Module6.ppst3.1.2

MODULE6
1
Use differentiated, developmentally appropriate learning
experiences to address learners’ gender, needs,
strengths, interests and experiences

PPST RESOURCE PACKAGE
ii
INTRODUCTION TO TEACHER RESOURCE PACKAGE
I am Teacher Jen!
And I am Teacher Mike!
We are members of your support group. Together with
your principal, master teacher, and co-teachers, we are
pleased to be your guides and companions as you walk
through the modules.
Are you ready?
We begin by letting you know how the journey started for
us in putting together this resource package.
In August 2017, Department of Education Secretary
Leonor Briones signed the Philippine Professional Standards
for Teachers (PPST) into policy through DepEd Order No.
42, S. 2017. The policy states, among others, that the PPST
“shall be used as a basis for all learning and development
programs for teachers.”
The Department of Education is committed to supporting
your continuing professional development. This resource
package hopes to contribute to this commitment.
As a teacher, understanding the PPST is crucial in order
for you to grow and flourish in your profession. The PPST
identifies what you are expected to know, be able to do, and
value in your profession.
“
Hello, dear Teacher!
Welcome to this Resource Package.
These modules
are standalone
sections that
you can select
based on your
needs and
interests. This
means that
you can choose
and read any
module that is
most relevant
to you. You can
take your time
in familiarizing
yourself
with any one
module with
no pressure to
finish reading
all 12.

MODULE6
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Introduction to Teacher Resource Package
This resource package:
• serves as your guidebook towards becoming better acquainted with the PPST;
• comprises 12 modules corresponding to the 12 indicators that are aligned with
the Results-based Performance Management System (RPMS); and
• contains illustrative and instructive information that you will find realistic,
sensible and workable and can help you achieve the target indicators across
curriculum teaching areas and key stages of learners’ education.
We are happy to say that this resource package has been created and compiled by
teachers in support of other teachers.
You will find the materials here useful if you:
• reflect on your own classroom practices, and ensure that your teaching
practices are aligned with the indicators;
• want to mentor beginning teachers so they become better in their practice;
• are a part of a group of teachers who need materials for your school-
based Learning Action Cell (LAC) sessions in order to (i) learn more about
the PPST and (ii) innovate on practices using the samples in the resource
material as guide; and
• want to develop or expand the current work by (i) providing more examples
of practices or (ii) working on other career stages or indicators other than
the 12 presented in this package.
If learning is your passion,
this resource package is for you.

iv
What can you expect to find in each module?
You will discover that each module discusses a specific
indicator, defines its key concepts and provides relevant
illustrations of practice that may help you understand and attain
the indicator.
The modules explore the following indicators:
1.1.2 Apply knowledge of content within and
across curriculum teaching areas.
MODULE 1
1.4.2 Use a range of teaching strategies
that enhance learner achievement in
literacy and numeracy skills.
MODULE 2
1.5.2 Apply a range of teaching strategies
to develop critical and creative thinking, as
well as other higher-order thinking skills.
MODULE 3
2.3.2 Manage classroom structure to
engage learners, individually or in groups,
in meaningful exploration, discovery and
hands-on activities within a range of
physical learning environments.
MODULE 4
2.6.2 Manage learner behavior
constructively by applying positive and
non-violent discipline to ensure learning-
focused environments.
MODULE 5
3.1.2 Use differentiated, developmentally
appropriate learning experiences
to address learners’ gender, needs,
strengths, interests and experiences.
MODULE 6
4.1.2 Plan, manage and implement
developmentally sequenced teaching and
learning processes to meet curriculum
requirements through various teaching
contexts.
MODULE 7
4.4.2 Participate in collegial discussions
that use teacher and learner feedback to
enrich teaching practice.
MODULE 8
4.5.2 Select, develop, organize and
use appropriate teaching and learning
resources, including ICT, to address
learning goals.
MODULE 9
5.1.2 Design, select, organize and use
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements.
MODULE 10
5.2.2 Monitor and evaluate learner
progress and achievement using learner
attainment data.
MODULE 11
5.4.2 Communicate promptly and
clearly the learners’ needs, progress
and achievement to key stakeholders,
including parents/guardians.
MODULE 12
“

