Learning Task

PPST Domain/s
5 Designing Differentiated Class Activities
Domain 1. Content Knowledge and Pedagogy
Domain 2. Learning Environment
Domain 3. Diversity of Learners
Domain 4. Curriculum and Planning
Domain 7. Personal Growth and Professional Development

1.2.1 Demonstrate an understanding of research based knowledge and principles of teaching and learning
1.3.1 Show skills in the positive use of ICT to facilitate the teaching and learning process.
1.4.1 Demonstrate knowledge of strategies that Promote literacy and numeracy skills
1.7.1 Demonstrate an understanding of the range of verbal and non-verbal communication strategies that support learner understanding, participation
Strands engagement, and achievement
2.3.1 Demonstrate knowledge of managing classroom structure that engages learners , individually or groups, in meaningful exploration, discovery, and
hands on activities within available physical learning environment
3.1.1 Demonstrate knowledge of understanding of differentiated teaching to suit learner’s needs, gender, strengths, interest and experiences
3.2.1 Implement teaching strategies that are responsive to learners with disabilities, giftedness and talents

Program Outcomes of 6.2b Demonstrate mastery of subject and discipline

Teacher Education 6.2c Facilitate learning using wide array of teaching methodologies and delivery modes appropriate to specific learners and their
environments
6.2d Develop innovate curricula, instructional plans, teaching approaches and resources for diverse learners

CFSAT 1.1 Deepen and broaden my knowledge on what I teach

1.2 Understand education trends, policy and curricula
2.1 Know my students
3.3 Encourage and respect diversity
4.1 Know myself and others
4.2 practice human goodness in my life and work
2.2 Use the most effective teaching and learning strategy 4.3 Master my teaching practice
2.3 Assess and give feedback how my students learn

TARGET MY INTENDED LEARNING OUTCOMES

At the end of this learning task, I should be able to:

 Assist the Cooperating Teacher in preparing class activities. (1.2.1)

 facilitate LDM class activities with minimum supervision from the Cooperating Teacher. (1.2.1, 1.3.1, 2.3.1)
 design contextualized learning activities aligned with the most essential learning competencies. (1.4.1, 1.7.1,
3.1.1, 3.2.1, 3.3.1, 4.5.1)
 use professional reflection and learning to improve practice. (7.4.1)

CLARIFYING MY TASK

The class is made up of different kinds of learners. They may have different ages, gender, learning styles,
interests, learning preferences and others. Diversity includes learners of all abilities and backgrounds. Teacher
must understand these differences in order to provide for a learning environment that is both inclusive and
effective.

Students may differ in the following:

 Gender
 Needs
 Strengths
 Interests
 Experiences
 Socio-Economic Status
 Race
 Creed / Religious background
 Cultural background Giftedness/ talents
 Learning Modalities/Styles: (a) Visual, (b) Auditory, (c) Kinesthetic and (d) Tactile
 Multiple Intelligences: (a) Spatial, (b) Verbal/Linguistic, (c) Musical, (d) Intrapersonal, (e)
Interpersonal, (f) Bodily/Kinesthetic, (g) Naturalistic, (h) Existential, and (i) Logical/Mathematical
 Brain-Based Learning: (a) Right Brain and (b) Left brain
According to Carol Ann Tomlinson, differentiated instruction is “giving students multiple options for taking in
information.” Teachers must be able to observe and understand the differences and similarities among students and
use these to plan for instruction. It involves these three (3) instructional components:

1. Content
2. Process
3. 3. Product

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 classroom
Provides more opportunities for equity and acknowledges differences

Disadvantages of Differentiated Instruction

Requires more work in lesson planning and lesson execution

Needs more time in preparation of instructional materials and instructional activities
More resource-intensive Does not coincide with standardized tests

As Practice Teachers, you are expected to demonstrate knowledge and understanding of the diversity of learners and
to use differentiated activities to cater to individual differences.

Suggested Classroom Strategies for Varied Types of Learners

Verbal-Linguistic Intelligence (Word Smart)  Conducting structured and unstructured

