Florence L.

Cantos
BTLED-HE

My Performance Task

PERFORMANCE TASK 1

Observe your cooperating teacher. Write the differentiated activities employed to

address the following:
Learners Activities employed
Gender The teacher initiates learning experiences
that are equitable for all learners. The
teacher does not show preferences for
any group over the other. The teacher
also assigns male and female leaders in
small group discussions and activities.
Needs The teacher integrates into the lesson,
activities that promote the emotional well-
being of the learners. The teacher
encourages learners to work together and
practice friendship skills. The teacher also
provide positive comments when learners
manifest these skills.
Strengths The teacher provides activities that help
learners celebrate their strength.
Interests The teacher provides varied opportunities
for learners to express and pursue their
individual interest. The teacher offers
choices on how learners can accomplish
tasks according to the learner’s interest.
Experiences The teacher provides an activity to
connect their lesson in real life. The
teacher ask the learners to create a
situation based on their experiences.

PERFORMANCE TASK 2
In your daily teaching, how did you address the following aspects to be
responsive to the varied characteristics of learners’.
Aspects
Linguistic  Get to know your students: Learn their
names and how to pronounce them
 Schedule mandatory office hours at the
start of term: This will help students
understand that it’s ok to ask questions
 Scaffold academic language/discipline
specific terminology: Provide instructional
scaffolds such as context clues or visual
demonstrations to address potential
language issues
 Explain the same concept in a variety of
ways: Use synonyms to express ideas in
different ways  Correct pronunciation:
You’re doing them a favor by helping
them with their pronunciation and overall
intelligibility.
Cultural  Express interest in the ethnic
background of your students.
 Redirect your role in the classroom from
instructor to facilitator.
 Maintain a strict level of sensitivity to
language concerns.
 Maintain high expectations for student
performance.
 Incorporate methods for self-testing.
 Maintain an “inclusive” curriculum that
remains respectful of differences.
Socio-economic  Provide more frequent praise (note:
does not have to be related to a specific
task)
 Incorporate students’ interests into
instruction  Include practical applications
to help students understand how the
content is related to their lives
 Be available to students before school,
during, or after school to help with
instructional needs
 Schedule time for students to access
resources (e.g., library, computer) and to
complete assignments.
 Find ways to reach families, particularly
if they do not have a phone, speak
English, or cannot read
 Schedule conferences at convenient
times for parents
  Increase language skills (e.g., by
teaching vocabulary, using graphic
organizers)
Religious Background  Be culturally sensitive to the religions
practiced in your community.
 Be culturally sensitive to the religions
practiced in your community.
 Train students how to talk about religion
in the classroom.
 Choose textbook, supplementary
materials carefully.
 Avoid dress-up exercises in the
classroom.
 Stay away from anything else that
resembles simulating ritual in class.

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
Special Needs Learners

My Learning Artifacts

Write or paste your Learning Plan which provides differentiated activities to

address diversity of learners.
My Learning Plan for Diverse Learners
1. Prioritize objectives. Examine all the lesson objectives, determine which
objectives are appropriate for students with learning differences, and eliminate those
that are not necessary.
 2. Adapt instruction, materials, or the environment. Base the instruction,
materials, and environment on the prioritized instructional objectives. Create
adaptations based on students' needs.
3. Systematic instruction variables during instruction:
a. Structure: Lessons are well organized and systematic. Students are aware of
the organization and structure of the lesson.
b. Clarity: Teacher presentations are easy to understand. Teacher speaks clearly
and directly to the point of the objective, uses clear and direct language, enunciates
carefully, and provides concrete, specific examples of the information presented.
c. Redundancy: Main points are repeated for emphasis and reinforcement.
d. Enthusiasm: Teachers create exciting lessons that are fun and worthwhile.
e. Appropriate Rate: The rate of the presentation fits the needs of the students.
Generally, a brisk rate maintains interest and motivation.
f. Maximized Engagement: Students are actively engaged in the process of
learning. They listen, ask questions, take notes, solve problems, work in groups,
complete class projects, and are held accountable for their learning.
4. Systematic evaluation.