MODULE6
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Introduction to Teacher Resource Package
The module contains the following parts:
“
PARTS OF THE MODULES
OVERVIEW introduces you to the
indicator and why you need to
achieve the indicator;
SELF-REFLECTION allows you
to reflect on your knowledge,
skills and attitude related to the
indicator;
KEY CONCEPTS defines key
concepts pertinent to the
indicator;
SUPPORT GROUP allows you to
consult and collaborate with our
teacher-friends who will provide
suggestions on how to improve
your current practice;
ILLUSTRATIONS OF PRACTICE
walks you through sample
illustrations of specific teaching
practices that show how the
Standards are put into action;
PROFESSIONAL DEVELOPMENT
PLAN helps you identify your
strengths and development
needs and plans for specific
action for professional
development; and
RESOURCE LIBRARY provides
you with resources (which may
include bibliography, forms,
templates, appendices and
links) that can help you further
understand the indicator.
Each module takes you through a journey of exploration and discovery, while you learn more
about the indicator and you apply it in your teaching context.
We encourage you to actively engage with the text as you read through the module.
We hope you find the information, materials and resources in this package helpful as you engage
with the Philippine Professional Standards for Teachers towards your professional development.
“
We, Teacher Jen and Teacher Mike, will
be with you every step of the way.
Have a happy journey.

vi

01
6
USE DIFFERENTIATED,
DEVELOPMENTALLY
APPROPRIATE LEARNING
EXPERIENCES TO ADDRESS
LEARNERS’ GENDER, NEEDS,
STRENGTHS, INTERESTS AND
EXPERIENCES
MODULE
INTRODUCTION
OVERVIEW
KEY CONCEPTS
SELF-REFLECTION
SUPPORT GROUP
- Probing
- Suggestions for Improvement
- Illustration of Practice No. 1: DIFFERENTIATED
INSTRUCTION BASED ON LEARNERS’ INTERESTS
INSTRUCTION BASED ON LEARNERS’ GENDER
INSTRUCTION BASED ON LEARNERS’ EXPERIENCE
INSTRUCTION BASED ON LEARNERS’ NEEDS &
READINESS
PROFESSIONAL DEVELOPMENT PLAN
RESOURCE LIBRARY
- Annotated Bibliography
ACKNOWLEDGEMENTS
2
ii
3
4
5
8
17
18
CONTENTS
20

2
“Hello! Welcome to Module 6.
I’m Teacher Mike and with me is Teacher Jen. We are your
teacher-friends who can help you better appreciate the indicators
of the Philippine Professional Standards for Teachers (PPST).
As teachers, we are expected to meet the needs and strengths
of learners with different backgrounds in order to provide effective
and developmentally-appropriate instruction. We also need to
take into account various factors to highly engage learners in daily
classroom instruction.
We will act as a support group and will offer authentic and
instructive illustrations of practice anchored on the Philippine
Professional Standards for Teachers (PPST) to help enhance
current practice.
In this module, we will focus on:
STRAND: Learners’ gender, needs, strengths, interests and
experiences
INDICATOR: 3.1.2 Use differentiated, developmentally
appropriate learning experiences to address learners’ gender,
needs, strengths, interests and experiences.

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“
KEY CONCEPTS
Let us now be familiar with the key concepts
on learners’ gender, needs, strengths, interests and
experiences. Understanding these concepts facilitates
deeper appreciation of the indicator and helps you deliver
lessons that are responsive to learner diversity.
DIFFERENTIATED TEACHING STRATEGIES. These refer to the
approaches or tactical procedure used to reach a goal involving a wide
variety of texts, tasks, processes and products suited to the various
learning needs of diverse range of students.
LEARNERS’ GENDER. This refers to the social attributes and
opportunities associated with being male and female and the
relationships between women and men and girls and boys, as well
as the relationships between women and those between men. These
attributes, opportunities, and relationships are socially constructed and
learned through socialization processes (DepEd Order No. 32, s. 2017).
LEARNERS’ NEED. These are observable gaps between a learner’s
present knowledge or competence and the curriculum standards
identified as necessary for the grade level.
LEARNERS’ STRENGTHS. These are pre-existing knowledge or
competence that helps a learner meet required standards.
LEARNERS’ INTERESTS. These are learners’ personal preferences, likes
or dislikes, which must be considered in the teaching-learning process.
LEARNERS’ EXPERIENCES. These refer to skill or knowledge that a
learner gets from doing something.

