Learning Task 5 Understanding My Learners, Their Strengths, Needs,

Interest and Experiences

PPST Domain 1 and 6 Domain 1.3. Diversity of Learning

3.1.1 Demonstrate knowledge and understanding of differentiated teaching to suit learners; gender, needs,
Strands strengths, interest and experiences.

Program Outcomes of 6.2.C Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific
CMO Teacher Education
learners and their environments

Competency Framework for 3.B.2 Empty strategies that cater to students learning styles and to elicit active learning
CFSAT Southeast Asian Teachers for the
21st Century

Desired Learning Outcomes

 Identify the needs, strengths, interest and experiences of my

learners
 Demonstrates knowledge and understandings of differentiated
teaching to suit learners; gender, needs, strengths, interests and
experiences.
 Research on one (1) study about the diversity of learners.

Essential Questions

 What is meant by diversity of learners? Diversity of learners refers to the

different ways of learning styles where the students absorbs knowledge and
understanding about the lesson.
 How do learners differ? Learners differ by their cognitive and affective
development, social maturity, ability, learning styles, needs, interest and potentials.

 What differentiated activities must be applied to suit learners’

needs, strengths, interests and experiences? The differentiated activities
that must be applied to suit learners needs, strengths, interest and experiences is the
developmentally appropriate learning experiences where it is formed by what we know
from theory and literature about how children develop and learns.
 Understandings
Diversity of learners refers to the differences among students
most specially in the way they learn in a variety of settings, through a
variety of processes with varied outcomes.
Teachers can facilitate the learning process among diverse
learners by first recognizing and respecting individual differences, then
using the knowledge about students’ differences to design
differentiated learning activities to ensure that all students can attain

Code of Ethics for Professional Teachers, Article VIII Sec. 3

dictates that “Under no circumstances shall a teacher be prejudices nor
discriminatory against any learner.”

Learners’ differences stem from many factor: gender, race,

ethnicity or cultural background (nationality, province, and language)
intellectual abilities, religions, sexual preferences and socio economic
status, needs, interest, strengths and experiences.
 All learners have different ways of thinking, learning and
absorbing.
 Students’ self-awareness is enhanced by diversity.
 Student diversity contributes to cognitive development. It can also
promote harmony.
 Learners are diverse and subjects must be taught differently to
respond to their needs, interests, strengths and experiences.
 Reach every student at his/her level.
 Assist your students to grow and celebrate success.
 All learners are worthy of respect and dignity.
 My Performance Tasks

Make an infographics on diversity of learners (these are graphic

Performance Task 1
visual representations of information, data or knowledge intended to
present information quickly and clearly. (Wikipedia)

Performance Task 2 There are different learners based on learning modalities. They are
auditory, visual and tactile learners. Cite applications on how you
 can stimulate their strengths, needs and experiences based on
their learning modalities.
Types of Learners based on Learning How shall I stimulate learning through their learning
Modalities modalities?
 Use maps, flow charts, or webs to organize materials
 Highlight and color code books/notes to organize and relate material
 Have students pick out key words and ideas in their own writing and
highlight them in different colors to clearly reveal organizational patterns
 Write out checklists of needed formulas, commonly misspelled words, etc.
 Write out and use flash cards for review of material
 Draw pictures or cartoons of concepts
 Write down material on slips of paper and move them around for the
students to see and copy.
 Use the chalkboard or whiteboard to note important information
Visual

 Engage the student in conversation about the subject matter

 Question students about the material
 Ask for oral summaries of material
 Have them tape lectures and review them with you
 Have them tape themselves reviewing material and listen to it together
 Read material aloud to them
 Use a talking calculator
 Have them put material to a rhythm or tune and rehearse it aloud

