate the criteria for evaluating the projects.
• Students accumulate the materials necessary for the project.
• Students create their projects.
• Students prepare to present their projects.
• Students present their projects.
• Students reflect on the process and evaluate the projects based on the criteria
established in Step 4.
C. Case-based teaching
• Learners study historical or hypothetical cases involving scenarios likely to be
encountered in professional practice.
The suggested steps to implement case-based learning in the classroom are the following:
• Design discussions for small groups.
• Design the narrative or situation such that it requires participants to reach a
judgment, decision, recommendation, prediction or other concrete outcome.
• Structure the discussion
• Debrief the discussion to compare group responses.
• Allow groups to work without instructor interference.
3. Active Learning (AL)
• Active learning (AL), anchored on constructivism, is a learning theory that asserts that
learners construct their own understanding of a topic by building upon their prior
knowledge.
Active Learning Structure. The basic active learning structure is suggested by Felder and Brent
(2003):
• For individual activities, go directly to Step 2. For small-group activities, tell the students to
organize themselves into groups of 2–4 and randomly appoint a recorder in each group if
writing will be required
• For most group activities, four is a practical upper limit on group size.
• Pose a challenging question or problem and allow enough time for most individuals or
groups to either finish or make reasonable progress toward finishing
• Stop the activity, call on several individuals or groups to share their responses, and ask for
volunteers if the complete response you are looking for is not forthcoming.
To carry out active learning, the following are suggested by Felder and Brent (2016):
• Lecture/open-ended questioning One-Minute Papers
• Class discussion led by teacher/students Muddiest Point
• Demonstration Consultant Letter

• Graphic organizers Concept Sharing Rotations

• Case studies Picture Prompt
• Literature review Pass the Pointer
• Student presentations/peer teaching Word/Concept of the Day
• Debate 3, 2, 1
• Misconception check
4. Cooperative Learning (CL)
• is the process of breaking a classroom of students into small groups so they can discover a
new concept together and help each other learn.
Key components of cooperative learning. The key elements of a cooperative learning
(Felder & Brent, 2016) include the following:
• Positive interdependence
• Individual accountability
• Face-to-face promotive interaction
• Appropriate use of collaborative skills
• Group processing
Moreover, Femer and Brent provide these general considerations in using cooperative
learning in your classes:
• Start small and build.
• At the start of the course, explain to students what you’re doing, why you’re doing it,
and what’s in it for them
• Make team assignments more challenging than traditional individual assignments.
• Do not curve course grades.
• Conduct a midterm assessment to find out how students feel about teamwork.
• Expect initial resistance from students.
Among the many cooperative learning structures (Felder & Brent, 2016), the
most commonly used are the following:
• Think-Pair-Share - Also called turn & talk.
• Jigsaw
• Numbered Heads Together
• Tea Party
• Round Robin
• Write Around
• Carousel
• . Recall your previous teachers in the elementary and high school and how they teach you lessons. Using the
checklist below, tell if there is at least any one of them has demonstrated the following teaching behaviors by
checking Yes or No, as the case may be.

Teaching Behaviors No Yes

Unlock difficult terms or concepts before proceeding to the lesson.

Ask easy questions to slow learners and difficult questions to the bright ones.

Give extra time to help slow learners understand the lesson.

Explains lessons using local materials or stories about your community.

Use instructional aids, like videos, powerpoint, pictures, actual objects, etc.

Engage learners to the lesson through role playing, dance, action songs, etc.
Give tests with varying levels, some easy; some moderately difficult, and difficult.

Conduct activities enjoyable to some but boring to some.

Encourage their learners to be creative and unique in demonstrating learning.

