Learning Task 5

Designing Differentiated Class Activities

TARGET MY INTENDED LEARNING OUTCOMES

At the end of this learning task, I should be able to:

◆ Assist the Cooperating Teacher in preparing class activities.

◆ Facilitate LDM class activities with minimum supervision from the Cooperating Teacher.

◆ Design contextualized learning activities aligned with the most essential learning competencies.

◆ Use professional reflection and learning to improve practice.

CLARIFYING MY TASK

The class is made up of different kinds of learners. They may have different ages, gender,
learning styles, interests, learning preferences and others. Diversity includes learners of all abilities and
backgrounds. Teachers must understand these differences in order to provide for learning environment
that is both inclusive and effective.

Students may differ in the following:

● Gender
● Needs
● Strengths
● Interests
● Experiences
● Socio-Economic Status
● Race
● Creed / Religious background
● Cultural background
● Giftedness/ talents
● Learning Modalities / Styles: (a) Visual, (b) Auditory, (c) Kinesthetic and (d) Tactile
● Multiple Intelligences: (a) Spatial, (b) Verbal/Linguistic, (c) Musical, (d) Intrapersonal, (e)
Interpersonal, (f) Bodily/Kinesthetic, (g) Naturalistic, (h) Existential, and (i) Logical/Mathematical
● Brain-Based Learning: (a) Right Brain and (b) Left Brain

According to Carol Ann Tomlinson, differentiated instruction is “giving students multiple options for
taking in Information.” Teachers must be able to observe and understand the differences and
similarities among students and use these to plan for instruction. It involves these three (3)
instructional components:

1. Content
2. Process
 3. Product

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 classroom
● Provides more opportunities for equity and acknowledges differences

Advantages of Differentiated Instruction

● Requires more work in lesson planning and lesson execution

● Needs more time in preparation of instructional materials and instructional activities
● More resource-intensive
● Does not coincide with standardized tests

As Practice Teachers, you are expected to demonstrate knowledge and understanding of the diversity of
learners and to use differentiated activities to cater to individual differences.

Suggested Classroom Strategies for Varied Type of Learners

● Conducting Structured And Unstructured
Interview
● Conducting Panel Interview
● Writing Poetry
● Writing Essay
● Radio Newscast
● Conducting Television newscast
● Writing stories
● Writing news
Verbal-Linguistic ● Conducting Debate
Intelligence ● Creating Ads
● Using Classroom podcast
(Word Smart) ● Playing Bingo
● Conducting speech choir
● Creating jingles/ rhymes
● Making acrostics
● Writing Letter to the editor
● Writing feature articles
● Writing recipes/menu
● Using Thinking Caps
● Writing the Author
● Using Triple 10
Suggested Classroom Strategies for Varied Types of Learners

● Solving Puzzles
● Solving Mysteries Using Deductive Reasoning
● Making Analogies
● Making Solutions Of Verbal Problems
● Use Of Socratic Questions
● Conducting Finance Planning Activities
Logical-Mathematical ● Playing Computer Programming Activities
Intelligence ● Writing Solution Of Verbal Problems
● Creating Timelines
(Number Smart) ● Drawing Maps
● Creating Visual Diagrams
● Using Number Code
● Playing With Blocks And Shape
● Answering The Question… What Shape Are
You At The End Of The Lesson? Why?

● Think pair share

● Number heads together
● Conducting role playing
● Conducting simulation
● Cooperative games
● Using of scenarios/ simulations
Interpersonal Intelligence ● Designing support activities
(People Smart) ● Using of board games
● Playing Jigsaw
● Having inner-outer circle
● Having share pair circle
● Using plus minus interesting
● Playing pick your spot
● Having read-post categorize
● Having agreement circle
● Playing Domino
● Creating Class or Group review
● Playing Mix and Match
● Having Team Pair-Solo
● Using of Clothesline

● Reciting a monologue related to the topic

● Reciting a declamation related to the
topic
Intrapersonal Intelligence ● Reciting an Elocution related to the topic
● Giving Personal opinions
 (Self-Smart) ● Using Structured frames
● Using Recitation Log
● Using Speaking Chips
● Using Write, Record, Share and sum it Up
● Conducting Hot Seat
● Playing Bingo based on the topic
● Answering what if Questions?
● Using of Alternative Response cards
● Using Novelty

Suggested Classroom Strategies for Varied Types of Learners

Self-Smart (cont’d) ● Using Three To Five-Minute Writing

● Using Forced Analogy
● Using Forced Relationship
● Using Bookmark Generalizations
● Writing Learning Journal

Musical Intelligence ● creating Parody

(Music Smart)
● writing simple songs related to the lesson

● organizing an Orchestra

Visual-Spatial ● Creating cartoon

● Making Comic strip
Intelligence
● Using graphic organizers
(Art Smart) ● Making Pictographs
● Using Sketch to Stretch
● Using Group Mapping Activities
● Having a Class Graffiti
● Putting a museum / Exhibit
● Conducting a Virtual Gallery
● Using of Headdress
● Using of Masks related to the lesson
● Answering the question .. What color are
you at the end of the lesson?

Bodily Kinesthetic ● Playing Human Scrabble

● Playing Human Domino
Intelligence
● Playing Quadrant
(Body Smart) ● Tossing The Ball
● Conducting Trip To Jerusalem
 ● Having A Walking Gallery

Naturalist ● Using Travelogue

● Nature trip/walk
Intelligence
● Showing videos, films or documentaries
(Nature Smart) related to nature

REVISITING THE INFOGRAPHICS

There are three I’s and two C’s in the instructional process.

The teaching-learning process must be:

There are 3I’s and 2C’s in Education

Innovative: Teacher’s must use a wide array of instructional strategies to make the students highly
engaged in the teaching-learning process. The strategies to be used must cater to the
diversity of learners.

Interactive: Teachers must ensure that there is meaningful student engagement in the class. All
students must participate in all the teaching-learning activities.

Integrative: curriculum is seamless and borderless. Teachers must see to it that all the learnings
gained in the classroom must have a unifying process. Each subject complements the
lessons learned in the various disciplines.

Collaborative: teaches must plan together and must articulate the lessons vertically and horizontally to
ensure that there are smooth transitions, no glaring gaps and deficiencies in the
subjects.
Cooperative: the use of cooperative strategies in classes will promote unity, cooperative and
teamwork between and among classes.