Designing Differentiated Class activities Domain f. Covert © eaasey Boman ny oe PPST Domain(s a Eresrrt ‘ =a = = teaching a ae ’ LLLILLLIDLEDLLLELADLLELLLET ALLDLLLELLA ALILALILELELILOLLLDLAL LEE lepng ing ae 92 Understand edt 95, Know my students Use he ost et Assess ae fe pA AELLLLLELLLAE AE apy, ‘TARGET MY. INTENDED LEARNING OUTCOMES At the end of this learning task, I should be able to: @ assist the Cooperating Teacher in preparing @ facilitate LDM class activities with minimu Teacher. (1.2.1, 1.3.1, 2.3.1) © design contextualized learning activities aligned w competencies. (1.4.1, 1.7.1,3.1.1, 3.21, 33.1, 45-1) use professional reflection and learning to improve practice. (7.4.1) activities. (1.2. 1) class : om the Cooperating im supervision fr ith the most essential learning CLARIFYING MY TASK gender. of all nt kinds of learners. They may have different age up of differe includes learne! learning preferences and others. Diversit Teacher must understand these differences in order to provide for a both inclusive and effective. The class is made earning styles, interests, abilities and backgrounds. learning environment that is Students may differ in the following: Gender Needs Strengths Interests Experiences Socio-Economic Status Race . Creed / Religious background Cultural background Giftedness/ talents Learning Modalities / Styles: (3) Visual, (b) Auditory. (c) Kinesthet - esthetic and (d) Tactile (wo) Teaching Intemship© Muttipte intel igences: (a) Spatial, (b ingui: (e) Interpersonn MES (2) Spatial, (b) Verbal/Lingustc,(c) Musi i dil ; . lusical, (d)-Intray Laeiear ental (0 Bodily/Kinesthetie,(g) Naturalistic, ) Existential ad © Brain-Bas. in-Based Learning: (a) Right Brain and (b) Left brain According to Car FE . multiple options for taking cepa differentiated instruction is “giving students tie diférences and similares amore neta Must be able to observe and understand Gees dice (lineinerioesl esaacae and use these to plan for instruction. It involves 1. Content ' 2. Process 3. Product Advantages of Differentiated Instruction ‘© Effective for varied types of learners @ Can make students responsible for their own learning @ More options on learning different materials e Less discipline problems in the classroom e Provides more opportunities for equity and acknowledges differences : Disadvantages of Differentiated Instruction Requires more work in lesson planning at Needs more time in preparation of instructi More resource-intensive Does not coincide with standardized tests ind lesson execution ional materials and instructional activities o . . ° ‘As Practice Teachers, you are expected to demonstrate knowledge and understanding of the diversity of learners and to use differentiated activities to cater to individual differences. .d Classroom Strategies for Varied Types of Learners Conducting structured and unstructured Interviews Conducting Panel interview Witing Poetry Writing Essay Radio Newscast Conducting Television newscast Writing stories Writing news Conducting Debate Creating Ads * Using Classroom podcast Playing Bingo Conducting speech choir Creating jingles! rhymes Making acrostics Writing Letter to the editor Writing feature articles ‘Writing recipes/ menu Using Thinking Caps Writing the Author Using Triple 10 Learning Task Suggeste Verbal-Linguistic Intelligence (Word Smart) ‘5: Designing Differentiated Class Activities G vi ———— ~ySuggested cl: Logical-Mathematical Intelligence (Number Smart) jassroom Strategies for Val wee re were eeeee ried Types of Learners Solving puzzles Solving mysteries using Making analogies. Making Solutions of verbal problems Use of Socratic questions : Conducting Finance planning activites Playing Computer programming activities Writing Solution of verbal problems Creating timelines Drawing maps Creating visual Diagrams Using Number code Playing wth blocks and shape ‘Answering the question... What shape are YO deductive reasoning 1 atthe end of the lesson? Whi Interpersonal Intelligence (People Smart) coe ecco eee ° wee ewer eeeeeeee Think Pair Share Number Heads Together Conducting Role Playing Conducting simulation Cooperative games Using of scenarios! simulations Designing support activites Using of board games Playing Jigsaw Having Inner- Outer Circle Having Share Pair Circle Using Plus Minus Interesting Playing Pick your Spot Having Read-Post categorize Having Agreement Circle Playing Domino Creating Class or Group Yel Using Broken Pairs Having a Participative / interactive Story Using 4- S Feedback Designing Class Magazine Having a Class review Playing Mix and Match Having Team Pait- Solo Using of Clothestine Intrapersonal Intelligence (Self-Smart) ry Reciting a Monologue related to the topic. Reciting a Deciamation related to the topic Reeitng an Elocution related to the topic Giving Personal opinions Using structured frames Using Recitation log Using Speaking Chips Using Write, Record, Sh: Conducing et Seat ‘ad sum RUp Playing Bingo based on the topic fosietng What if Questions? Jsing of