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Analysis

This document analyzes teachers' weekly lesson plans (DLPs) for evidence of differentiation strategies. It found that most activities were designed for the whole class and lacked focus on individual student needs. Only a few parts of the DLPs included differentiation, such as tasks that allowed students to uniquely express themselves or show their different perceptions. There was also a lack of formative assessment to determine individual learner needs. In general, the DLPs could be improved by including more strategies that differentiate instruction based on each student's abilities.

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43 views

Analysis

This document analyzes teachers' weekly lesson plans (DLPs) for evidence of differentiation strategies. It found that most activities were designed for the whole class and lacked focus on individual student needs. Only a few parts of the DLPs included differentiation, such as tasks that allowed students to uniquely express themselves or show their different perceptions. There was also a lack of formative assessment to determine individual learner needs. In general, the DLPs could be improved by including more strategies that differentiate instruction based on each student's abilities.

Uploaded by

Clint
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Documentary Analysis of Respondents’ Weekly DLPs

Differentiation
DLP Week
Indicator (Part of Differentiation Indicator (Content) Content Analysis
No.
the DLP)

This activity allows learners to uniquely express


Malayang
Q3W1 themselves regarding their respective activities during
Paggawa
Saturdays, Sundays, and weekdays.

This activity displays the variety of creative styles


Paglalapat learners has in a class describing the things they wish to
give their loved ones on Valentines Day.
This activity showcases the different way learners
celebrate Christmas with their family. Another
Paglalapat
opportunity to show how different they are from one
another.

Pagtatalakay sa This task allows learners to interpret how those who


Aralin help the community are described.

This part of the lesson allows the teacher to ask


Pagtatalakay sa
Q3W2 questions that show differentiation among learners as
Aralin
they each present different words starting in “O’”.
This task will show how different learners think of ways
Paglalapat to draw a place of learning and a place for medical
service.

This activity allows the teacher to perceive the different


Q3W3 Paglalahat learner perceptions on the occupations of people in the
community.
This activity allows the teacher to perceive the different
Paglalahad learner perceptions on the occupations of people
shown in the pictures.

Pagtatalakay sa This task will showcase the learners’ different


Q3W4
Aralin perceptions of shapes, lines and colors around them.

This task will showcase the learners’ different


Paglalahat
perceptions of lines found on things around them.

This activity will showcase the learners’ different


Paglalahad
perceptions of colors found on things around them.
This activity will showcase the learners’ different
Paglalahat answers and opinions on the colors that makes the
surroundings more beautiful and livelier.
This task will display the different perceptions of
Pagtatalakay sa learners on the shapes they observe on the picture.
Aralin This task will also show how differently they’ll answer
when asked to give things starting in “U”.

This activity will give the different views of learners on


Q3W5 Paglalahat
what will happen when they study hard.

This will show the teacher how differently learners will


Q3W6 Pagtataya choose the colors they decide to color pictures starting
with “Y”.
Pagtatalakay sa This activity will show how differently learners will
Q3W7
Aralin show or give things starting with “Q”.

This task will display how different pupils will respond


Balik-aral
to different pictures shown given the same operation.

This activity will show how differently learners will draw


Paglalapat
or creatively express things starting with “Q”.

This activity will showcase how different learners


Q3W8 Paglalapat answer word problems like this and how they express
themselves through drawing.

This activity will show the differences and similarities in


Pagtalakay sa
Q3W9 learner perception of safe things to use and those safe
Aralin
to use by children, specifically.

This task will show how differently leaners will interpret


how unsafe running with a scissor is. This will also show
Paglalapat
how unique each learner will try to express the thought
by drawing it.
This will show the different ways different leaners
Q3W10 Paglalapat
express themselves in keeping themselves safe.

This activity will show how different learners express


Pagtalakay sa
their opinions on the importance of asking permission
Aralin
from parents when going out of the house.

This activity will show the different perceptions of


Paglalapat leaners on what they should do when a friend invites
them to play in the playground.

This question will show how different learners will react


Pagtalakay sa
when asked if they can accept things offered by
Aralin
complete strangers.

General Analysis: As shown above, handpicked from the 3rd quarter DLPs of Kindergarten teachers were a mere handful of strategies and activities
involving differentiation strategies in learning. Most tasks or parts of the DLPs gathered were designed for the class as a whole and somehow lacks parts
that focus on strategies that individually meet the needs of each student according to their needs. Moreover, the researcher noticed that there was a
clear lack for formative assessment in the DLPs, which is vital in determining individual learner needs.

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