TEACHING INTERNSHIP
_______________
Supervising Instructor:
Jeny M. Tuazon
TEACHING INTERNSHIP | 2023
LEARNING EPISODE 5
DESIGNING DIFFERENTIATED CLASS ACTIVITIES
Domain 1. Content Knowledge and Pedagogy
Domain 2. Learning Environment
Domain 3. Diversity of Learners
Domain 4. Curriculum and Planning
1.2.1 Demonstrate an understanding of research-based knowledge and principles of teaching
and learning
1.3.1 Show skills in the positive use of ICT to facilitate the teaching and learning process
1.4.1 Demonstrate knowledge of strategies that promote literacy and numeracy skills
1.7.1 Demonstrate an understanding of the range of verbal and non-verbal communication
strategies that support learner understanding, engagement and achievement
2.3.1 Demonstrate knowledge of managing classroom structure that engages learners,
individually or in groups, in meaningful exploration, discussion and hands on activities within
available physical learning environments
3.1.1 Demonstrate knowledge of understanding of differentiated teaching to suit learner’s gender,
needs, strengths, interest and experiences
3.2.1 Implement teaching strategies that are responsive to learner’s cultural, socio-economic and
religious background
3.3.1 Use strategies responsive to learners with disabilities, giftedness and talents
4.5.1 Show skills in the selection, development and use of a variety of teaching and learning resources,
including ICT to address learning goals
7.4.1 Demonstrate an understanding of how professional reflection and learning can be used to improve
practice
6.2b Demonstrate mastery of subject matter and discipline
6.2c Facilitate learning using a wide array of teaching methodologies and delivery modes appropriate to
specific learners and environments
6.2d Develop innovative curricula, instructional plans, teaching approaches and resources for diverse
types of learners
6,2e Apply skills in the development and utilization of ICT to promote quality, relevant and sustainable
and educational practices
1.1 Deepen and broaden mu knowledge on what I teach
1.2 Understand education trends, policies and curricula
2.1 Know my students
2.2 Use the most effective teaching and learning strategy
2.3 Assess and give feedback how my students learn
3.3 Encourage and respect diversity
4.1 Know myself and others
4.2 Practice human goodness in my life and work
4.3 Master my teaching practice
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 (1.2.1)
Facilitate LDM class activities with minimum supervision from the Cooperating Teacher
(1.2.1, 1.3.1, 2.3.1)
Design contextualized learning activities aligned with the most essential learning
competencies. (1.4.1, 1.7.1, 3.1.1, 3.2.1, 3.3.1, 4.5.1)
Use professional reflection and learning to improve practice. (7.4.1)
CLARIFYING MY TASK
The class is made up of different kinds of learners. They may have different ages, gender,
learning styles, interest, learning preferences and others. Diversity includes learners of all
abilities and backgrounds. Teacher must understand these differences in order to provide for a
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
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
Disadvantages 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 Types of Learners
Conducting structured and unstructured Interviews
Conducting Panel interview
Writing Poetry
Writing Essay
Radio Newscast
Conducting Television newscast
Writing stories
Writing news
Conducting Debate
Verbal-Linguistic Creating Ads
Intelligence (Word Using Classroom podcast
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
Solving puzzles
Solving mysteries using deductive reasoning
Making analogies
Logical-Mathematical Making solutions of verbal problems
Intelligence (Number Use of Socratic questions
Smart) Conducting Finance planning activities
Playing Computer programming activities
Writing solution of verbal problems
Creating timelines
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
Designing support activities
Using of board games
Playing jigsaw
Having inner-outer circle
Having share pair circle
Using plus minus interesting
Interpersonal
Playing pick your spot
Intelligence (People
Having read-post categorize
Smart)
Having agreement circle
Playing domino
Creating class or Group Yel
Using broken pairs
Having a participative / Interactive story
Using 4-S Feedback
Designing Class magazine
Having a class review
Playing mix and match
Having team pair-solo
Using of clothesline
Intrapersonal Reciting a Monologue related to the topic
Intelligence (Self-Smart) Reciting a declamation related to the topic
Reciting an elocution related to the topic
Giving personal opinions
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 alternative response cards
Using novelty
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
Creating cartoon
Making comic strip
Using graphic organizers
Making Pictographs
Using sketch to stretch
Visual-Spatial Using group mapping activities
Intelligence (Art Smart) Having 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?
