Ed 7

Facilitating Learner
z Centered teaching
Module 10a:
Diversity in Designing and
Assessing Learning Activities Ma. Caren Gomez Ulang
Learning Facilitator
 z Opening Prayer
DIYOS AMANG Kaybuti at Lubhang Mapagmahal,
Sumaiyo ang aming papuri at walang
hanggang pasasalamat sa biyaya ng
buhay at kalakasan sa araw-araw.
Buong-pakumbaba naming inaamin ang aming mga kakulangan
at kahinaan.
Kung kaya’t kamiý dumudulog Sa Iyong paanan upang kami ay
patuloy mong patnubayan at pag-ingatan, sampu ng aming mga
kapamilya, mga kaibigan, mga kakilala at iba pang mahal sa
buhay.
Batid naming kung di dahil at para Sa Iyo ay wala kaming
magagawa. Anumang karunungan at kakayahan na mayroon
kami ay tunay namang biyaya mula sa Iyo. Nawa poý gabayan
mo kami upang magamit namin ito sa maktwirang gawain na
ikabubuti ng lahat.
Ang lahat ng ito ay aming itinataas sa Iyong matamis na
pangalan. AMEN
Reflective
Post
In this module, challenge yourself to attain the
following results:
1. Determine the methods of assessing and
evaluating diversified students’ learning.
2. Develop empathic understanding of the target
learners to come up with a meaningful instructional
experience and proper assessment techniques.
3. Demonstrate appreciation of assessment as a
process to evaluate and facilitate learning.
Take
Come up with a simple assessment design suited
the
4.
for a group of diversified and exceptional learners.

Challenge!
 INTRODUCTION
ASSESSING AND EVALUATING LEARNING
FOR DIVERSIFIED STUDENTS

Designing educational programs and curricula comprises

emergent consideration of the learner and the instructional setting
characteristics that could influence learning success. Though
commonalities among learners is evident, it is important for creators to
be familiar with the great diversity in terms of learning preferences,
skills, and practices that learners will bring to a progression leading to
more experiences.
 Student diversity may be accommodated not only by varying a
teacher’s way of teaching but also by asking what students need to
do to validate learning.

Aside from the traditional paper-and-pencil tests and written

assignments, students can demonstrate their learning in a variety of
performance formats, such as:
(a) individually-delivered oral reports,
(b) panel presentations,
(c) group projects
(d) visual presentations (concept maps, slide dramatic presentations,
PowerPoint presentations, collages, exhibits) or
(e) Dramatic vignettes – presented live or on videotape.

Assessing and Evaluating Learning for Diversified Students

 One potential benefit of allowing students to choose how they
demonstrate their learning is that the variety of options exercised
may be a powerful way to promote student awareness of the
diversity of human learning styles.

Assessing and Evaluating Learning for Diversified Students

 INTRODUCTION
ASSESSMENT STRATEGIES FOR BETTER
TEACHING-LEARNING ACTIVITIES

Assessment is an vital element in facilitating the teaching-learning

process. A lesson plan and the instructional cycle is not complete
without assessment or evaluation.
Assessment is intended to make sure that learning takes place
thus, the term the term used as is “assessment for learning”.
 Growth
Sensitive and mindset Focus on
constructive progress rather
assessment than on failure

Assessment Clear
True purpose objectives as
of assessment Strategies that can basis of
increase Motivation assessment

Criterion- Self-
referenced assessment
 SUPPORTING DIVERSE LEARNERS
WITHIN THE CLASSROOM:
Getting to Know Your Students by Dawn Normoyle

Reaching Students Who Learn in Different Ways

The Story About the Animal School

 THE ANIMAL SCHOOL
Once upon a time there was a school for animals.
The teachers were certain it had a very comprehensive
curriculum but somehow all of the students were failing.
The duck was the star in the class for swimming but
flunking tree climbing. The monkey was great at tree
climbing, but was getting F’s in swimming. The chickens
excelled in grain research, but disrupted the tree climbing
so much that they were sent to the principal’s office daily.

ENGAGE
 The rabbits were sensational in running, but had to have
private tutoring in swimming. Saddest of all were the turtles, who,
after many diagnostic tests, were diagnosed as having a
cognitively disability. Yes, they were sent to a special education
class in a remote gopher hole.

