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Dagdag Gilas Sa Filipino: Mga Estratehiya Sa Active
Dagdag Gilas Sa Filipino: Mga Estratehiya Sa Active
FILIPINO:
MGA ESTRATEHIYA SA ACTIVE
LEARNING AT DIFFERENTIATED
INSTRUCTION
Marco D. Meduranda
Master Teacher I
OBJECTIVES
• Enrich teachers repertoire of effective
strategies in meeting diverse students’ needs .
• Share and reflect on best practices in teaching
high school mathematics
• Enhance, expand and apply knowledge on
differentiated instruction.
Activity 1: Balloon Pop!
• Form two groups of eight (8).
• The goal is to race in solving the equation that
will be found in the balloon once it is popped.
• Once all the member solved the equation and
decoded the puzzle, the group must shout
ACTIVE LEARNING!
Processing..
• How do you find the activity?
• How can you adapt or modify this to suit your
respective lessons and classes?
• What are the challenges in implementing this
kind of activity?
• What other fun warm-up, energizer, or pre-
assessment activities did you do that you
found effective? Write it on metastrips.
Activity 2: Circle Talk
• Share your best practices through the circle
talk task.
Processing..
• What technique shared to you, do you like the
most?
• What did you realize from this activity?
Activity 3: Question & Answer Relay
• Participants are divided into four groups.
• In each group, they will choose who will
be the (2) runners and the (2+)readers.
• The runners will get the questions. The
readers will locate the answers in the text.
• The two runners will take turns in getting
the questions and giving the answers.
• The first group to finish answering all the
questions wins.
ACTIVITY 4
ACTIVITY 4
• The singer and the runner will write a short four- minute
skit about a child from the public school who is usually
absent in the class.
• The dancer and the cook will draw a beautiful picture of a
child with the title and story in big bold letters.
• The math enthusiast, the storyteller, the joker and the
artist will role play the skit prepared by the singer and
runner.
• The actor and the writer will ensure that the members
finish the task on time. They are not allowed to help the
group mates in the skit.
ANALYSIS
• How do you feel about the activity? Why?
• Were the tasks asked of you congruent to your
strengths or talents?
• What helped/blocked your group in performing
better?
• What did you discover about yourself? About others?
• What is it telling us about addressing individual
needs?
• What insights have you gained from the activity?
VIEWING: What is differentiated instruction?
A Working Definition of Differentiation
Differentiation has come to mean “consistently using a
variety of instructional approaches to modify content,
process, and/or products in response to learning
readiness and interest of academically diverse students.”
Tomlinson, Carol Ann. The Differentiated Classroom
TECHNIQUES
• TIERED ASSIGNMENTS/TASKS
• TIC TAC TOE
• CHOICE BOARDS
• MENU
It Starts with
Assessment
Observation Self-Assessment
Tickets In/Out
the Door
Quick Quiz
Tiered Graphic Organizers
Below Level: On Level:
Fudge Peter
____________ ____________
Young ____________
Above Level:
w G rade
e ve l Bel o
L
ra de Level
On G
a ng uage
sh L
v e Grad
e Engli arners
Abo Le
Level
How Might We Tier
this Graphic Organizer?
• Change what is expected
http://www.hcbe.net/media/CMSImport/9DAA50166CF74737BB90B31E8D85B9D6.pdf
Tiered Tasks
Provide varied tasks that address a
student’s level of readiness, from
introductory levels to more abstract, less
concrete, advanced work
Tiered Tasks
Same Content, Different Process
http://www.hcbe.net/media/CMSImport/9DAA50166CF74737BB90B31E8D85B9D6.pdf
Tiered Tasks
Same Content, Same Process, Different Product
http://www.hcbe.net/media/CMSImport/9DAA50166CF74737BB90B31E8D85B9D6.pdf
Time to Tier
• Tiered Graphic Organizers
• Tiered Resources
• Tiered Tasks
Adapt the number of items Adapt the time allotted and Increase the amount of
that the learner is allowed for learning, task personal assistance with a
expected to learn or completion, or testing. specific learner.
complete.
Adapt the way instruction Adapt the skill level, problem Adapt how the learner can
is delivered to the learner. type, or the rules on how the respond to instruction.
learner may approach the work.
• Choice boards
• Menu
• Tiered Assignment
• Think tac toe
“ A student is not an interruption of our work…
the student is the purpose of it. We are not
doing a favor by serving the student…the
student is doing us a favor by giving us the
opportunity to do so.”