Alternative Using Novelty ooSuggested Classroom Self-Smart (cont'd) Musical Intelligence (Music Smart) Strategies for Varied ‘Types of Learners Using Three to five-minute writng Using Forced Analogy Using Forced Relationship Using Bookmark Goneralizations: Writing Leaming Journal © Creating Parody ‘© Writing simple songs related to tho lesson © Organizing an Orchestra Visual-Spatial Intelligence (Art Smart) Bodily Kinesthetic Intelligence (Body Smart) Naturalist Inteligence (Nature Smart) = ‘© Creating cartoon ‘© Making Comic stip ‘© Using graphic organizers ‘* Making Pictographs © Using Sketch to Stretch © Using Group Mapping Activities © Having a Class Graft Putting a museum / Exhibit ‘© Conducting a Virtual Gallery © Using of Headdress ‘¢ Using of Masks related tothe lesson [Answering he question... What clr ae you atthe end ofthe lesson? Playing Human scrabble Playing Human domino Playing Quadrant . Tossing the ball Conducting Trip to Jerusalem Having a Walking Gallery Using Travelogue Nature trip/walk nature ‘© Showing videos, films or ‘documentaries related 10eran eras REVISITING “HE INFOGRAPHICR wna? Aon There are three I's and two C The teaching-learning process There are 3l’s and 2C’s in Education Innovative: Teacher’s must use a wide array of instructional strategies to make the students highly engaged in the teaching-learning process. The strategies ty be used must cater to the diversity of Interactive: class. All students must Participate in Integrative: Collaborative: Teachers must plan together and mu: horizontally to ensure that there are smooth transitions, no glaring gaj deficiencies in the subjects. Cooperative: The use of cooperative Strategies in and teamwork between and among cl \ J Teaching Intemship ¥6 in the instruc tional proce Teachers must ensure that there is meaningful student engagement in Curriculum is seamless and borderless. Teachers must see to it that all the learnings gained in the classroom must have a unifying process. Each subject complements the lessons learned in the various disciplines. must be: cooperativ, collaborative learners. all the teaching-learning activities st articulate the lessons vertical classes will promote unity, cooperation lasses,600 PERFo} RMING MY TEACHING-LEARNING ACTIVITIES Performance Task 1 Assist your Coopcratin, ‘Teacher in plannin & Out activities for differentiated instruction Include some notes on the strengths and weaknesses of the Date: Subject ee,.rt—“‘<“Ccmrsr—s—seS Grade / Year Level Topic: tivitic Strengths and Weakr Activities Employed of the Planned Acti Learning Styles Lol TTL ry ted Class Activities 4s ; Designing Differential Learning Task 5:Brain-Based Leaming | Interests i Gender leenshipr Surf the internet for some st the class ac ies. Remember to | hjcct-specific strate; gies that you ntclude your sources, use in facilitating ¢ of Teacher: Naim Grade / Year Level Subject Differentiated Activities References es Designing Differentiated Class Activ Learning Task 5: ann a—_—___——_——; Performance Task 3 Write a lesson plan using contextualized learning activities addressing the dil, of your students. Make sure that these activities are aligned with the \ artment of Education. Yo," Ma strengths and nee mtial Learning Competencies (MELC) prescribed by the Dep: ch your encoded lesson plan on the space provided below. ast er eee ere er ero eoeoseereee eee ee SF FF oy, ‘ ; ; : : ; ; ; : : : ; : : : ; ; : : : : : ; : ; ; : ‘ : ; ; ; : : ; imWRITING MY REFLECTION Complete the statements given bel low: Differentiated i i ted instruction benefits our learners because As a future teacher, I can employ the following strategies in my classes et ated Class Activities od(0) ‘ 30} Teaching Internship What will be the most effective way of dealing with non-participat A. Let them do what pleases them. B. Employ engaging and enjoyable activities. C. Refer the matter to the Guidance Counselor. D. Give them the grades the observe based on their performance, jive students? How will you use the leadership skills of some of your students for the benefit of the clas., A. Recognize their leadership skills. B, Let them just do what they please. C. Refrain from calling them all the time. D. Empower them to initiate activities in class. 3. How will you help the shy and timid students in your class? A. Treat them naturally. B. Let them be as they are. C. Refer them to the Guidance Office. D. Encourage them to join as many activities in class. When the class seems unruly during the discussion, what is the best technique which you ca -employ? ' A. Stop the discussion. B. Let them stand for a while. C. Prepare unfreezers/energizers., D. Ignore the students who are making noise. To make the students greatly focused in the discussion, what must you do as teachers especially if your students are unruly and noisy? A. Employ innovative strategies. B. Explore various means of giving sanctions. C. Ignore the students who are misbehaving. D. Refer the unruly and noisy pupils to the guidance office,