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TEACHING INTERNHSIP

Learning Task 5 UNDERSTANDING MY LEARNERS, THEIR NEEDS,

STRENGTHS, INTERESTS, AND EXPERIENCES
PPST Domain 3 Domain 3: Diversity of Learners
Strand 3.1.1 Demonstrate knowledge and understanding of differentiated
teaching to suit the learners’ gender, needs, strengths, interests and
experiences.
Program Outcomes of 6.2. C Facilitate learning using a wide range of teaching methodologies
Teacher Education and delivery modes appropriate to specific learners and their
environments.
CFSAT (Competency 3.B.2 Employ strategies that cater to students learning styles and to
Framework for elicit active learning.
Southeast Asian
Teachers for 21st
Century)

I. Desired Learning Outcomes

 Identify the needs, strengths, interest, and experiences of my

learners.
 Demonstrate knowledge and understanding of differentiated
teaching to suit learners; gender, need, strengths, interest, and
experiences.
 Research on one (1) study about the diversity of the learners.

II. Essential Questions

 What is meant by diversity of learners?

 How do learners differ?
 What differentiated activities must be applied to suit
learners need, strengths, interest, and experiences?

III. Understandings
 Diversity of learners refers to the differences among students
most especially in the way they learn in the variety of processes with
varied outcomes. Teachers can facilitate the learning process among
diverse learners by first recognizing and respecting individual
differences, then using the knowledge about students’ differences to
design differentiated learning activities to ensure that all students can
attain desired learning goals. (PPST Domain 3)
Code of Ethics for Professional Teachers, Article VIII Sec. 3
dictates that “Under no circumstance shall a teacher be prejudice nor
discriminatory against any learner.”
Learners’ differences stem from many factors: gender, race,
ethnicity, or cultural background (nationality, province, language)
intellectual abilities, regions sexual preferences and socio-economic
status, needs, interests, strengths, and experiences.

 All learners have different ways of thinking, learning, and

absorbing.
 Students’ self-awareness is enhanced by diversity.
 Student diversity contribute to cognitive development. It
can also promote harmony.
 Learners are diverse and subjects must be taught differently
to respond to their needs, interest, strengths, and
experiences.
 Reach every student at his/her level.
 Assist your students to grow and celebrate success.
 All learners are worthy of respect and dignity.
 PERFORMANCE TASK 1
Create an infographic on diversity of learners.
  PERFORMANCE TASK 2
There are different learners based on learning modalities. They are auditory, visual and
tactile learners. Site application on how you can stimulate their strengths, needs and experiences
based on their learning modalities
Types of Learners based on How shall I stimulate learning
Learning Modalities through their learning
modalities?
If the child is a visual learner, surround
him or her with books. You’ll notice that
even before he or she can read, your
child will be interested in bright pictures
and the stories they represent. A visual
learner is probably also a budding artist.
To help them remember information
more clearly, stock up art supplies that
Visual they can use to create visual
representations of what they’re learning.
Visual

I will try recording them reading the

lesson out loud and give them the audio
to listen to later. When they’re stumped
by a new concept, start a conversation
about it, and let your child work through
the logic of the problem by talking to
you about it. When they’re trying to
memorize something, suggest making
up a silly song about it. Auditory
learners are also often intrigued
Auditory by word play and language
patterns

Auditory
 Tactile I will add motion to otherwise sedentary
homework sessions by getting your
child a stationary bicycle or a big,
bouncy exercise ball that they can sit on
instead of a desk chair. We’ve also
found at Whitby that standing desks are
a good way to help fidgety kids focus
more in our classrooms. You can create
one at home by letting your child work
on a counter or stacking books to create
a workspace that’s higher than the
traditional desk.

 PERFORMANCE TASK 3
Create a teaching matrix of differentiated teaching based on
the various intelligences of learners.

Intelligences Strategies Application to

my subject area
Word -Before students to - Encourage students to
properly comprehend a read. This is the most
Smart word, they must be important thing you can
(Linguistic exposed to it several do to help them expand
times. They must also their vocabulary. I'd let
Intelligence) read in order to learn students participate in
new terms in context. word detective, semantic
Teachers can maps, word wizard,
encourage students to concept cube, and word
engage in active connect in the
processing by having classroom.
them relate new
meanings to terms they
already know. The
more times children are
exposed to a word, the
more likely they are to
recall it.
Number -Make your notes into - Put information you
numeric charts and receive into personalized
Smart graphs, which makes it categories and
(Logical/Analytical
easier for your brain to classifications for better
Intelligence)
logically organize the memory retention and
information. recall.
-Use the roman
numeral style of
outlining to highlight
key concepts while
using sub-categories
for supplementary
information.