Interviews Conducting Panel interview
 Writing Poetry
 Writing Essay Radio Newscast
 Conducting Television newscast
 Writing stories
 Writing news
 Conducting Debate
 Creating Ads
 Using Classroom podcast
 Playing Bingo
 Conducting speech choir
 Creating jingles/ rhymes
 Making acrostics
 Writing Letter to the editor
 Writing feature articles
 Writing recipes/ menu Using Thinking Caps
 Writing the Author
 Using Triple 10
Logical-Mathematical Intelligence (Number Smart)  Solving puzzles
 Solving mysteries using deductive reasoning
 Making analogies
 Making Solutions of verbal problems
 Use of Socratic questions
 Conducting Finance planning activities
 Playing Computer programming activities
 •Writing Solution of verbal problems
 Creating timelines
 Drawing maps
 Creating visual Diagrams
 Using Number code Playing with blocks and
shape
 Answering the question.... What shape are you
at the end of the lesson? Why?
Interpersonal Intelligence (People Smart)  Think Pair Share
 Number Heads Together
 Conducting Role Playing
 Conducting simulation
 Cooperative games
 Using of scenarios/ simulations
 Designing support activities games
 Using of board
 Playing Jigsaw
 Having Inner-Outer Circle Having Share Pair
Circle
 Using Plus Minus Interesting
 Playing Pick your Spot Having Read-Post
categorize
 Having Agreement Circle Playing Domino
 Creating Class or Group Yel Using Broken Pairs
 Having a Participative/interactive Story
 Using 4-S Feedback
 Designing Class Magazine
 Having a Class review
 Playing Mix and Match
 Having Team Pair-Solo Using of Clothesline
Intrapersonal Intelligence (Self-Smart)  Reciting a Monologue related to the topic
 Reciting a Declamation related to the topic
Reciting an Elocution related to the topic
 Giving Personal opinions
 Using structured frames
 Using Recitation log
 Using Speaking Chips
 Using Write, Record, Share and sum it Up
Conducting Hot Seat
 Playing Bingo based on the topic Answering
What if Questions?
 Using of Alternative Response cards
 Using Novelty
Self-Smart (cont’d)  Using Three to five-minute writing
 Using Forced Analogy
 Using Forced Relationship
 Using Bookmark Generalizations
 Writing Leaming Journal

Musical Intelligence (Music Smart)  Creating Parody

 Writing simple songs related to the lesson
 Organizing an Orchestra

Visual-Spatial Intelligence (Art Smart)  Creating cartoon

 Making Comic strip
 Using graphic organizers
 Making Pictographs
  Using Sketch to Stretch
 Using Group Mapping Activities
 Having a Class Graffiti
 Putting a museum/Exhibit
 Conducting a Virtual Gallery
 Using of Headdress
 Using of Masks related to the lesson
 Answering the question.... What color are you at
the end of the lesson?
Bodily Kinesthetic Intelligence (Body Smart)  Playing Human scrabble
 Playing Human domino
 Playing Quadrant
 Tossing the ball
 Conducting Trip to Jerusalem Having a Walking
Gallery
Naturalist Intelligence (Nature Smart)  Nature trip/walk
 Using Travelogue
 Showing videos, films or documentaries related
to nature

REVISITING THE INFOGRAPHICS

There are three I’s and two C’s in the instructional process.

The teaching-learning process must be:

Innovative cooperative

Integrative
3I’s 2C’s
collaborative
Interactive
There are 31’s and 2C’s in Education

Innovative: Teacher’s must use a wide array of instructional strategies to make the students highly
engaged in the teaching-learning process. The strategies to be used must cater to the diversity of
learners.

Interactive: Teachers must ensure that there is meaningful student engagement in the class. All
Phase
students must participate in all the teaching-learning activities.
Evaluation of Teaching Internship
5
Integrative: curriculum is seamless and borderless. Teachers must see to it that all the learnings gained
in the classroom must have a unifying process. Each subject complements the lessons learned in the
various disciplines.

Phase 1Collaborative:
Orientation areTeachers
held withmust plan together
the following: and must
College articulate
Supervisor, the lessons Principal,
Cooperating vertically Cooperating
and horizontally
Teacher, and
to ensure that there
Master Teacher/Subject AreaareCoordinator
smooth transitions, no glaring gaps and

Phase 2 Observation and building relationship. The cooperating teacher(s) shall request you to observe her/his classes
in order that you will become familiar with her/his students classroom routines, subjects, teaching strategies and
others.
Cooperative: Deficiencies in the subjects. The use of cooperative strategies in classes will promote
unity, cooperation and teamwork between and among classes.

PERFORMING MY TEACHING -LEARNING ACTIVITIES

Performance Task 1

Assist your Cooperating Teacher in planning out activities for differentiated instruction to address the
given diversities. Include some notes on the strengths and weaknesses of the said activities.

Cooperating Teacher: Date:

Grade/Year Level: Time: Subject:

Topic:

Learning
Styles

Multiple
Intelligences
 Activities Employed Strengths and Weaknesses of the Planned
Brain-Based Activities
Learning
Using graphic organizers for
presentations, video presentations, music
or songs connected to the subject, tactile
learning style/kinesthetic learning style
Interest performance task and presentation in
various fields, and visually learning
style/auditory style of learning;

Gender

Students are assigned to cultivate

agricultural crops and items using
naturalistic intelligence. Existential and
logical intelligence-performance tasks
involving actual life problems, whether
professional or academic, such as role-
playing exercises in connection with the
lesson.

