Reflection

Introduction

Learning environment means to provide learners with several ways to learn the
content. By doing so, they will have appropriate activities according to their academic
levels. Differentiated instruction is a teaching strategy teachers adopt to attend to
students’ diversity in inclusive classrooms. The process of teaching deals with how the
content will be taught. The activities are designed by the teachers to help the students
to learn the information differently. Mind mapping strategy may play an important role
for visual learners. The content refers to what the educators are going to teach. The
product is known as the results of the instruction. In other words, what a student is
expected to produce. Here, students work using different grouping configurations. Thus,
products reflect what the learners know at the end.

Applying

During my classroom observations and teachings, I have implemented four different

activities differentiated by process, product, content and environment. These activities
were meant with math, English and science skills. They were made for low, medium and
high levels.

Analyzing

Concerning math classes, students were able to count from 1 to 20, compare numbers
(which are greater and smaller), and distinguish one more and one less. Concerning high
level, students were able to count order and sort the picture according to greater than
and less than. As for medium level: and low level, they were able to organize the picture
as greater than and less than by counting items in each picture. In addition, they were
able to count order and say what number come before and after from 11-19, recognize

write the numbers from 11-19 and locate between pictures and number. High level
students were able to count and wrote the numbers from 1 to 19. Medium level
students counted the number say what number comes before and after a number from
1 to 19. Low level students counted the dots and then tried to find the number.

On the other hand, concerning science classes, students were able to label tiger parts,
recognize each part work and know how tiger survive. The differentiation activities
showed how high level students were able to draw and label, wrote a word in a medium
level and matched parts of related issues as a low level students. The outcomes of the
English class made it clear how students reviewed the sound of each letter (r, f, s and z)
and learn new words that have short I sound. As for the differentiated activities, high
level students were able to write a sentence according to the picture. The medium level
student wrote the first sound for each picture and choose word to each sentence. The
low level students wrote the first sound of the picture.

Evaluating

Teachers that are conscious of their students' learning needs encourage them to choose
the best learning strategies. While compacting work may challenge students in
accelerated programs, kids on individualized education plans might be directed to
assignments that call for acquiring essential skills. With the use of project-based learning
and differentiated teaching, teachers can include authentic instruction into their
lessons, bringing useful information to the classroom.

Conclusion

Each child is taught to their learning style: Some children who learn better by doing may
perform better with math than with worksheets. Each student has an individualized
learning plan: the strengths and weaknesses make it easier for learners to learn.
Teacher creativity reveals how they open up different ways that can be creative in
classrooms. Differentiated instruction is flexible and does not demand any particular
thing.