People -Discuss what you learn - Have someone quiz

with a friend or family you before an exam.
Smart member. Often the act People-smart students
(Interpersonal
of sharing information thrive in peer-pressure
Intelligence)
can help clarify the situations.
concept and make it
easier to recall during
an exam.
-Create or join a study
group. With various
learning types at one
table, new and better
ways to remember
tricky concepts can
emerge, benefitting the
entire group.
Self- -Keep a personal - I'll let them work on
journal about what group projects to keep
Smart you're learning. The them engaged, as well
(Intrapersonal
chance to reflect and as personalize each
Intelligence)
recharge will give you component of the project
the necessary energy and set minor goals to
to sort through any celebrate.
concepts that you’re
struggling with.
-Self-smart people can
often be drained by
large groups. Find a
place to study where
you won't be
interrupted.
Music -Create a song or - Remember vocabulary
rhyme that will help you words by linking them to
Smart remember a concept. similar-sounding words
(Musical
Your subconscious in your mind. Word
Intelligence)
brain will often make association is a highly
associations, and a effective way to recall
song is a vibrant complex vocabulary.
memory to help you
recall important facts.
-Listen to classical
music while you study.
The soothing, rhythmic
melodies will help you
“get in the zone.”
Art -Allow time after - Allow students to create
teaching a concept for drawings of the material
Smart students to close their they are studying (e.g.
(Visual-Spatial
eyes and visualize what making spelling words
Intelligence)
they have just read or into pictures, drawing
learned. images of their
vocabulary words).
Body -Act out or imagine the - Look for real-life
concepts you need to examples that
Smart remember. Imagine that demonstrate what the
(Bodil your concept is the students should be
y- topic of a charades learning, such as
Kinest game. celebrity representations
hetic) -Search for of historical figures.
manipulatives, such as
computer programs,
that can help you
master the material.
You learn by doing, so
the more practice, the
better.
Natur - The greatest - Connecting all they
approaches to help learn to nature, assisting
e children with naturalistic information memory
Smart intelligence learn are to utilizing categories,
relate to nature, types, segments,
organize, and uncover qualities, and rules of
patterns. thumb, and introducing
them to various scientific
instruments and how to
use them are all fantastic
ways to integrate
learning through nature
clever learners.
 How do these strategies contribute to my learning? Write a one-liner
statement.

These strategies contribute to my learning in a way that the concept of learning strategies
is very important. More teachers need to be aware of it and should improve their students'
learning strategies as well as to help them learn learning strategies in the first place. In
today's society, learning is a cooperative process which includes social interaction.

 MY ASSESSMENT TASK
Choose the letter of the correct answer.
1. Which group of students learns best through music, songs and parodies?

A. Nature Smart
B. Music Smart
C. Self-Smart
D. Word Smart

2. Which group of learners finds joy in working with others?

A. Nature Smart
B. Music Smart
C. People Smart
D. Self-Smart

3. Which group of learners needs to see the teacher’s body

language and facial expressions to fully understand the lesson?

A. Auditory learners
B. Kinesthetic Learners
C. Tactile Learners
D. Visual Learners

4. Which group of Students learns through hands- on activity like,

exploring the world around them?

A. Auditory learners
B. Kinesthetic Learners
C. Tactile Learners
D. Visual Learners

5. Which group of students learns best through vertical lectures,

 discussion, taking things through and listening to what others have to
say?

A. Auditory Learners
B. Kinesthetic Learners
C. Tactile Learners
D. Visual Learners

 MY LEARNING ARTIFACT/S
Go to the library and get a research abstract on student diversity.

Title:
“An Action Research Case Study on Students' Diversity in the Classroom: Focus on Students'
Diverse Learning Progress”

Researcher/s:
Ruiting Wu, Yungwei Tu, and Ruijuan Wu.

Abstract:
Students' diverse learning progress exists in every classroom. This study aimed to discover
what strategies can be used to deal with students' diverse learning progress in classroom. The
data gathering consisted of two structured interview and observations. Qualitative approach
was utilised to analyse the data. The study reflected on the practices of addressing students'
diverse learning progress and made an action plan for improving primary school teaching.
The findings from this study have the potential to enrich the teaching approaches in both
primary and secondary schools.

