Name: Violly Chyril S.

Bugtong
SPED 604-Diploma Class
(October 2023 to January 2024)

I. Topic: Differentiated Instruction/Learning Styles:

1. Why do we need to differentiate instruction in the classroom/s?

Distinguishing instruction within the classroom is a crucial practice

for educators, as it acknowledges the diversity among students in terms
of their learning styles, capabilities, and requirements. There are several
compelling reasons why teachers should implement differentiation in
their teaching:

Firstly, differentiation enables educators to cater to the diverse

learning styles that students possess, which may include visual, auditory,
kinesthetic, or read/write preferences. This approach allows teachers to
customize their teaching methods to better suit these diverse learning
styles, ultimately making the learning experience more accessible to all
students. For example, in a history class, some students may learn best
through visual aids, so the teacher incorporates maps, timelines, and
images. Others may be auditory learners, so class discussions and
storytelling are emphasized. Meanwhile, kinesthetic learners engage in
activities like reenacting historical events or creating physical timelines.

Secondly, differentiation is instrumental in addressing varying

ability levels within a classroom. Students often exhibit differences in
their readiness and prior knowledge. Through differentiation, teachers
can provide additional support to students who may be struggling and
offer more challenging material to those who are more advanced,
ensuring that no student is left behind or held back. For example, a 5th-
grade math class, some students have mastered multiplication, while
others are still struggling. To cater to both groups, the teacher assigns
different sets of math problems. Advanced students tackle more complex
multiplication tasks, while those who need extra practice work on simpler
problems.

Furthermore, differentiation enhances engagement and motivation

by incorporating students' interests, passions, and preferences into the
learning process. When students see the relevance of what they are
learning, their enthusiasm and participation increase significantly. For
example, in a high school English class, students are given the freedom
to choose novels for independent reading. By allowing students to select
books that align with their interests and passions, they are more
motivated to read and participate in discussions.

Another significant advantage of differentiation is its ability to

promote individualized learning. Teachers can tailor their instruction to
better suit the unique needs of each student, thereby facilitating a more
personalized education that allows students to progress at their own
pace. For example, in a middle school science class, students work on a
long-term project about ecosystems. Each student selects a specific
ecosystem to study based on their personal interests and skills. This
approach allows them to delve deeply into topics that resonate with
them individually.

Differentiation also plays a crucial role in supporting students with

special needs or learning disabilities. It provides the necessary
accommodations and modifications to help these students access the
curriculum and succeed. For example, in an inclusive classroom with a
student who has dyslexia, the teacher provides audiobooks, uses text-to-
speech technology, and offers additional time for reading assignments.
These accommodations ensure that the student can access the
curriculum effectively.

Additionally, it contributes to a more orderly classroom

environment by reducing disruptive behavior. When students are
engaged and appropriately challenged, they are less likely to exhibit
behavioral issues. For example, in an elementary school class, a student
with attention deficit hyperactivity disorder (ADHD) often struggles to sit
still during lessons. The teacher provides fidget tools and incorporates
short movement breaks to help the student stay focused and reduce
disruptive behavior.

In the broader context, differentiation prepares students for real-

world diversity, where individuals work in diverse environments and
must adapt to various challenges. Experiencing differentiated instruction
helps students develop valuable skills in accommodating diverse
perspectives and situations. Say, in a high school sociology class,
students learn about various cultures and social issues. They engage in
group discussions and projects that encourage them to consider diverse
perspectives, helping them develop the skills needed to navigate a
diverse and inclusive society.

Moreover, differentiation enables teachers to meet the diverse

learning needs of their students while still addressing the required
curriculum standards. It allows educators to strike a balance between
content mastery and individualized instruction. For example, in a 7th-
grade social studies class, the teacher adapts the curriculum to align
with state standards while accommodating individual learning needs.
They create tiered assignments that allow students to choose from a list
of projects, each designed to meet specific learning objectives.

Assessment accuracy is also improved through differentiation, as it

provides multiple ways to assess and evaluate learning, resulting in a
more comprehensive and equitable assessment of student achievement.
For example, in a 4th-grade science class, the teacher uses a
combination of written tests, oral presentations, and hands-on
experiments to assess student learning. This diversified assessment
 approach provides a more comprehensive understanding of each
student's grasp of the subject.