4
“
Before we go further, let us first reflect on our current
practice. As Proficient Teachers, we have our knowledge,
skills and attitudes regarding the use of differentiated
strategies to address learner diversity.
By looking at the indicator, I have written down my
reflections on this. How about you?
SELF-REFLECTION
… the diversity of personal
experiences of my students,
given their individual,
familial, social and
cultural backgrounds.
… various classroom
activities and instructional
strategies to integrate
students’ personal
experiences with my lesson.
… that my students learn
my lesson in their own
personal way, through their
own personal encounter
with my lesson.
As a Proficient Teacher,
I know…
I do…
I feel…
KNOWLEDGE SKILLS ATTITUDES
Good reflection, Mike! Now, it is your turn to reflect on
your knowledge, skills and attitudes in relation to the indicator.
You may write it in the boxes below.
“_________________________
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I know…
I do…
I feel…
KNOWLEDGE SKILLS ATTITUDES
_________________________
________________________
_________________________
_________________________
_________________________
________________________
_________________________
_________________________
_________________________
__________________.
_________________________
________________________
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“
Hello, Teacher! Welcome to our support group!
Teacher Grace is a 2nd grade Edukasyon sa Pagpapakatao
(EsP/Values Education) teacher. In the excerpt daily lesson
plan, she prepares a small group activity.
Will you please take a look at the excerpt below?
I note my observations as I read.
SUPPORT GROUP
Now that you have read the activity, can you help Teacher
Grace improve on her practice to address learner diversity?
“
NOTE: Teacher Grace
groups the learners into
three: Group 1: I-arte Natin
(Let’s act it out); Group 2:
Iguhit Natin (Let’s draw it);
and Group 3: Mag-rap tayo
(Let’s rap!). This grouping
is based on the strengths
and the interests of the
learners.
E. Pagtalakay ng bagong konsepto at paglalahad ng bagong kasanayan #2
Small Group Activity
Pangkatin ang mga mag-aaral sa tatlo (3).
Ipaliwanag ang nilalaman ng kanilang task card.
Pangkat 1: I-arte Natin!
Tapos nang kumain ang pamilya Udani. Ano ang dapat nilang
gawin? Ipakita ang inyong sagot sa pamamagitan ng dula-dulaan.
Pangkat 2: Iguhit Natin!
Ang pagtatanim ng mga halamang namumulaklak ay
nagpapaganda sa ating paligid. Ito ay maituturing ang biyaya
mula sa Diyos. Ano ang dapat ninyong gawin upang maipakita
ang pagpapahalaga sa mga halaman? Ipakita ang inyong sagot
sa pamamagitan ng pagguhit.
Pangkat 3: Mag-rap Tayo!
Ang pagkakaroon ng maayos na kalusugan at pagiging ligtas sa
anumang kapahamakan ay masasabi ring biyaya. Dapat din itong
ipagpasalamat sa Diyos.
Gumawa ng awit/chant/tula tungkol dito at ipakita sa klase.

6
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What kind of activities were given by Teacher Grace? How did she differentiate the
activities?
1
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________________________________________________________.
Did the activity correspond to learners’ diversity? Why or why not?2
Was Teacher Grace able to use the differentiated teaching strategies to suit the learners’
gender, needs, strengths, interests and experiences. If yes, can you cite some?
3
“
We, your teacher friends, can help you in
understanding this indicator through our sample
situation.
Below are some of the key questions that you
may answer to help Teacher Grace improve her
practice.
Probing
If you were to enrich the same activity, how would you ensure that learners’ diversity is
addressed?
4
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______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