Playing human scrabble
Playing human domino
Bodily Kinesthetic Playing quadrant
Intelligence (Body Tossing the bell
Smart) Conducting trip to Jerusalem
Having a walking gallery
Using travelogue
Naturalistic Intelligence Nature trip/walk
(Nature Smart) Showing videos, films or documentaries 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:
Innovative
Cooperative
Integrative
3I’s 2C’s
Collaborative
Interactive
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 a 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.
Collaboration: Teachers 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,
cooperation and teamwork between and among classes.
PERFORMING MY TEACHING-LEARNING ACTIVITIES
Performance Task 1
Assist your Cooperating Teacher in planning out activities for differentiated
instruction to address the given diversities. Include some notes on the strengths
and weaknesses of the said activities.
Cooperating Teacher: ___________________________ Date: _________________
Grade/Year Level: _________________Time: ______________Subject:___________________
Strengths and
Activities Employed Weaknesses of the
Planned Activities
Learning Styles
Multiple Intelligences
Brain-Based Learning
Interests
Gender
Performance Task 2
Surf the internet for some subject-specific strategies that you can use in
facilitating the class activities. Remember to include your sources.
Name of Teacher:_________________ Grade/Year Level:_____________
Subject Differentiated Activities References
Performance Task 3
Write a lesson plan using contextualized learning activities addressing the
different strengths and needs of your students. Make sure that these activities
are aligned with the Most Essential Learning Competencies (MELC) prescribed by
the Department of Education. You may paste/attach your encoded lesson plan
on the space provided below.
Writing My Reflection
Complete the statements given below:
Differentiated instruction benefits our learners because
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________.
As a future teacher, I can employ the following strategies in my classes
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________.
CHECKING FOR MASTERY
1. What will be the most effective way of dealing with non-participative
student?
A. Let them do what pleases them
B. Employ engaging and enjoyable activities
C. Refer the matter to the Guidance Counselor
D. Give them grades the observe based on their performance
2. How will you use the leadership skills of some of your students for the
benefit of the class?
A. Recognize their leadership skills
B. Let them just do what they please
C. Refrain from calling them all the time
D. Empower them to initiate activities on class
3. How will you help the shy and timid students in your class?
A. Treat them naturally
B. Let them be as they are
C. Refer them to the Guidance Office
D. Encourage them to join as many activities in class
4. When the class seems unruly during the discussion, what is the best
technique which you can employ?
A. Stop the discussion
B. Let them stand for a while
C. Prepare unfreezers/energizers
D. Ignore the students who are making noise
5. To make the students greatly focused in the discussion, what must you do as
a teachers especially if your students are unruly and noisy?
A. Employ innovative strategies
B. Explore various means of giving sanctions
C. Ignore the students who are misbehaving
D. Refer the unruly and noisy pupils to the guidance office.
Working on My Learning Artifacts
Paste pictures/screenshots of the differentiated activities you employed to address
diversity of learners. Label them
Scoring Rubric For The Teaching-Learning Activities
Indicators Meets Standards Approaching Meets Does Not Meet
of Excellence Standard of Acceptable Acceptable
Excellence Standard Standards
CRITERIA 4 3 2 1
Performance Have all the Have some Have minimal No aspect of
Tasks aspects of work aspects of work aspects of work work meets
that exceed level that exceed that meet level level of
of expectation. level of of expectation. expectations.
expectation.
Show exemplary With some Have errors,
performance Demonstrate solid errors and omissions and
performance and mastery is misconceptions
understanding not thorough.
Checking for With 5 correct With 4 correct With 3 correct With less than 3
Mastery answers answers answers correct answers
Learning All the piece/s The pieces of The pieces of The pieces of
Artifacts of evidence of evidence of evidence of evidence of
learning are learning is/are learning is/are learning is/are
aligned with aligned with aligned with not aligned
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 done tasks are done tasks are done tasks are
very creatively creatively and quite poorly done
and resourcefully creatively and and need
resourcefully. resourcefully improvement
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 2 are submitted 3
on or before the a day after the days after the days and more
deadline. deadline. deadline. after the
deadline.
MY TOTAL SCORE