Realization/Reflection:

Teachers need to frequently

reflect on their practices so that
they can find the strengths and
weaknesses of their practices in
order to improve their teaching.
At the beginning of my
professional
experience in this class, I failed to
effectively deal with students’
diverse learning progress in
giving
students an English task. Many
students who finished it earlier
came to me for what to do next
when I
was helping other students with
this task. The classroom then
appeared very noisy and was in
chaos. I
thus felt frustrated by this
situation and was determined to
seek solutions to deal with
students’ diverse
learning progress.
Through undertaking this study, I
have learned many strategies in
dealing with students’ diverse
learning
progress in a primary classroom.
The process and the findings of
this study have helped me in
making an
action plan for the future to
improve primary school teaching.
This action plan includes the
following
three suggestions: doing research
to find strategies, discussing
suggestions with colleague
teachers and
peers, and using the framework
of planning, practising, and
reflecting to improve primary
school
teaching.
Doing research to find
strategies
Theory provides teachers with
many effective strategies for
problem solving. For example, by
reading
articles on students’ diversity,
teachers can learn many
strategies on valuing students’
diversity in their
classroom. Therefore, it is
important for teachers to learn
from theory and master many
different
strategies, so that they can
flexibly use the most effective
strategy to solve students’ diverse
problems.
Discussing suggestions with
colleague teachers and peers
Teachers need to be open to
learning from others in order to
improve their teaching.
Experienced
colleague teachers especially
have many good ideas and
strategies by which to approach
students, since
already they have many years
experience. Peers can also make
many good suggestions in
approaching
Teachers need to frequently reflect on their practices so that they can find the strengths and
weaknesses of their practices in order to improve their teaching. At the beginning of my
professional experience in this class, I failed to effectively deal with students’ diverse
learning progress in giving students an English task. Many students who finished it earlier
came to me for what to do next when I was helping other students with this task. The
classroom then appeared very noisy and was in chaos. I thus felt frustrated by this situation
and was determined to seek solutions to deal with students’ diverse learning progress.
Through undertaking this study, I have learned many strategies in dealing with students’
diverse learning progress in a primary classroom. The process and the findings of this study
have helped me in making an action plan for the future to improve primary school teaching.
This action plan includes the following three suggestions: doing research to find strategies,
discussing suggestions with colleague teachers and peers, and using the framework of
planning, practising, and reflecting to improve primary school teaching.

Theory provides teachers with many effective strategies for problem solving. Therefore, it is
important for teachers to learn from theory and master many different strategies, so that they
can flexibly use the most effective strategy to solve students’ diverse problems. Teachers
need to be open to learning from others in order to improve their teaching. Experienced
colleague teachers especially have many good ideas and strategies by which to approach
students, since already they have many years experience. Peers can also make many good
suggestions in approaching students, based on their own experiences. Therefore, discussing
suggestions with colleague teachers and peers will help the teacher in solving problems
which emerge from practices. Applying the framework of planning, practising, and reflecting
to teaching can ensure the success of a teacher. Careful planning helps the teacher to be clear
about specific procedures towards students’ learning outcomes. The plan needs to be applied
to empirical practice in order to achieve its worthiness. Frequently reflecting on practices
enables the teacher to find out what strategies have worked well and what areas still need to
improve. Therefore, to improve primary school teaching, the framework of planning,
practising, and reflecting should be involved.
 SCORING RUBRIC
Indicators Meets Approaching Meets Does Not
Standard Standard of Excellence Acceptable Meet
Standard Acceptable
of Excellence Standard

Criteria 4 3 2 1

Performance
Task
 Has all the  Has some aspects  Has minimal  No aspect of
aspects of of work that exceed aspects of work work
work that level of that meet level of meets
exceed level of expectation. expectation. level
expectation  Demonstrates solid  With some errors
of
 Shows performance and and MASTERY not
expectations.
exemplary understanding thorough
performanc  Has errors
e omissions
andmisconce
ptions

Assessme With 5 With 4 correct answers With 3 correct answers With less than 3
nt Tasks correct correct answers
answers

Learnin The piece/s of The piece/s of evidence The piece/s of The piece/s of
g evidence of of learning is/are evidence of learning evidence
Artifac learning is/are aligned with SOME of is/are aligned with
ts aligned with the learning outcomes. ONE of the learning of learning is/are
learning outcomes outcomes. NOT aligned with
the learning
outcomes.
Creative The learning tasks The learning tasks are The learning tasks are The learning
are done done creatively and done quite creatively tasks are poorly
and very resourcefully. and resourcefully. done and
Resourcefulnes creatively
s need
and resourcefully. improvement
Submission The The assigned learning The assigned learning The
tasks are submitted a tasks are submitted 2
of assigned learning day after the deadline. days after the assigned learning
Requirements tasks are submitted deadline. tasks are
on or before the submitted 3 days
deadline. or more after the
deadline.
MY TOTAL SCORE

RONALD C. DOLLESIN, LPT

Teaching Internship Supervisor/Instructor