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As shown in the excerpt, Teacher Grace provided a small group activity for her learners in
Edukasyon sa Pagpapakatao (EsP/Values Education) based on their strengths and interests.
This attempts to differentiate the activity in her lesson. This differentiation can also be done in
other aspects of the lesson, such as content, process, product and learning environment.
Differentiation means tailoring instruction to meet individual needs. Whether teachers
differentiate content, process, product, or the learning environment, the use of ongoing
assessment and flexible grouping makes this a successful approach to instruction.
At its most basic level, differentiation consists of the efforts of teachers to respond to
variance among learners in the classroom. Whenever a teacher reaches out to an individual or
small group to vary his or her teaching in order to create the best learning experience possible,
that teacher is differentiating instruction.
Teachers can differentiate, at least, four classroom elements based on student readiness,
interest, or learning profile:
Content – what the student needs to learn or how the student will get access to the
information;
Process – activities in which the student engages in order to make sense of or master
the content;
Product – culminating projects that ask the student to rehearse, apply, and extend what
he or she has learned in a unit; and
Learning environment – the way the classroom works and feels.
Source: Tomlinson (2000)
Suggestions for Improvement
“You are doing a wonderful job! Here are our suggestions
for you to further enrich your current practice.
We hope we were able to help you! You can incorporate
our suggestions in your lesson plan next time.
This time, we will show you different practices that will
serve as guide on how to use differentiated, developmentally
appropriate learning experiences to address learners’ gender,
needs, strengths, interests and experiences.
“

8
“
Teacher Grace requested our Support Group to show
examples of teaching practices anchored on the PPST that
could help teachers attain our target indicator.
Teacher Jen and I will walk you through the different
illustrations of practice that show specific ways on how to use
differentiated, developmentally appropriate learning experiences
to address learners’ gender, needs, strengths, interests and
experiences.
Have fun! Let’s go!
Creating a diverse classroom and maintaining a positive learning climate are both
a challenge and an opportunity.
It is a challenge because the moment you start conceptualizing the lesson, you
begin to ask yourself how to develop a sense of belongingness among your students.
It is also an opportunity for you to think out of the box and view learners with
different backgrounds, sets of experiences, cultural contexts and capabilities, thus
establishing an inclusive classroom.
In this module, we will show you how you can use differentiated, developmentally
appropriate learning experiences to address learners’ gender, needs, strengths,
interests and experiences through lesson exemplars, instructional materials and
assessment tools and strategies.
Are you ready?
In this section, you will see different instances that
illustrate how differentiated teaching strategies are utilized
to suit learners’ gender, needs, strengths, interests and
experiences.
Fellow Teacher, the principle one-size –fits-all does not
apply in our instruction and is retroactive for our students.
The key for meaningful learning at any level and across
learning areas is differentiated instruction. In the context of
education, differentiation is defined as a teacher’s reacting
responsively to a learner’s need (Tomlinson and Allan,
2000). We have presented here some illustrative examples
of differentiation for you to explore.
“

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Differentiated Instruction Based on Learners’ Interests
ILLUSTRATION OF PRACTICE NO. 1:
Teacher Angel is a 7th grade Science teacher. The classes she handles are heterogeneous, that
is, she handles diverse learners in the classroom. Let us try to explore the differentiated teaching
strategy she used to teach the learning competency: investigate properties of unsaturated or
saturated solutions (S7MT-Ic-2).
Teacher Angel uses cubing as differentiated strategy that is based on learners’
interest and readiness. The groups were based on the readiness levels since the cubing
perspectives begin at the least complex level and become increasingly complex.
Meanwhile, the presentation of the output is based on their interests. The visual cube
serves as a starting point for the students to analyze or consider various aspects of
unsaturated solutions.
This strategy allows students to think critically about a topic. When students work
with cubes, they apply information in new ways. Cubes can be differentiated by interest
and readiness (Prezler, 2016).
Teacher Angel decided to unpack the learning competency by teaching the properties of unsaturated
solutions first, instead of teaching both types the same day.
She used cubing strategy in her lesson by requiring the learners to look at a topic from six different
angles. The following are the steps undertaken by Teacher Angel:
1. Distribute three samples of unsaturated solution: vinegar.
2. Assign groups based on their readiness to study the samples of unsaturated solutions from
different angles.
3. Using the samples of unsaturated solutions as the topic, ask the students to:
a. Describe it: How does vinegar look like?
b. Compare it: Compare vinegar with something else. What is it similar to or
different from?
c. Associate it: What do you associate unsaturated solutions with? What
does it make you think about?
d. Analyze it: Describe the components of each saturated solution. What are
the its components? How is it made?
e. Apply it: What can you do with a vinegar? How can you use vinegar?
f. Argue for or against it: Present an argument for or against unsaturated
solutions.
4. Each member shall roll the cube and answer the question based on the cube.
5. Give students about 10 minutes to build a mini-presentation based on their interests.
Associate it
Apply it
Analyze it
Analyze it
Compare it
Describe it