Practice: Learning by doing and making

mistakes is more effective than rote
memory. Practice will help students
understand the subject better than
memorization alone. Minimal Lectures-
According to Classcraft, only 5 to 10
percent of knowledge is retained during a
lecture. Making classes heavily
discussion-based helps students learn.
Meaningful Information- Students who
are actively participating in the session
are more likely to retain the knowledge.
Students will find the information
meaningful by using it in their daily lives.

Students' interest and focus are increased

by providing context and examples based
on popular online content.
Performance
Task 2

Surf the internet

for some
With games and motivational activities
like "World Pool," "One Pic One Word,"
"Anagram," "Word Search Puzzle,"
"Guest Me," and "Guest Me," all genders
are included and not discriminated
against.
subject-specific strategies that you can use in facilitating the class activities. Remember to include
your sources.

Name of Teacher: Grade/Year Level:

Subject Differentiated Activities References

Word search

Filipino word search, word

find, word seek, word
sleuth or mystery
word puzzle is a word
game that consists of the
letters of words placed in a
grid, which usually has a
rectangular or square
shape. The objective of this
puzzle is to find and mark https://en.wikipedia.org/wiki/
all the words hidden inside Word_search
the box. The words may be
placed horizontally,
vertically, or diagonally.
Often a list of the hidden
words is provided, but more
challenging puzzles may not
provide a list. Many word
search puzzles have a
theme to which all the
hidden words are related
such as food, animals, or
colors. The puzzles have,
like crosswords and arrowo
rds, become very popular.
Also in common with these
latter puzzles, have had
complete books and mobile
applications devoted to
them.
Icebreaker https://www.icebreakers.w
It is a facilitation activity designed

Edukasyon
to assist members of a group in
starting the process of building a
team. Icebreakers are frequently

sa used as a game to "warm up" a

group by assisting members in
getting to know one another
Pagpapakat
ao
 Deal or No Deal pbslearningmedia.org
One by one, students are
Science selected to choose an exercise
card. They decide whether to
take the deal by showing a
thumbs-up or decline the
agreement by showing a thumbs-
down after selecting a card. If the
first activity is not accepted, the
class must go on to the second
card picked

Performance Task 3

Write a lesson plan using contextualized learning activities addressing the different strengths and
needs of your students. Make sure that these activities are aligned with the Most Essential Learning
Competencies (MELC) prescribed by the Department of Education. You may paste/attach your
encoded lesson plan on the space provided below.
WRITING MY REFLECTION

Complete the statements given below:

Differentiated instruction benefits our learners because It might make pupils accountable for their own
education. Increase possibilities for equity and respect individual diversity. For kids with a variety of
skills, differentiated education is effective. While some young learners or students pick up concepts
quickly, others need more time to do so.

As a future teacher, I can employ the following strategies in my classes

After instructing pupils on what to perform, it's crucial to demonstrate the process in detail. When it
comes to making mistakes, I'll let my students practice their ability by spotting and fixing their
mistakes in order to understand and fix their flaws. Also, I'll provide them with performance
comments so they can gauge their progress. I always give activities and assessments that are suitable
for them and align with the learning objectives of a class so that I can see what they learn. Of course,
I'll encourage every student to participate in class to keep them interested and boost their self-esteem.

CHECKING FOR MASTERY

1. What will be the most effective way of dealing with non-participative students?
A. Let them do what pleases them.
B. Employ engaging and enjoyable activities.
C. Refer the matter to the Guidance Counselor.
D. Give them the grades the observe based on their performance,

2. How will you use the leadership skills of some of your students for the benefit of the class?

A. Recognize their leadership skills.

B. Let them just do what they please.
C. Refrain from calling them all the time.
D. Empower them to initiate activities in class.

3.How will you help the shy and timid students in your class?
 A. Treat them naturally.
B. Let them be as they are.
C. Refer them to the Guidance Office.
D. Encourage them to join as many activities in class.

4. When the class seems unruly during the discussion, what is the best technique which you can
employ?
A. Stop the discussion.
B. Let them stand for a while
C. Prepare unfreezes/energizers.
D. Ignore the students who are making noise.

5. To make the students greatly focused in the discussion, what must you do as teachers
especially if your students are unruly and noisy?
A. Employ innovative strategies.
B. Explore various means of giving sanctions.
C. Ignore the students who are misbehaving.
D. Refer the unruly and noisy pupils to the guidance office.

WORKING ON MY LEARNING ARTIFACTS

Paste pictures/screenshots of differentiated activities you employed to address diversity of learners:

https://www.studocu.com/ph/document/laguna-state-polytechnic-university/general-
education/ylearning-task-2-5-teaching-internship-1/28968006