Finally, differentiation fosters inclusivity, creating a more

welcoming classroom environment that values and accommodates the
unique qualities and needs of every student. For example, in a
kindergarten classroom, the teacher celebrates diverse holidays and
traditions from various cultures throughout the year. Students bring in
artifacts, share stories, and create art projects that promote inclusivity
and appreciation for different backgrounds.

In conclusion, differentiation is not merely about accommodating

differences but capitalizing on them to create a more effective and
enriched learning environment. It benefits students by providing
targeted instruction and supports teachers in effectively reaching all
students, ultimately contributing to improved academic outcomes and a
positive classroom atmosphere.

2. Discuss the following:

a. Thinking styles

Thinking styles encompass the distinct and individualized ways in

which people engage in cognitive processes, make decisions, and
approach problem-solving. These styles reflect an individual's preferred
cognitive methods and habits, shaped by factors like personality,
upbringing, education, and life experiences. Thinking styles significantly
influence how individuals perceive and interact with the world. Common
thinking styles include analytical thinking, which is methodical and
detail-oriented; creative thinking, marked by imaginative and
unconventional approaches; critical thinking, emphasizing logical and
objective evaluation; holistic thinking, which considers the broader
context; intuitive thinking, reliant on gut feelings; systematic thinking,
favoring structured problem-solving; linear thinking, characterized by
sequential thought processes; divergent thinking, encouraging multiple
ideas; convergent thinking, focusing on optimal solutions; and emotional
thinking, heavily influenced by feelings in decision-making. People often
exhibit a combination of these thinking styles depending on the
situation, and understanding one's own thinking style and respecting the
diversity of thinking styles in others is beneficial for effective
communication, collaboration, and problem-solving.

b. Learning styles

Learning styles are methods or modalities through which

individuals learn most effectively. They are often categorized by sensory
approaches, such as visual, auditory, reading/writing, and kinesthetic.
These are part of the VARK model, one of the most popular learning
styles inventories. Learning styles may also include cognitive and
personality dimensions, such as field independence and field
dependence.

There is some debate over how many types of learning exist. Most
agree that there are four to seven learning styles. The VARK model
proposed by Neil Fleming in 1987 is one of the most common methods to
identify learning styles. Fleming proposed four primary learning
preferences—visual, auditory, reading/writing, and kinesthetic. The first
letter of each spells out the acronym (VARK).

It’s important to note that one person can have multiple styles.
These are known as multimodal learners. They retain information and
may thrive using more than one learning style.

c. Sensory approaches to learning

Sensory approaches to learning are methods of learning that

involve the senses. These approaches are designed to help learners
process, organize, and apply information and skills. Sensory approaches
are often categorized by sensory modalities, such as visual, auditory,
reading/writing, and kinesthetic.

Multisensory learning is a popular approach that involves the use

of various senses, such as sight, sound, touch, and movement, to engage
students in learning. By doing so, these strategies help students build
stronger connections to the material, making it more accessible and
easier to remember.

For example, sensory strategies can be used to help elementary

students refocus on learning. These strategies include simple exercises
that can help students stay on track. One such exercise is the
“backwards hug,” where students sit on the floor as tall as they can and
reach both arms backwards, crossing their hands to squeeze their wrists.
This strategy integrates proprioceptive input through joint compression.

d. Multiple intelligences

Multiple Intelligences is a theory proposed by Harvard

psychologist Howard Gardner in 1983. The theory suggests that there
are eight different types of intelligence that people possess, including
visual-spatial, linguistic-verbal, logical-mathematical, body-kinesthetic,
musical, interpersonal, intrapersonal, and naturalistic intelligences.
Gardner theorizes that people do not have just an intellectual capacity
but have many kinds of intelligence.

The theory of Multiple Intelligences has been criticized by some

psychologists and educators for being too broad and lacking supporting
empirical research. Despite this, the theory enjoys considerable
popularity with educators who utilize it in their teaching philosophies and
work to integrate it into the classroom

e. Brain-based learning

Brain-based learning is a paradigm of learning that focuses on

student learning and learning outcomes from the perspective of the
human brain. It involves specific strategies for learning that are designed
based on how human attention, memory, motivation, and conceptual
knowledge acquisition work. Brain-based learning is about using the
fundamentals of how the brain learns in education, training, and skill
development. These learning strategies and techniques are designed to
be brain & cognition-centric by addressing intelligence, memory,
learning, emotions, and social elements.