10
Differentiated Instruction Based on Learners’ Gender
“
Teacher Maynard, a Grade 3 Science teacher, considers his
learners’ diversity in teaching. In his instruction of the competency
S3LT-IIa-b-2 Enumerate healthful habits to protect the sense
organs, he provides freedom among his pupils to choose the
mode of their performance as reflected in his verbal instructions.
“
From the illustration, Teacher Maynard
differentiates teaching through flexible
grouping. He groups the class in such a way
that it respects the learners’ diversity. It
breaks the rigid conventional gender-based
groupings of learners (all-boys, all-girls). His
technique respects all learners because it
considers their preferences.
Similarly, differentiation is evident in
the delivery of the teaching process. For
the learning activities, he offers a variety of
performance tasks reflective of the learners’
interests. He provides the pupils opportunity
to do what they want to and relate it to what
they are learning. This makes learning more
meaningful and purposeful.
Adopting flexible grouping:
1. Plan student working
arrangements depending on the
learners’ needs. You may adopt
whole-class, small-group or
individualized activities.
2. Allow your students with
mixed strengths and readiness
or learning patterns to work
together.
Differentiating the teaching
process:
1. Identify the learning goals.
2. Provide varied options of
learning activities considering
the learners’ interests and
abilities.
HOW TO DO IT?
?
HOW TO DO IT?
?
Below are performance tasks. Choose one which you can definitely do.
In a , present the different healthy habits to protect your
sense organs.
jingle roleplaying comic strip slogan
rap poster poem rhyme
song mime letter report
After, each will look for classmates who choose the same task and form a
group.
Teacher’s
Instructions

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Differentiated Instruction Based on Learners’ Experiences
“Teacher Arwin, a 4th grade English teacher develops learning
tasks on the competency EN4WC-IIIb27 Write or compose a
news story. After explicitly teaching the structure and language
feature of news stories, he tells his students to write a sample
news story with the following prompt:
Task: Write a news report about an event that happened
in your barangay last week. Be guided by the following
questions:
What happened?
Who were in the event?
Where did it happen?
When did it happen?
Why did it happen?
How did it happen?
The illustration of practice clearly demonstrates that
Teacher Arwin considers the learners’ experience in his
lesson. Here, the content of the formative assessment is
drawn from the learners’ experience; hence, it becomes more
meaningful for the learners. Instead of isolated events as the
topic for the writing activity, the teacher provides a common
and familiar topic for the learners to work on.
Differentiation enables teachers to adopt one or more of
the curricular elements (content, process, products) based
on one or more of the student characteristics (readiness,
interest, learning profile) at any point in a lesson or unit.
However, you need not differentiate all elements in all possible
ways. Modify a curricular element only when (1) you see a
student need and (2) you are convinced that modification
increases the likelihood that the learner will understand
important ideas and use important skills more thoroughly as
a result (Tomlinson, 1999).
“

12
Differentiated Instruction Based on Learners’ Needs & Readiness
“Teacher Filomena is a 6th Grade Mathematics teacher
handling heterogeneous classes. She decides to use tiered
strategy in teaching graphs to learners with varying needs and
readiness.
Below is the transcript of the tiered instruction.

