An Action Research on the Effectiveness of Differentiated Instruction In Teaching English for Grade Four

Classes

By

Mary Joy V. Olicia

Researcher

Abstract

Like Science and Math, English is a difficult but an important subject because the curriculum considers it
as a tool subject needed to understand the different content subjects. Basically, it is concerned with
developing competencies in listening, speaking, reading, writing, and viewing. Speaking includes skills in
using the language expressions and grammatical structures correctly in oral communication while
writing skill includes readiness skills, mechanics in guided writing, functional and creative writing (K to 12
Curriculum Guide for Grade 4).

The K to 12 Basic Education Curriculum aims to help learners understand that English language is
involved in the dynamic social process which responds to and reflects changing social conditions. It is
also inextricably involved with values, beliefs and ways of thinking about the person and the world
people dwell. The curriculum aims that pupils are given an opportunity to build upon their prior
knowledge while utilizing their own skills, interests, styles, and talents.

However, teachers find difficulties in teaching different kinds of pupils with different intellectual
capacities, talent or skills, interest, and learning styles especially in heterogeneous groupings of pupils.
This situation calls for teachers to create lessons for all pupils based upon their readiness, interests, and
background knowledge. Anderson (2007) noted that it is imperative not to exclude any child in a
classroom, so a differentiated learning environment must be provided by a teacher.

Differentiated instruction is based on the concept that the teacher is a facilitator of information, while
students take the primary role of expanding their knowledge by making sense of their ability to learn
differently (Robinson, Maldonado, & Whaley, 2014).

Wilson (2009) argued that differentiated instruction is the development of the simple to the complex
tasks, and a difference between individuals that are otherwise similar in certain respects such as age or
grade are given consideration. Additionally, Butt and Kusar (2010) stated that it is an approach to
planning, so that one lesson may be taught to the entire class while meeting the individual needs of
each child.