According to Aditya Shukla, one of the strongest applications of

research in psychology, neuroscience, and cognitive science is brain-
based learning. It allows us to leverage research on how the brain learns
in creating a new set of guiding principles for learning, teaching, training,
and education. Brain-based learning takes a different approach from
traditional teaching methods. The way students are motivated, the way
attention works, the way memories are formed, the way information is
presented become the central aspects of teaching and learning.

Brain-based learning theory is based on the idea that the brain is

constantly changing and adapting to new experiences. This theory
suggests that students learn best when they are engaged in activities
that are meaningful to them and when they are given opportunities to
apply what they have learned in real-world situations. Some strategies
for brain-based learning include using multisensory approaches to
teaching, providing opportunities for movement and physical activity
during lessons, and incorporating social-emotional learning into the
curriculum.

f. Gender-based learning

Gender-based learning is an approach to education that aims to address the

different learning needs and experiences of boys and girls 1. It recognizes that
gender identity and expression can influence how students learn, interact, and
perceive themselves and others in the classroom 2. Gender-based learning can
involve:

 Gender-responsive pedagogy: This is a teaching approach that promotes

equal treatment and participation of girls and boys in the classroom and in the
wider school community. It involves training teachers to be more gender-aware
and to understand and address the specific learning needs of both sexes 2 3.
  Gender-sensitive curriculum: This is a curriculum that is free from gender
bias and promotes equality in gender relations. It recognizes that students’
perceptions of themselves and their roles in society are shaped by what they
experience at school, including how they are represented in textbooks 3.
 Single-sex education: This is an educational setting where students are
separated by gender. Proponents of single-sex education argue that it can help
to reduce gender stereotypes, improve academic performance, and provide a
more supportive learning environment for students 4.

However, there is ongoing debate about the effectiveness and ethics of

gender-based learning. Critics argue that it can reinforce gender stereotypes, limit
students’ exposure to diverse perspectives, and perpetuate social inequalities.
Therefore, it is important for educators to approach gender-based learning with
sensitivity, critical reflection, and evidence-based practices.
1
: ASCD. (n.d.). How Gender Disparities Affect Classroom Learning. Retrieved October 29, 2023 from
https://www.ascd.org/el/articles/how-gender-disparities-affect-classroom-learning
2
: UNICEF. (n.d.). Gender Responsive Pedagogy. Retrieved October 29, 2023 from https://www.unicef.org/esa/education/gender-
responsive-pedagogy
3
: UNESCO. (2017). Gender Equality through School: Providing a Safe and Inclusive Learning Environment for All. Retrieved October 29,
2023 from https://gem-report-2017.unesco.org/en/chapter/gender_accountability_through_school/
4
: National Association for Single Sex Public Education. (n.d.). What is Single-Sex Education? Retrieved October 29, 2023 from
https://www.singlesexschools.org/what-is-single-sex-education/
: American Psychological Association. (2017). Single-Sex Education
: What Does Research Tell Us? Retrieved October 29, 2023 from https://www.apa.org/pi/women/resources/reports/single-sex-education

g. Emotional intelligence

Emotional intelligence (EI) is the ability to perceive, interpret,

demonstrate, control, evaluate, and use emotions to communicate with and relate
to others effectively and constructively. It involves being aware that emotions drive
behaviors and impact people either positively or negatively. EI is a critical skill that
can help individuals navigate social complexities, manage stress, and make better
decisions.

There are four components of EI: self-awareness, self-management, social

awareness, and relationship management. Self-awareness involves understanding
one’s own emotions, strengths, weaknesses, values, and goals. Self-management
involves regulating one’s own emotions and behaviors in a positive way. Social
awareness involves understanding the emotions of others and empathizing with
them. Relationship management involves using social awareness to manage
relationships effectively.