Like the animals in the story, each student is unique with

their own interests, ways of learning, strengths and challenges.

The question becomes: All are not tree climbers, but are
great swimmers or runners doomed to failure because they are in
a system designed solely for a different type of animal.

ENGAGE
 DIFFERENTIATED INSTRUCTION
- is a philosophy and an approach to teaching in which
teachers and school communities actively work to
support the learning of all students through strategic
assessment, thoughtful planning and targeted, flexible
instruction.
- Making a Difference: Meeting Diverse Learning Needs with Differentiated Instruction

Fairness is not everyone getting the same thing

Fairness is not everyone getting the same thing. It is when
everyone gets what they need!

ENGAGE
  Effective for all students including those with
disabilities.
 Offers multiple pathways to learning
 Starts where students are at
 Provides meaningful choice
 Creates opportunities to demonstrate their interests
and skills
 Helps students understand what they’re expected to
learn, evaluate their own progress, and express their
learning strengths, challenges and interests
 Increases engagement, motivation, self-confidence
and willingness to assume responsibility
 Gives them strategies to figure out and cope within
the world when things are not differentiated

WHY DIFFERENTIATE?
Benefits
 PROGRAMMING FOR ALL LEARNERS:
Key Elements

• Collaboration- learning team involvement; parents,

teachers, students
• Purposeful Planning - knowing your students (needs,
strengths, learning styles), understanding the curriculum,
multiple pathways of learning, tasks respectful of each
learner, flexible and reflective teaching
• Ongoing assessment- wide range of approaches, pre-
assessment, profiles, FOR/OF, grade for growth
“Assessment informs practice, and we take action.”
(Rick Wormelli)
• Transition planning- between grades, leaving high school
• Self advocacy- sharing responsibility, creating
independence
 Affect/ Learning Environment
 Content
 Process- how students make
sense of learning
 Product- how students
demonstrate learning

CLASSROOM ELEMENTS TO DIFFERENTIATE

  Cognitive Disabilities
 Emotional/Behavioral Disabilities
 Learning Disabilities Hearing/ Visual/
Communication Disabilities
 Communication Disability
 Physical/ Medical Disability (i.e.
cerebral palsy, fetal alcohol, autism)

VARIOUS DISABILITIES
 Diagnosis may have implications for
educational programming, social and
emotional learning and overall well-being
 Knowledge can help teachers align supports
and strategies with student’s needs and
strengths
 Knowledge helps teachers know what to look
for in ongoing assessments (what the student
can do and potential barriers)*
 Critical to get to know your students

PROGRAMMING: Diverse Learning Needs

  Rich ongoing source of information
 Helps teachers identify and begin to address student strengths and
needs
 Helps plan meaningful learning activities
 Establishes organizational and grouping structures
 Mold the classroom environment
 Ongoing
 Requires a “photo album” approach to assessment, as opposed to a
“snapshot
”(Wiggins and McTighe,2005)

START WITH ASSESSMENT

 ASSESSMENT:
Ongoing
 Differentiated assessment informs differentiated instruction
provides information about readiness, strengths and needs
in relation to particular outcomes or activities. This shapes
your planning.

 Differentiated instruction leads to differentiated assessment

students work toward learning outcomes at different paces
and in different ways so you will need assessment tools
and strategies that accommodate diversity while still
usefully measuring learning outcomes.

“Teaching in the dark is a questionable business!”

 KNOWING YOUR STUDENTS:
Student Learner Profiles

 Describes ways a student learns best

 Reveals student’s unique knowledge, prior experience,
abilities, learning strengths and needs, interests, learning
preferences and styles, attitudes, gender, culture,
personality…
 Helps teachers choose responsive and meaningful
supports, planning
 Dynamic, as individual learners constantly grow and
change
 For students with disabilities it is an opportunity to get to
know that student and to see beyond the student’s
disabilities
 Learner Profiles:
Goals

 Find out as much as possible about how a student

learns

 Not to label students as certain kinds of learners

 Help them develop multiple pathways for learning

 Create more confidence and motivation when working

on unfamiliar and/or challenging tasks
 Learning preferences and styles:
Environment