Auditory
 Write out checklists of materials to be learned or looked for
 Trace words and diagrams on paper
 Use textured paper and experiment with different sizes of pens,
pencils, and crayons to write down information
 Use role play or dramatize concepts. Students can move objects around
to dramatize a concept or act out the concept themselves.
 Ask the student to envision a scene in which the material to be learned
is being used or acted out somehow. For example: a student could imagine
being a character in a novel.
 Have the student take notes (on paper, word processor, in textbooks)
Tactile
while reading or listening.
 Use some form of body movement (snapping fingers, pacing, mouthing
ideas) while reciting material to be learned.
 Create a teaching matrix of differentiated teaching based on the
Performance Task 3
various intelligences of learners.
Intelligences Strategies
Word Provide a rich environment for
Smart
(Linguistic these students to learn through
Intelligence) reading and writing. Allow them to
lead group reading activities. Word
puzzles, sentence formation
activities, journal making, guess
that word, and poem writing are
just a few to help them understand
lessons being taught.
Number If possible, integrate numbers and
Smart
(Logical/Analytical logic into the lesson. Have them
Intelligence) engage in hypothetical discussions
and analyze situations. These
students love problem solving and
associating numbers and equations
with meaning.
People Provide modified instruction
Smart
(Interpersonal wherein they are allowed to
Intelligence) interview others. They can act as
moderators in group activities. They
can also perform extra
responsibilities as peer tutors and
can do well on role playing, acting,
and debate.
Self They can make journals that are
Smart
(Intrapersonal linked with the lesson. They can also
Intelligence) act as counselors to peers and help
them rediscover life and living.
Music Allow audio-visual media while
Smart
Application to my subject area
• Writing a set of story problems to be solved
by others
• Creating poems or rhymes telling when to use
different math operations
• Explaining how to work on a problem and
have others follow the steps
• Making up puns, slogans or acronyms using
math related vocabulary
• Creating number sequences or patterns and
have others find the pattern
• Designing classification charts for formulae
and operations to be put up in class
• Identifying and share steps used to solve
problems in a systematic way
• Finding unknown quantities in a problem
• Solve complex story problems in a group
• Conduct surveys that requires collection of
data which can then be presented as graphs or
as percentages
• Adopt the ‘Each one, Teach one’ approach
• Organize teams to work on large projects
• Bridge math concepts into real life
• Use guided imagery to visualize and solve
difficult story problems
• Evaluate strengths and weaknesses in math
understanding and plan new strategies for
success
• Observe and note causes of behavioral
changes or mood shifts while attempting math
problems
• Learn mathematical operations, formulae
 teaching. If the lesson entails
memorization, incorporate a melody
or a tune so students can easily
recall. Encourage students to make a rhythmic beats (rap works very well!)
(Music
Intelligence) song after the lesson to enhance
further understanding.
Art Have students engage in hands-on
Smart
(Visual-Spatial tasks such as cut-paste activities,
Intelligence) arts, photography, painting,
building blocks, and play dough
among others. Make sure the lesson
is broken down into simpler
concepts with the use of pictures,
graphs, charts, and maps.
Body Incorporate the topic with body
Smart
(Bodily-Kinesthetic movements such as calisthenics or
Intelligence) simple dance steps. Let them go
outside the classroom and employ
physical games to support learning.
Life Tackle deep questions about human
Smart
(Existential existence, such as the meaning of
Intelligence) life, why we die, and how did we get
here.
Nature They can do the following tasks to
Smart
(Naturalist support learning – gardening, being environment
Intelligence) exposed outside the classroom and
observing the natural environment,
taking care of animals, and going to
a nearby river or hill.
and theorems through rhyme, songs and
jingles
• Memorize times tables by putting them to
• Make up sound codes to give clues on the
mathematical operations to be performed in
solving a math problem
• Use musical beats to build up rhythm to
speed up computing speed
• Represent math problems in pictorial form
• Use multi-media to teach concepts
• Use art and craft for actual representation of
algebraic equations such as (a + b)2
• Create problems that require actively
visualizing processes, sequences or patterns
• Estimate measurements by sight and touch
• Conduct basic mathematical operations
using manipulative
• Represent answers and results in graphs
where appropriate
• Choose and show ration and proportion
using appropriate materials
• Journal Writing
• Group Discussion
• Graph positive and negative influences on the
• Understand and appreciate the
mathematical patterns of the natural world
and environment
• Use ‘nature related’ manipulative in solving
math problems
• Create math problems around the natural
world
How do this strategies contribute to my learning? Write a one-liner Statement.
“Teaching strategies engages students in learning”

My Learning Artifact(s)

Go to the library and get a research abstract on student diversity.

An Action Research Case Study on Students’ Diversity in the Classroom: Focus on

Students’ Diverse Learning Progress

Title

Ruiting Wu, Yongwei Tu, Ruijuan Wu, Quynh Lee, Bronwyn Reynolds

Researcher(s)

Students’ diverse learning progress exists in every classroom. This study aimed to
discover what strategies can be used to deal with students’ diverse learning progress in
classroom. The data gathering consisted of two structured interview and observations.
Qualitative approach was utilized to analyze the data. The study reflected on the
practices of addressing students’ diverse learning progress and made an action plan
for improving primary school teaching. The findings from this study have the
potential to enrich the teaching approaches in both primary and secondary schools.

Abstract