EI can be measured using self-report tests or ability tests. Self-report tests

are the most common because they are the easiest to administer and score. Ability
tests involve having people respond to situations and then assessing their skills.
1
: Oxford Dictionaries. (n.d.). Emotional intelligence. Retrieved October 29, 2023 from http://www.oxforddictionaries.com/us/
3
: Indeed. (2023, February 27). What Is Emotional Intelligence? Definition, Key Elements and Examples. Retrieved October 29, 2023
from https://www.indeed.com/career-advice/career-development/emotional-intelligence
2
: Verywell Mind. (n.d.). Emotional Intelligence. Retrieved October 29, 2023 from https://www.verywellmind.com/what-is-emotional-
intelligence-2795423

h. Personality types (of learning)

Personality types of learning are different ways of describing how

people prefer to learn and process information. There are many models
 and theories of personality types, but some of the most common ones
are:

Myers-Briggs Type Indicator (MBTI): This is a widely used

personality assessment that categorizes people into 16 types based on
four dimensions: 1. extraversion/introversion, 2. sensing/intuition,
3. thinking/feeling, and 4. judging/perceiving. Each type has
different strengths and weaknesses, as well as preferred learning styles.
For example, an INTJ type is likely to enjoy learning through logical
analysis, independent research, and abstract concepts.

VARK: This is a model that identifies four modes of learning:

visual, auditory, reading/writing, and kinesthetic. Each mode corresponds
to a preference for using certain senses and media to learn. For example,
a visual learner prefers to see information in graphs, diagrams, pictures,
or videos.

Kolb’s Learning Styles: This is a theory that describes four

stages of learning: concrete experience, reflective observation,
abstract conceptualization, and active experimentation. Each
stage involves a different way of processing information and solving
problems. Kolb also identified four learning styles that correspond to the
dominant stage for each individual: diverging, assimilating, converging,
and accommodating. For example, a diverging learner prefers to learn
from concrete experiences and reflective observations, and is good at
generating ideas and perspectives.

Knowing your personality type and learning style can help you to
choose the most effective strategies and resources for your learning
goals. However, it is important to remember that personality types and
learning styles are not fixed or limiting. You can develop and adapt your
skills and preferences to suit different situations and challenges.

1
: Myers & Briggs Foundation. (n.d.). MBTI® Basics. Retrieved October 29, 2023 from https://www.myersbriggs.org/my-mbti-personality-
type/mbti-basics/
:VARK Learn Limited. (n.d.). The VARK Modalities. Retrieved October 29, 2023 from https://vark-learn.com/introduction-to-vark/the-vark-
modalities/
: Simply Psychology. (n.d.). Kolb’s Learning Styles and Experiential Learning Cycle. Retrieved October 29, 2023 from
https://www.simplypsychology.org/learning-kolb.html
: SkillsYouNeed. (n.d.). Learning Styles. Retrieved October 29, 2023 from https://www.skillsyouneed.com/rhubarb/learning-styles.html

3. What goals are we trying to achieve through differentiation of

instruction in the classroom?

Differentiated instruction is a teaching approach that aims to meet

the diverse learning needs of students by tailoring instruction to their
individual strengths, interests, and readiness levels 1. The goals of
differentiated instruction are to:

1. Develop challenging and engaging tasks for each learner.

 2. Develop instructional activities based on essential topics and
concepts, significant processes and skills, and multiple ways to
display learning.
3. Provide flexible approaches to content, instruction, and
products.

By achieving these goals, teachers can create a learning

environment that is inclusive, supportive, and effective for all
students 2. Differentiated instruction can help students to develop critical
thinking skills, creativity, self-awareness, and self-efficacy 3. It can also
help to reduce achievement gaps between students with different
backgrounds or abilities 4.
1
: Resilient Educator. (n.d.). Differentiated Instruction: Examples & Classroom Strategies. Retrieved October 29, 2023 from
https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/
2
: Elementary Differentiation. (n.d.). Goals of Differentiated Instruction. Retrieved October 29, 2023 from
https://elementarydifferentiation.weebly.com/goals-of-differentiated-instruction.html
3
: Verywell Mind. (n.d.). Differentiated Instruction: Strategies for Teaching Gifted and Talented Students. Retrieved October 29, 2023
from https://www.verywellmind.com/differentiated-instruction-strategies-for-gifted-students-1448860
4
: National Education Association. (2014). Differentiated Instruction: A Guide for Middle and High School Teachers. Retrieved October
29, 2023 from https://www.nea.org/resource-library/differentiated-instruction-guide-middle-and-high-school-teachers