DIFFERENTIATED LEARNER-CENTERED TEACHING
• Flexible learning is a method of learning where learners are given freedom in
how, what, when and where they learn. Flexible learning environments
address how physical space is used, how learners are grouped during
learning and how time is used throughout teaching.
• In addition, flexible learning refers to the ability to customize one’s pace,
place and mode of learning.
• Differentiating instruction may mean teaching the same material to all
learners using a variety of instructional strategies, or it may require the
teacher to deliver lessons at varying levels of difficulty based on the ability of
each learner. Teachers who practice differentiation in the classroom may:
• Design lessons based on learners’ learning styles.
• Group learners by shared interest, topic, or ability for assignments.
• Assess learners’ learning using formative assessment.
• Manage the classroom to create a safe and supportive environment.
• Continually assess and adjust lesson content to meet learners’ needs.
The goals of differentiated instruction (Heacox, 2014)
are:
• To develop challenging and engaging tasks for each learner.
• To develop instructional activities based on essential topics
and concepts, significant processes and skills, and multiple
ways to display learning.
• To provide flexible approaches to content, instruction, and
products.
• To respond to learners’ readiness, instructional needs,
interests, and learning preferences.
• To provide opportunities for learners to work in varied
instructional formats.
• To meet School performance standards for each learner.
• To establish learner-responsive, teacher-facilitated classrooms
Effective differentiated instruction requires that educators take thoughtful and
deliberate actions to address the particular needs of learners and keep in mind a
number of essential concepts:
• Knowledge of learners’ readiness to work with concepts, their interests and their
learning preferences and seeing all preferences as equally valid.
• Teachers use a repertoire of instructional and assessment strategies to meet the
needs of different learners.
• All differentiated instruction activities are equally engaging and respectful and
take approximately the same amount of time.
• Unless learners are on an IEP, all differentiated instruction is based on
the same curriculum expectations and all learners have opportunities to
achieve the same high standards of performance.
• Learners are assessed before, during and after their learning.
Assessments inform next steps for both teacher and learner.
• creating and altering instructional plans in response to learners.
• Even if learners have choices in the ways that they demonstrate their
learning, teachers are able to use a common assessment tool (e.g., a rubric)
so that all learners work is judged against the same assessment criteria.
• A defining characteristic of a differentiated classroom is flexibility. Learners
work in short-term, flexible learning groups and educators are flexible in
 Pros and Cons of Differentiated Instruction
Pros
• Research shows differentiated instruction is effective for high-ability learners
as well as learners with mild to severe disabilities.
• When learners are given more options on how they can learn material, they
take on more responsibility for their own learning.
• Learners appear to be more engaged in learning, and there are reportedly
fewer discipline problems in classrooms where teachers provide
differentiated lessons.
Cons
• Differentiated instruction requires more work during lesson planning, and
many teachers struggle to find the extra time in their schedule.
• The learning curve can be steep and some schools lack professional
development resources.
• Critics argue there isn’t enough research to support the benefits of
differentiated instruction outweighing the added prep time.
According to Tomlinson (2017), learners engage with instruction in three ways:
• Readiness - refers to the learner’s starting point for learning, relative to the
concept being studied. It includes skill levels and prior knowledge.
• Interests – refers to the choices and backgrounds of the learners. It
enhances the relevancy of learning by linking new information to learners’
experience and enthusiasm.
• Learning profiles are the many different ways in which learners prefer to
acquire, process and work with information. Learning preferences are
influenced by gender, culture, the classroom environment, learning styles
and multiple intelligences.
Four DI Classroom Elements
1. Content – what the learner needs to learn or how the learner will get access to the
information.
2. Scaffolding, or building steps of gradually diminishing support into instruction, is a helpful
way to ensure that all learners have access to your classroom content. Here are some ways to
modify and scaffold the content in your classroom.
• Explicitly teach definitions of grade-level vocabulary words before reading a story.
• Play videos and presentations to fill in content gaps before introducing a new concept.
• Use Bloom’s taxonomy to create a variety of assessment questions that reach all
learners.
• Increase the number of steps needed for assignments or projects (or decrease for gifted
learners).
• Highlight important information or key terms in a text.
• Bring graphic organizers into the classroom to help learners organize and
understand their own learning process.
• Using reading materials at varying readability levels;
• Putting text materials on tape;
• Presenting ideas through both auditory and visual means;
• Using reading buddies; and
• Meeting with small groups to re-teach an idea or skill for struggling learners,
or to extend the thinking or skills of advanced learners.
• Differentiate fact from opinion in the story.
• Identify an author’s position and provide evidence to support this viewpoint.
• Create a PowerPoint presentation summarizing the lesson.
3. Process – activities in which the learner engages in order to make sense of or
master the content.
Examples of differentiating process or activities include the following:
• Using tiered activities through which all learners work with the same important
understandings and skills, but proceed with different levels of support, challenge, or
complexity;
• Providing interest centers that encourage learners to explore subsets of the class
topic of particular interest to them;
• Developing personal agendas (task lists written by the teacher and containing both
in-common work for the whole class and work that addresses individual needs of
learners) to be completed either during specified agenda time or as learners
complete other work early;
• Offering manipulatives or other hands-on supports for learners who need them;
and
• Varying the length of time a learner may take to complete a task in order to provide
additional support for a struggling learner or to encourage an advanced learner to
pursue a topic in greater depth.
• Provide textbooks for visual and word learners.
• Allow auditory learners to listen to audio books.
• Give kinesthetic learners the opportunity to complete an interactive assignment online.
• Play audio recordings of stories while learners read along to assist both auditory and
visual learners.
• Use learning apps that permit learners to work at their own pace.
• Allow learners to choose research topics by interest rather than assigning a prompt.
• Design jigsaw activities that enable higher-level learners to guide and assist their peers.
• Create learning stations for groups to rotate through. Use an instructional aide at one of
the groups to check for understanding and help struggling readers.
• Permit learners who need more time to complete their work at home or in learning cent er
4. Products – culminating projects that ask the learner to rehearse, apply, and
extend what he or she has learned in a unit.
• Use these ideas to change up your product expectations in a differentiated
lesson.
• Provide learners with options for final assessment projects, including
portfolios, music videos, plays, one-pagers, and blocks creations.
• Have small groups express the mood of a story or book with an art project or
interpretive dance.
• Vary timelines and deadlines based on learner needs and abilities.
• Customize scoring rubrics to match and extend different learner skill levels.
• Assign specific roles to members of groups based on strengths and areas
that need improvement.
• Let learners choose which questions they would like to answer on an
assessment that varies in difficulty.
• Read and write learners write a book report.
• Visual learners create a graphic organizer of the story.
• Auditory learners give an oral report.
• Kinesthetic learners build a diorama illustrating the story.
• Differentiating assessments is just as effective
as differentiating instruction.
• Differentiated assessment might also include a
take home test.
• Learners could also create the test.
• Another option is exemption from tests.
Learning environment – the way the classroom works and feels.
• Here are some ways of modifying the learning environment for every learner in
your class:
• Include standing desks and wiggle chairs as seating options in your classroom.
• Teach multicultural literature that represents the backgrounds of learners in your
class.
• Prominently list expectations and parameters for assignments on a classroom
poster.
• Take stretch breaks or play physical games during transitions.
• Design short lessons to maintain learner attention and interest.
• Keep classroom decorations to a minimum to avoid overstimulating learners.
• Check in with learners ' emotional health using classroom journals, one-on-
one talks, and behavior charts.
• Let learners decorate their own learning portfolios or book covers.
• Break some learners into reading groups to discuss the assignment.
• Allow learners to read individually if preferred.
• Create quiet spaces where there are no distractions.