LEARNING TASK 13: Exploring More Interactive and

Innovative
PPST DOMAIN 3 Teaching
Diversity of Learners
STRANDS Strategies
3.1.1 Demonstrate for Diverse
knowledge and understanding Learners
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 OF 6.2.c Facilitate learning using a wide range of teaching methodologies and
TEACHER EDUCATION 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
SFSAT Competency Framework for Southeast 2.D.3 Motivate active learning
Asian Teachers for the 21st Century
2.D.5 Respect diversity of learners
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
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.

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 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
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

Disadvantages:
 requires more work in lesson planning
needs more time in preparation of activities

My Performance Tasks
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Performance Task 1 Observe your cooperating teacher. Write the differentiated activities employed to
address the following.

Learners Activities employed

Gender

Needs

Strengths

Interests

Experiences

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

Cultural

Socio-economic

Religious Background

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

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

My Assessment Tasks

Choose the letter of the correct answer. Write your answer before the number.

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 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

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

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 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 work aspects of work work meets
that exceed level that exceed level that meet level level of
of expectation. of expectation. of expectation. expectations.
 Shows  Demonstrates  With some  Has errors,
exemplary solid errors and omissions and
performance performance and MASTERY is misconceptions
understanding not thorough

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 of

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

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

MARCRYL P. SUMALINOG, MA.Ed.

Practicum Supervisor

LEARNING TASK 14: Writing Contingency Lesson

Plans/Learning Plan
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 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, 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 OF 1.6.1 Use Mother Tongue, Filipino and English to facilitate teaching and
TEACHER EDUCATION learning
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?
 W hat strategi es m ay be applied that are inclus ive of the indigenous groups?
 W hat language mus t be used to f acilitate the teaching-learning process ?

Understandings

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

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 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.
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.

My Perfomance Tasks

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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 dur to aimed conflict,
urban resettlement or disasters, child abuse and child labor).
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.
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  Watch a film clip or video of teaching in an indigenous group.

Strategies Used Insights

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.

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

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

__________________________________ __________________________________

__________________________________ __________________________________

__________________________________ __________________________________

My Learning Artifact(s)

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 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 work aspects of work work meets
that exceed level that exceed level that meet level level of
of expectation. of expectation. of expectation. expectations.
 Shows  Demonstrates  With some  Has errors,
exemplary solid errors and omissions and
performance performance and MASTERY is misconceptions
understanding not thorough

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 of

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

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

MARCRYL P. SUMALINOG, MA.Ed.

Practicum Supervisor

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