II. Topic: Inclusive Education/LSEN Handbook

4. What is Inclusive Education (IE)?

5. How are LSENs accommodated in IE setting?

6. What possible challenges may hinder IE implementation?

7. Explain the government’s overall goal for Special Education.
8. In your own little way how will you help address these challenges in
implementing IE?
9. Enumerate the different difficulties indicated in the handbook.
10. What is the great challenge that the Department of Education is facing
in achieving its goal (Education for All)?
11. Describe the ICF Concepts.
12. What are the suggested activities for LSENs?
13. Enumerate appropriate measures in handling LSENs.
14. What are some observable difficulties of LSENs?
15. Enumerate the different difficulties indicated in the handbook.
What are the different processes that the school’s multi-disciplinary team
considered in assessing the LSENs? Describe each.
12. Describe a conducive learning environment for LSENs?
13. Do you think that Specialized Facilities Technology are important tool/s for
LSENs? Why?
14.What are Specialized Facilities and Technology needed by the LSENs?
15.Who will help us in the implementation of the program?
16. Enumerate the different difficulties indicated in the handbook.
17.What are your insights and learning about the handbook?
18.How important is the handbook to the teachers and LSENs?
19.Knowing the content of the handbook, are you ready to implement/embrace
inclusive education?

Topic: Learners with Difficulty in Mobility

20.What do you think are the causes of difficulty in mobility?
21. How were you able to classify learners with difficulty in mobility?
22. Can you give an example/s of the physical features of learners with
mobility problems?
23.How do you feel when you see people with mobility problems?

Topic: Hard of Hearing/Deafness (difficulty in hearing)

24. Describe the nature and causes of deafness.
25. What accommodations can be given to learners with deafness/hearing loss?

Topic: Learners with Difficulty in Remembering/Concentrating (LDRC)

26.Give the instructional strategies in teaching Learners with Difficulty in
Remembering or Concentrating (LDRC)
27.Identify/cite examples of multi-sensory materials that support the learning
of LDRC.
28.Describe the characteristics of learners with difficulty in remembering or
concentrating.
29.What are the accommodations needed to support this type of learners?

Topic: Learners with Difficulty in Performing Adaptive Skills

30.Give the common characteristics of learners with difficulty in performing
adaptive skills in terms of conceptual, social and practical life skills.
31.Give the appropriate accommodation based on the needs of learners with
difficulty in performing adaptive skills.
32. What are the innovative instructional strategies in teaching learners with
difficulty in performing adaptive skills?
33.What are the characteristics of the learners with Difficulty in Performing
Adaptive Skills?
34.How will you address the learning needs of these learners?

Topic: Learners with Difficulty in Displaying Interpersonal Behaviors

(DDIB)

35.What are the common indicators/causes of learner/s with difficulty in

displaying interpersonal behaviors?
36.What are the appropriate interventions, accommodations and strategies
for learners with DDIB?

Topic: Learners with Deaf-Blindness (difficulty in seeing/hearing)

37.What the common characteristics of learners with Deaf-Blindness (DB) who
have difficulty in performing adaptive skills?
38. What teaching-strategies, accommodations, and activities appropriate to
these learners?

Topic: Co-teaching
39. What is co-teaching? How can this be implemented in an inclusive
classroom environment?
40.What are the advantages of co-teaching?
41.Discuss the following:
a.team teaching
b.parallel teaching
c.station teaching
d.one teach, one support
e.alternative teaching
42.What is meant by “least restrictive environment” (LRE)? Cite examples.

Topic: Difficulty in Applying Basic Learning & Applying Knowledge

(intellectual or learning disability)
43.What are the common causes/characteristics of this type of learners?
44.What accommodations, teaching strategies and interventions that can be
given to these learners?

Topic: Difficulty in Communicating (speech and language impairment)

45.What are the common causes/characteristics of this type of learners?
46.What accommodations, teaching strategies and interventions that can be
given to these learners?

47. Write a sample Individualized Education Plan (IEP) for a learner with
difficulty in applying knowledge (intellectual disability).

48. Write a sample Behavior Intervention Plan for a learner with difficulty in
interpersonal behavior.

49. Define the following and cite examples:

a. accommodations;
b. modifications;
c. adaptations.

50. What are the causes and characteristics of children with autism spectrum
disorders? What appropriate interventions can be given to these learners?

Finals: Prepare a portfolio/narrative report about the subject/course in at least

10 pages. Deadline of submission of all requirements on or before the end
of the term/trimester. Send answers to [email protected]

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