 Typically refers general environment where student

learns best
 Examples:
o quiet vs. noisy
o busy with lots to look at/ interact with vs. bear
with few distractions
o movement friendly vs. sitting still
o flexible schedule vs. fixed schedule
o warm vs. cool
 Types of Intelligence
 Brain-based predisposition to excel in particular area
 Howard Gardner (1994):
o identified eight intelligences
o individuals possess varying combinations
 Thomas Armstrong (1994):
o student-friendly terms for each intelligence
 verbal-linguistic intelligence (or word smarts)
 logical-mathematical intelligence (or number smarts)
 interpersonal intelligence (or people smarts)
 intrapersonal intelligence (or self-smarts)
 spatial intelligence (or picture smarts)
 musical-rhythmic intelligence (or music smarts)
 bodily-kinesthetic intelligence (or body smarts)
 naturalistic intelligence (or nature smarts)
 Gender, Culture & Personality

 Can influence learning

 Examples:
o expressive or reserved in class interactions
o competition or collaboration work individually or in a group
o creative or practical way of thinking
o part-to-whole or whole-to-part learning
o contextual and personal learning or learning that is
discrete and impersonal
o time as fixed and rigid or fluid and flexible
o impulsive or reflective in one’s thinking and actions
o valuing creativity or conformity
 Interests

 Creates motivation and engagement

 Identifying interests in learner profiles helps in planning

when varying projects, themes and examples
 Gathering information
 Inventories, surveys, conferencing, interviews
o Learner preference inventories
o Reading inventories
o Social inventories
o Interest inventories
 Assessment information
o Classroom assessments (interviews, observation,
assignments, etc.)
o Cumulative records
o Individualized program plans (IPP)
o Standardized assessments
o Parents
o Previous teachers and other school staff involved with the
student
 Using the Learning Profile to…
Differentiate Content Differentiate Process
• Present material in • Allow multiple options
visual, auditory, and/or for how students will
kinesthetic modes show learning
• Use applications , • Encourage a variety of
examples, and groupings (individual,
illustrations from a wide pairs, small groups,
range of intelligences large group)
and both genders • Balance competitive,
• Use wait time collegial, and
• Allow for student independent work
reflection arrangements
• Create activities seeking
multiple perspectives on
topics and issues
Differentiate
Products
• Encourage a variety of
groupings
• Teach how to use a wide
range of product formats
• Provide visual;, auditory,
and kinesthetic product
options
• Provide analytic,
creative, and practical
options
 APPLICATION
Considering diversified learners or exceptional
learners in your (imaginary) class, identify at
least 5 of their learning styles or multiple
intelligences and write them on the first column.
Then, on the second column, indicate the
activities / tasks that they have to do to make
them learn and on the third column the possible
assessment suited for such type of activity for
you to measure their learning.
 APPLICATION

Learning Styles or Activities / Assessment

Multiple Intelligences/ Performance Tasks
Student Exceptionalities

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.
 ASSESSMENT
Here’s What, So What, Now What??
Here’s What So What Now What?
I Learned My interpretation of My action Plan to build
this learning on this new learning

What is the most How can I explain DI What do I need to learn

important thing I (tell, write, draw next?
learned? it)?What was the most
difficult part? The
easiest part?
Rubrics
 BOOKS
Lucas M. & Copuz, B. ( 2014). Facilitating Learning : A Metacognitive Process. (4th
Edition). Lorimar Publishing Inc. Manila. Philippines.
Brawner, D. & Leus, M. ( 2018). Facilitating Learner- Centered Teaching. Adriana
Publishing Co. Inc. Manila. Philippines.
ONLINE RESOURCES
http://www.fldoe.org/core/fileparse.php/7690/urlt/0070083-assess_diverse.pdf
https://edtechbooks.org/id/designing_for_diverse_learners
https://files.eric.ed.gov/fulltext/EJ1078652.pdf
https://slideplayer.com/slide/6617701/

References
 WARNING:
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DISCLAIMER:
I do not personally own most parts of this presentation. They are gathered from open
sources, educational websites and educational book references which are duly
recognized as sources and references.