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Teacher Filomena is able to cover what the learners know
and understand about graphs including its application. She bears
in mind the readiness and needs of the learners in this tiered
instruction.
“When teachers tier assignments, they make slight adjustments within the same lesson to meet
the needs of students. All students learn the same fundamental skills and concepts but through
varying modes and activities. The tiers appropriately challenge students at their ability levels. The
teacher’s challenge is to make sure all tasks, regardless of the tier level, are interesting, engaging, and
challenging (Tomlinson, 1999).
The following are the steps for a tiered instruction:
1. Identify key concepts, skills, and essential understandings that you want all students to
achieve. These elements become the basis for your on-level tasks.
2. Identify how you will cluster groups/activities. Although you can create multiple levels of tiers,
keep the number of levels consistent with your group of students. Don’t make three tiers if
only two groups of students exist in your classroom—those students who are working at grade
level and those students who are struggling, for example.
3. Select elements to tier.
4. Create your on-level tier.
5. Next, design a similar task for struggling learners. The task should make adjustments based
on student readiness.
6. If needed, develop a third, more advanced activity for learners who have already mastered
the basic standard or competency being addressed. Make sure the task actually requires
higher-level thinking than the on-level tasks. The advanced tier shouldn’t just be more of the
same thing.
You might consider the following ways to tier a lesson (Heacox, 2002):
• Tier by challenge level (Bloom’s Taxonomy)
• Tier by complexity (When you tier by complexity, you address the needs of students at
introductory levels, as well as the needs of students who are ready for more advanced
work.)
• Tier by resources (When you choose materials at various reading levels and complexity of
content, you are tiering assignments by resources.)
• Tier by outcomes (Students use the same materials but end products vary.)
• Tier by process (The end products are the same but the ways students arrive at those
outcomes may vary.)
• Tier by product (Group by multiple intelligences or learning styles followed by assignments
that fit those preferences.)
HOW TO DO IT?
?

14
“
We listed some differentiated strategies that you can use
in addressing learners’ gender, needs, strengths, interests and
experiences.
Come and check it out.
Tasks for students to work on independently after assigned work is
completed at a high level of quality. Tasks that a portion of the class can be
working on when the other part of the class is meeting with the teacher to
“sponge” up time without wasting instructional time.
Anchor Activities
Areas in the classroom containing collections of activities and/or materials
designed to reinforce, or to extend certain skills or concepts, or to motivate
students to explore topics of interest.
Centers
Students select from assignments that are placed in pockets and changed
as necessary. Teachers can target student need and readiness by directing
them to select from a certain row.
Choice Boards
A three-stage process where teachers assess students prior to teaching a
unit or skill to determine what the student does know, does not know, and
what alternate experiences will replace those activities already mastered.
Compacting
Temporarily grouping students by interest, achievement level (readiness),
learning profile, activity preference, or special needs.
Flexible Grouping
(Interest Groups & Interest Inventory): Students are introduced to topics
related to something being studied in class and grouped by interests, then
are guided through the investigation of a topic with teacher support.
Group
Investigations
A cooperative strategy where students work with peers who study one
fact of a topic and then return to a “home-base” group for sharing what
they have learned.
Jigsaw
A negotiated agreement between teacher and student which gives students
freedom in acquiring knowledge and skills, provides for student choice,
delineates working conditions, and establishes what information will be
learned and how it will be shared.
Learning
Contracts
Different spots in the classroom where students work with various tasks
simultaneously, which are linked by a set of concepts and skills.
Stations

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A discussion format where students share with each other their thoughts
on a particular piece from literature, history, current events, issues, or
hypothetical situations.
Socratic Seminar
A menu or options arranged in a 3 x 3 block grid. Students choose their
tasks in a vertical, horizontal, or diagonal line.
Tic-Tac-Toe
Changing the depth or complexity of a lesson to create multiple levels of
tasks and assigning students to a level according to their readiness.
Tiered
Assignments
A teacher designed Internet lesson developed with specific learning goals in
mind, some specified and relevant Internet links, and guidelines that support
students in the research or inquiry process.
Web Quests
“
Having seen how Indicator 3.1.2 can be achieved, you are
now ready to develop lesson plans, instructional materials and
assessment tools applicable to your teaching contexts.
Below are illustrations of practice taken from the Philippine
Professional Standards for Teachers Domain 3 Elaboration
Document for Proficient Teachers that you may also consider
in planning your lessons and activities and in developing your
instructional materials and assessment tools.
Happy working!
KEY CONCEPTS ILLUSTRATIONS OF PRACTICE
The teacher initiates learning experiences that are equitable for all
learners. The teacher does not show preference for any group over the
other (e.g, the teacher does not say that female learners are working
better than male learners). The teacher can also assign male and
female leaders in small group discussions and activities.
Gender
The teacher integrates into the lessons, activities that promote the
emotional well-being of the learners. The teacher encourages learners to
work together and practice friendship skills (e.g, helping others, sharing
toys or books, and taking turns in games or activities). The teacher also
provides positive comments when learners manifest these skills.
The teacher teaches learners how to manage and how to appropriately
express their emotions (e.g, using of emotion words or emotional
vocabulary; playing emotional charades; creating feelings collage; using
sounds to express emotions; using songs that express different emotions
and keeping a feelings journal).
Needs

