Libon Community College

Libon , Albay

Module No. 13 (Prof Ed 13– Teaching Internship)

Name of Instructor: AMELITA P. SADUESTE, Ed.D.

Course and Year: BSED 4, BTVTED 4

Title of the Unit/Learning Task 13

Exploring More Interactive and Innovative Teaching Strategies
For Diverse Learners
Desired Learning Outcomes
1. Demonstrate understanding of differentiated teaching to suit the learners’ gender, needs,
strengths, interests and experiences
2. Implement teaching strategies that are responsive to the learners’ linguistic, cultural,
socio-economic and religious backgrounds
3. Use strategies responsive to learners with disabilities, giftedness and talents.

Insights
There are three I’s and 2C’s in the instructional process. The teaching learning process must be:
Highly Interactive: All the learners must be highly engaged in all the classroom activities. They
must be able to participate in all the learning processes. No one is left behind.
Highly Innovative: The use of meaningful and differentiated strategies makes fun and enjoyable.
Learners will surely love participating in varied activities done and by the teacher. Activities can be in
the form games, songs, rap, poems, puzzle, jazz cants, stories, maze and the like.
Highly Integrative: Lesson and topic are interrelated within and across learning areas without
compromising the content of the lesson. This makes the curriculum borderless and seamless.
Highly Collaborative: The learning that involves that involves groups of students working
together to solve a problem, complete a task or create a product.
Highly Cooperative: This is a strategy where groups of learners with different abilities use
varied activities to better improve the mastery of the learning content. The elements of positive
interdependence, individual accountability, equal responsibility and social roles are addressed.
Differentiated Instruction is teaching the same material to all students using a variety of
instructional strategies or may mean delivering lessons at varying levels of difficulty based on the ability
of each students.

Differentiated instruction in 4 ways:

a) Content
b) Process
c) Product
d) Learning environment
Advantages of Differentiated instruction
● Effective for varied types of learners

● Can make students responsible for their own learning

● More options on learning different materials

 ● Less discipline problems in the classrooms

Disadvantages:
● Requires more work in lesson planning

● Needs more time In preparation of activities

My Performance Tasks

Performance Task 1 - Observe your cooperating teacher. Write the differentiated activities employed to address
the following.

Learners Activities employed

Gender

Needs

Strengths

Interests

Experiences

Performance Task 2 - In your daily teaching, how did you address the following aspects to be responsive to the
varied characteristics of learners.

Aspects
Linguistic
Cultural

Socio-economic

Religious Background

Performance Task 3 - What strategies have you applied to respond to the learners with disabilities, giftedness
and talents.

Activities Employed for Learners with Special Needs Activities Employed for Gifted Learners

My Assessment Tasks
1. Which activities makes students regularly engaged in all the activities?
A. Interactive C. Integrative
B. Innovative D. Interdisciplinary
2. Which activities use varied and novel strategies to make students engage in the learning process?
A. Interactive C. Integrative
B. Innovative D. Interdisciplinary
3. Which activities make the curriculum seamless and borderless?
A. Interactive C. Integrative
B. Innovative l
 4. Which activities make the class work by teams trough purposeful learning?
A. Integrative C Collaborative
B. Integrative D. Cooperative

5. Which activities allowed the students to solve their own problems and wok on varied task?
A. Interactive C. Integrative
B. Innovative D. Collaborative

My Learning Artifact(s)

Write or paste your Learning Plan which provides differentiated activities to address diversity of learners.

My Scoring Rubric

INDICATORS Meets Standard of Approaching Meets Acceptable Does Not Meet Acceptable
Excellence Standards of Standards Standard
Excellence
CRITERIA 4 3 2 1
Performance Tasks -Has all the aspects of -Has some aspects of -Has minimal aspects No aspect of work meets
work that exceed level work that exceed level of work that meet level of expectations
of expectation. of expectation. level of expectation -Has errors, omissions and
-Show exemplary -Demonstrates solid -With some errors and misconceptions
 performance performance and mastery is not
understanding thorough
Assessment Tasks With 5 correct answers With 4 correct answers With 3 correct answers With less than 3 correct
answers
Learning Artifacts The piece/s of The piece/s of The piece/s of The piece/s of evidence of
evidence of learning evidence of learning evidence of learning learning is/are NOT aligned
is/are aligned with is/are aligned with is/are aligned with with the learning outcomes
learning outcomes SOME of the learning ONE of the learning
outcomes. outcomes.
Creativity and The learning tasks are The learning tasks are The learning tasks are The learning tasks are
Resourcefulness done very creatively done creatively and done quite creatively poorly done and need
and resourcefully. resourcefully and resourcefully improvement
Submission of The assigned learning The assigned learning The assigned learning The assigned learning tasks
Requirements tasks are submitted on tasks are submitted a tasks are submitted 2 are submitted 3 days or
or before the deadline. day after the deadline. days after the deadline more after the deadline.
MY TOTAL SCORE

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Signature of Practicum Supervisor