JANINE H.

ALBARDA JULY 13, 2022

MA. LIZA P. INCLETO

“I can't change the direction of the wind, but I can adjust my sails to always reach my destination”
— Jimmy Dean. This adage fits perfectly to the guiding principle I adhere to as a teacher taking over a class
with at least thirty learners.

Teachers are the prime movers in the teaching-learning process. We, teachers, determine the various
strategies and methods to use, so learning manifests to our students upon the delivery of every lesson.
Inevitably, teachers face struggles that impede the delivery of instructions or affect the learning development
of a student, such as, having a learning disability.

Moreover, Learning Disabilities are handicaps to students as they venture on the process of
acquiring competencies and skills necessary to fully equip them for the world. These barriers hinder them
from learning knowledge and developing skills through the typical teaching method and strategies employed
by the teachers. Moreover, learners with disability require special attention and tailored teaching strategy to
engage them and make every lesson worthwhile in a pace they can cope with.
 One common learning disability I am well-aware of is Attention Deficit Hyperactivity Disorder
commonly known as ADHD. Learners with this kind of disorder have short attention span leading to lack of
focus over mastering new skills, impulsive behavior and being overly active. Causes of such disorder are still
indefinite but scientist argue about some risk factors that affect the occurrence of it like Genetics, Brain injury,
exposure to environmental risks during pregnancy of young age, alcohol and tobacco used during pregnancy,
premature delivery, and low birth weight.

Facing learners with this kind of battles, like Clara, is quite demanding. It would take a lot of effort
and considerable amount of time since you must be familiar with the learner’s habit and interest to come up
with a proper strategy. The teacher must create a safe, orderly environment that will promote learning, uphold
discipline, and increase self-esteem.

Furthermore, if Clara was diagnosed having an ADHD a variety of activity shall put into
consideration. As a teacher, we must first assess Clara’s skill level. Identify the things she can do and has
difficulty with. The teacher must avoid tasks that are too tricky or will take too much time. In addition,
provide various activity for the mastering of a competency. Learners with ADHD tend to be bored on a
lengthy activity, so provide various activity that will still let them master a certain competency. Say you want
her to practice on spelling, offer various activity on spelling like complete the words, air writing, spell it out
among others. Encouraging hands-on learning is a good way to make learning meaningful. Promote learning
opportunities where she can grasp ideas first-hand.

The teaching-learning process may be arduous and keep us on our feet but is always fulfilling.
Likewise, teaching learners with special needs must be given extreme care and effort. Keep in mind this
pedagogical principle that sure is of help when engaging any type of learner may it be with or without
disability “Tell me and I forget, teach me and I may remember, involve me and I learn” (Benjamin
Franklin)
 JANINE H. ALBARDA JULY 13, 2022
MA. LIZA P. INCLETO

This part of the lesson plan

allows gifted learners to
answer complex questions
which stimulate their critical
thinking. Also, this activity
provides opportunities to
acquire wealth of knowledge
that may come in handy in the
future.

Tasks that convey open-ended

questions and thought-provoking
problems pique gifted/talented
learners the most.
Activities catering the upper levels
of Bloom’s Taxonomy are best for
gifted and talented students. These
tasks develop their Higher Order
Thinking Skills and trigger
challenge to such learners.

Also, it is advantageous to cluster

gifted learners with similar levels
in the same group. This allows
them to compare notes on what
they know leading to discovery of
concepts/ideas and improving
skills.
 JANINE H. ALBARDA JULY 13, 2022
MA. LIZA P. INCLETO

Throughout the years, Department of Education strives to deliver its goals to all learners
around the nation regardless of their cultural and religious belief. The sector has been breaking
cultural/religious barriers and norms which kept learners from being at school. DepEd ensures that
anyone can receive an education without compromising the values, beliefs, and customs they
grew up with.

The constant battle of the department with cultural diversity was put to an end by DepEd
Order 62, s. 2011 or the National Indigenous Peoples Education Policy Framework. This is in
response to the right of indigenous communities and indigenous learners to an education that is
responsive to their context. It strengthened the conditions for culture-based education while
promoting the value of indigenous identity, knowledge, competencies, and other aspects of their
cultural heritage. This DepEd order served as a springboard to a kind of education catering
learners of all types.
 As seen on the provided activity above, the content of the task has careful consideration
with the cultural background of IP learners by providing them options relevant to their context. In
addition, the task involves acquisition of culture-based information that does not trespass the
sacred information of IPs . There was no exploitation of important intelligence that are classified to
members of the community.

Likewise, the activity promotes parity by giving task supporting equal opportunities and limit
restrictions due to cultural background. The department has mandated all its levels to encourage
learners from different walks of life through proper deliberation of activities inclusive of
contextualization of learning and sources.

All things considered, to attain the department’s goal education for all, educators must be
critical and aware of the learners’ backgrounds to avoid overstepping on the predetermined
boundaries or typecasting learners. Every learner is unique, hence, strategies must be created not
only to meet their needs, but also to uphold cultural values.
 JANINE H. ALBARDA JULY 13, 2022
MA. LIZA P. INCLETO

The pre-reading activity will give us a

glimpse of how the notion of love and
bearing a child are treated on the
culture that learners belong to. It
promotes culture-responsive answers
which allows indigenous people to
share their thoughts on the concept
under their circumstances

The essential questions elicit answers

that are not restricted to a particular
culture or tradition. It asks how certain
aspects of life are viewed in various
culture.
This activity stimulates students’ prior knowledge on traditional/cultural dances they
are aware of. Also, it promotes awareness over norms present in the current society.
Learners will gain insight on how certain traditional aspect plays its part in the culture.