16
KEY CONCEPTS ILLUSTRATIONS OF PRACTICE
The teacher provides activities that help learners celebrate their
strengths. The teacher can use prompts such as “I was proud of myself
when I...” or “The things I am good at are...” The teacher can also facilitate
activities such as Strength Chats, Genius Hour, Innovation Day and
Identity Day.
Strengths
The teacher provides varied opportunities for learners to express and
pursue their individual interests. He or she offers choices on how learners
can accomplish tasks according to the learners’ interests (e.g, in a music
class, a teacher can assign learners to interpret a song by creating a
relevant artwork; presenting an interpretative dance; composing a
different lyric or reporting on the background of the song).
Interests

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PROFESSIONAL DEVELOPMENT PLAN
STRENGTHS
What are the skills you are
good at?
DEVELOPMENT NEEDS
What are the skills you
need to improve?
ACTION PLAN
What can you recommend
for your development
intervention?
TIMELINE
When will you implement
your plan?
RESOURCE NEEDED
What assistance/
resources do you need to
implement the plan?
After you have explored the different key concepts and illustrations
of practice on differentiated strategies, you now have a better
appreciation of the indicator. Based on your learning in this module,
think of what you can do to strengthen your use of differentiated
strategies to address learners’ gender, needs, strengths, interests and
experiences.
Fill in the personal action plan below.
“
“Happy planning!

18
RESOURCE LIBRARY
Department of Education (2017). National Adoption and Implementation of the Philippine Professional
Standards for Teachers. Department Order No. 42, s. 2017.
This set of standards defines teacher quality in the country and describes the roles of
teachers, the professional standards for teachers, the teacher quality in the Philippines, the
seven domains which collectively comprise 37 strands, and the career stages. Further, the
definitions of some key concepts in this module are taken from the PPST glossary of terms.
Gregory, Gayle. (2002). Differentiated instructional strategies: One size doesn’t fit all. Thousand Oaks,
CA: Corwin Press.
This book showcases different differentiated strategies that can be used in teaching diverse
learners.
Heacox, Diane, Ed.D. (2002). Differentiating instruction in the regular classroom: How to reach and
teach all learners, Grade 3-12. Minneapolis, MN: Free Spirit Publishing.
This book showcases different differentiated strategies that can be used in teaching diverse
learners in a regular classroom.
Kingore, Bertie. (2004). Differentiation: Simplified, realistic, and effective. Austin, TX: Professional
Associates Publishing.
This book highlights simplified, realistic and effective differentiation for diverse learners.
Research Center for Teacher Quality. 2017. Philippine Professional Standards for Teachers Domain 3
Elaboration Document for Proficient Teachers. Version 1. Manila: RCTQ
This manual discusses the elaboration of Domain 3 in the Philippine Professional Standards for
Teachers (PPST).
Salvatus, Grace U. 2017. Detailed Lesson Plan in Edukasyon sa Pagpapakatao Grade 2. Calauag East
Elementary School. Calauag, Quezon.
The author highlights the use of differentiated activity in her detailed lesson plan in Edukasyon
sa Pagpapakatao.
Tomlinson, Carol Ann. (2001). How to differentiate instruction in a mixed ability classroom, 2nd Edition.
We also provide you with resources that can help you further
understand the indicator.
“Annotated Bibliography

MODULE6
19
Alexandria, VA: ASCD.
This book capitalizes on how to differentiate instruction in a mixed ability classroom.
Tomlinson, C.A. & Doubet, K.J. (2005). Reach them to teach them. Educational Leadership, 62 (7),
8-15.
This article gives sample differentiated activities for a diverse classroom.
Winebrenner, Susan. (2001). Teaching gifted kids in the regular classroom: Strategies and techniques
every teacher can use to meet the academic needs of the gifted and talented, 2nd Edition.
Minneapolis, MN: Free Spirit Publishing.
This book gives suggestions on teaching learners with giftedness.
Yee, Kevin. 2018. 101 Interactive Techniques. Creative Commons BY-NC-SA. Accessed from: http://
www.usf.edu/atle/documents/handout-interactive-techniques.pdf
This electronic source gives interactive techniques applicable for learners’ diversity.

