Learning Task 13: Exploring More Interactive and Innovative Teaching Strategies

for Diverse Learners

My Performance Tasks
Performance Task 1: Observe your cooperating teacher. Write the differentiated
activities employed to address the following.

Learners Activities employed

Gender o The teacher used group work that
allowed students to form mixed-
gender or same-gender groups
based on comfort and
collaboration style.

o During writing tasks, the teacher

provided topic choices that
appealed to a wide range of
student perspectives, avoiding
gender stereotypes.

o Class discussions encouraged

equal participation from all
students, with the teacher calling
on a balance of boys and girls to
share ideas.
Needs o For students with learning
difficulties, the teacher provided
simplified instructions and graphic
organizers to support reading
comprehension.

o Students who needed more

support were given guided reading
sessions and vocabulary lists with
pictures and definitions.

o Advanced students were given

extension tasks such as writing an
alternative ending to a story or
researching the author’s
background.
Strengths o Students strong in oral
communication were encouraged
to lead group discussions or
present summaries of reading
texts.
o Visual learners were given tasks
involving drawing story maps or
creating posters to illustrate plot or
character development.
o The teacher incorporated peer
teaching, allowing students with
strong grammar skills to assist
others during editing tasks.
 Interests o . Students were given choices in
reading material such as selecting
between a poem, a short story, or
a non-fiction article based on their
interests.

o Creative writing prompts included

topics related to current trends,
pop culture, or personal hobbies.

Multimedia tools like videos,

music, and podcasts were used to
relate literature themes to real-
world interests.

Experiences o The teacher began the lesson with

a "prior knowledge check," letting
students share what they already
knew about the theme or topic.

o Activities were scaffolded:

beginners received step-by-step
guides, while more experienced
students tackled open-ended
questions.

o Students with more exposure to

English were given roles like
discussion leaders or peer
reviewers to challenge their skills
and encourage responsibility.

Performance Task 2: In your daily teaching, how did you address the following aspects
to be responsive to the varied characteristics of learners.

Aspects

Linguistic o I used simple, clear language

during instruction and provided
visual aids and gestures to
support comprehension.

o I incorporated bilingual word walls

and labeled classroom objects to
help English Language Learners
(ELLs) build vocabulary.

o During group work, I paired ELLs

with supportive peers who could
help translate or explain
instructions in a friendly way.

o I encouraged the use of home

language during brainstorming to
help learners organize their
thoughts before expressing them
 in English.
Cultural o I included multicultural literature
and stories in our reading
materials to reflect the diverse
backgrounds of students.

o Students were invited to share

about their traditions and customs
through storytelling or show-and-
tell activities, which helped build
mutual respect.

o I avoided cultural stereotypes and

made sure classroom materials
represented various cultures
accurately and positively.
Socio-economic o I ensured that all learning
materials were accessible, and I
did not require students to bring
expensive supplies or gadgets.

o I provided alternative tasks or

extended deadlines for students
who faced challenges at home.

o I used free and low-cost

resources, such as open-access
educational games and printable
worksheets.
Religious Background o I respected students' religious
practices, including dietary
restrictions, prayer times, and
observance of religious holidays.

o Discussions were kept inclusive

and respectful when religious
topics came up in stories or
lessons.

o I avoided scheduling assessments

or major activities on days
students might be absent for
religious observances.

Performance Task 3: What strategies have you applied to respond to the learners with
disabilities, giftedness and talents?

Activities Employed for Learners with Activities Employed for Gifted

Special Needs Learners

Visual Aids and Graphic Organizers Advanced Reading and Analysis

o Used charts, diagrams, and o Provide higher-level books or

pictures to help students articles and ask students to
understand new concepts, compare themes, characters, or
especially in English, Math, and historical contexts.
 Science.
o Assign literary analysis activities,
o Provided story maps and such as writing a book review,
sequence charts to assist in creating an alternative ending, or
reading comprehension and discussing symbolism.
writing tasks.
Multi-sensory Activities Creative Writing Challenges

o Incorporated hands-on activities o Encourage gifted students to write

like cut-and-paste matching, short stories, poems, or plays
manipulatives for math, and arts using advanced vocabulary and
integration. figurative language.

o Used music, songs, and o Assign persuasive writing tasks

movement to reinforce lessons in where they defend a point of view
a fun and accessible way. using research.

Individualized Instruction Independent Research & Inquiry-

Based Learning
o Provided one-on-one or small
group instruction during seatwork o Provide opportunities for students
or remediation time. to explore a self-chosen topic and
create a presentation, model, or
o Adapted the pace and level of report.
difficulty based on each learner’s
readiness and ability. o Assign biography projects, where
they research and present about a
historical figure, scientist, or
author.

Modified Worksheets and Leadership and Peer Teaching

Assessments
o Encourage gifted students to tutor
o Simplified instructions and offered or mentor classmates in areas
shorter tasks with step-by-step they excel in.
guidance.
o Assign group leadership roles,
o Used oral questioning and allowing them to facilitate
practical demonstrations for discussions or manage small
students who struggled with projects.
written assessments.

My Assessment Tasks

Encircle the letter of the correct answer.

1. Which activities make students regularly engaged in all the activities?

A. Interactive
B. Innovative
C. Integrative
D. Interdisciplinary

2. Which activities use varied and novel strategies to make students engage in the
learning process?
A. Interactive
B. Innovative
C. Integrative
 D. Interdisciplinary
3. Which activities make the curriculum seamless and borderless?
A. Interactive
B. Innovative
C. Integrative
D. Interdisciplinary

4. Which activities make the class work by teams through purposeful learning?
A. Innovative
B. Integrative
C. Collaborative
D. Cooperative

5. Which activities allow students to solve their own problems and work on varied tasks?
A. Interactive
B. Innovative
C. Integrative
D. Collaborative

My Learning Artifact(s)

Write or paste your Learning Plan Which provides differentiated activities to

address diversity of learners.
My Scoring Rubric

Meets Approaching Meets Does Not Meet

Standard of Standard of Acceptable Acceptable
INDICATORS Excellence Excellence Standard Standard

CRITERIA 4 3 2 1

Performance -Has all the -Has some -Has minimal -No aspect of
Tasks aspects of aspects of aspects of work meets
work that work that work that level of
exceed level exceed level meet level of expectations.
of of expectation. expectation.
expectation. -Has errors,
-Demonstrates -With some omissions and
-Shows solid errors and misconceptions
exemplary performance MASTERY is
performance and not thorough
understanding

Assessment With 5 correct With 4 correct With 3 correct With less than
Tasks answers answers answers 3 correct
answers

Learning The piece/s of The piece/s of The piece/s of The piece/s of

Artifacts evidence of evidence of evidence of evidence of
learning is/ learning is/are learning is/are learning is/are
are aligned aligned with aligned with NOT aligned
with learning SOME of the ONE of the with the
outcomes. learning learning learning
outcomes. outcomes. outcomes.

Creativity and The learning The learning The learning The learning
Resourcefulness tasks are tasks are done tasks are tasks are poorly
done very creatively and done quite done and need
creatively and resourcefully. creatively and improvement.
resourcefully. resourcefully.
Submission of The assigned The assigned The assigned The assigned
Requirements learning tasks learning tasks learning tasks learning tasks
are submitted are submitted are submitted are submitted 3
on or before a day after the 2 days after days or more
the deadline. deadline. the deadline. after the
deadline.

MY TOTAL SCORE

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Signature of Practicum Supervisor