20
ACKNOWLEDGEMENTS
Leonor Magtolis Briones
Secretary
Department of Education
Allan B. De Guzman, Ph.D.
Luzon Zonal Representative
Rita May P. Tagalog, Ph.D.
Visayas Zonal Representative
Evelyn G. Chavez, Ph.D.
Mindanao Zonal Representative
Lourdes R. Baetiong, Ph.D.
Language Subject Representative
Myrna B. Libutaque, Ph.D.
Mathematics Subject
Representative
TEACHER EDUCATION COUNCIL
Lorina Y. Calingasan, Ph.D.
Social Studies Subject Representative
SECRETARIAT
Runvi V. Manguerra, Ph.D.
Executive Director II
Jayson A. Peñafiel
Education Program Supervisor
PROJECT TEAM
Gina O. Gonong, Ph.D.
Joint Project Team Leader and Director
PNU-RCTQ
John Pegg, Ph.D.
Joint Project Team Leader and Director
UNE-SiMERR
Christine Reading, Ph.D.
Senior Research Fellow
UNE-SiMERR
Michael Wilson I. Rosero
Senior Research Officer
PNU-RCTQ
Mikkey Mari M. Tuazon
Research Officer
PNU-RCTQ
PNU-RCTQ and UNE-SiMERR National
Research Centre
Jennie V. Jocson, Ph.D.
Deputy Director, PNU-RCTQ
Allan S. Reyes. Ph.D.
Senior Program Manager, PNU-RCTQ
Joy Hardy, Ph.D.
Deputy Director, UNE-SiMERR
Ken Vine, Ph.D.
Principal Research Adviser
UNE-SiMERR
Support Staff
Silvia Danieli
June Billings
Ambrose McDermott
Glinore Morales
Beverly Estocapio
Ruby Gantalao
Luis Angelo Abergas
Lyndon Morales
Guillen Nabong
Ezra de Jesus
WRITER-COORDINATORS
Jennifer E. Lopez
Education Program Supervisor
Region IV-A
Maria Concepcion Beltran - Montenegro
Faculty, Ateneo de Manila University
WRITERS
Adelyn R. Bartolome
Domingo R. Cueto
Alfred James A. Ellar
Mark Anthony P. Idang
Gerlie C. Lopez
Francis Victor A. Medrano
May Grace D. Salazar
Shiela Niña Rea-Santes
Ryan G. dela Torre
John Paul dela Rosa
Grace Urbien-Salvatus
Karina Angela C. Celestial
Arlene M. Hernandez
Christian Mespher A. Hernandez
REVIEWERS
Shirley N. Cerbo
Jerome A. Chavez, Ed.D.
Mary Leigh Ann C. Perez
Vivian I. Buhain
Philip Jay N. Alcoberes, Ph.D.
Allen U. Bautista, Ed.D.
Maricel D. Ambid
Manuel R. Apuli
Florpina B. Galay
Sandra A. Garcia
Eduard O. Gonong
Ryan H. Homan
Glen P. Honrado
Neri D. Mangalindan
Amparo M. Muñoz
Natividad V. Nacino
Aufric Alma N. Navarro
Carlo Donato E. Olivan
Jose Ariel S. Padsoyan
Jennifer M. Rojo
Gemma A. Realo
Neil Vincent C. Sandoval
EDITOR
Myrna L. Macalinao, Ph.D.
GRAPHICS & LAYOUT ARTIST
Raymond S. Bermudez
AUSTRALIAN EMBASSY
Francesca Lawe-Davies
First Secretary-Education
BASIC EDUCATION SECTOR
TRANSFORMATION (BEST)
PROGRAM
Kaye Cox
Team Leader
Alison Atwell, Ph.D.
Component Lead
Teaching and Learning
Soledad L. Lecaroz
Teacher Development Specialist
Special thanks: All Regional
Directors, Superintendents and
Principals who supported the
project

MODULE6
21

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