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

Interest and Experiences

PPST Domain 1 and 6 Domain 1.3. Diversity of Learning

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

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

Competency Framework for

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

Performance Task 1
Make an infographics on diversity of learners (these are graphic
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) while
reading or listening.
 Use some form of body movement (snapping fingers, pacing, mouthing ideas)
Tactile
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 Application to my subject area
Provide a rich environment for these • Writing a set of story problems to be solved by
students to learn through reading others
and writing. Allow them to lead • Creating poems or rhymes telling when to use
Word group reading activities. Word different math operations
Smart
(Linguistic puzzles, sentence formation • Explaining how to work on a problem and
Intelligence) activities, journal making, guess that have others follow the steps
word, and poem writing are just a • Making up puns, slogans or acronyms using
few to help them understand lessons math related vocabulary
being taught.
If possible, integrate numbers and • Creating number sequences or patterns and
logic into the lesson. Have them have others find the pattern
Number engage in hypothetical discussions • Designing classification charts for formulae
Smart
(Logical/Analytical and analyze situations. These and operations to be put up in class
Intelligence) students love problem solving and • Identifying and share steps used to solve
associating numbers and equations problems in a systematic way
with meaning. • Finding unknown quantities in a problem
Provide modified instruction wherein • Solve complex story problems in a group
they are allowed to interview others. • Conduct surveys that requires collection of
People They can act as moderators in group data which can then be presented as graphs or
Smart
(Interpersonal activities. They can also perform extra as percentages
Intelligence) responsibilities as peer tutors and can • Adopt the ‘Each one, Teach one’ approach
do well on role playing, acting, and • Organize teams to work on large projects
debate.
They can make journals that are • Bridge math concepts into real life
linked with the lesson. They can also • Use guided imagery to visualize and solve
act as counselors to peers and help difficult story problems
Self
Smart them rediscover life and living. • Evaluate strengths and weaknesses in math
(Intrapersonal understanding and plan new strategies for
Intelligence)
success
• Observe and note causes of behavioral changes
or mood shifts while attempting math problems

Music Allow audio-visual media while • Learn mathematical operations, formulae and
Smart
(Music teaching. If the lesson entails theorems through rhyme, songs and jingles
Intelligence) memorization, incorporate a melody • Memorize times tables by putting them to
or a tune so students can easily recall. rhythmic beats (rap works very well!)
Encourage students to make a song • Make up sound codes to give clues on the
after the lesson to enhance further mathematical operations to be performed in
understanding. solving a math problem
• Use musical beats to build up rhythm to speed
up computing speed
Have students engage in hands-on • Represent math problems in pictorial form
tasks such as cut-paste activities, arts, • Use multi-media to teach concepts

Art
photography, painting, building • Use art and craft for actual representation of
Smart blocks, and play dough among algebraic equations such as (a + b)2
(Visual-Spatial others. Make sure the lesson is • Create problems that require actively
Intelligence)
broken down into simpler concepts visualizing processes, sequences or patterns
with the use of pictures, graphs,
charts, and maps.
Incorporate the topic with body • Estimate measurements by sight and touch
movements such as calisthenics or • Conduct basic mathematical operations using
Body simple dance steps. Let them go manipulative
Smart
(Bodily-Kinesthetic outside the classroom and employ • Represent answers and results in graphs where
Intelligence) physical games to support learning. appropriate
• Choose and show ration and proportion using
appropriate materials
Life Tackle deep questions about human • Journal Writing
Smart
(Existential existence, such as the meaning of life, • Group Discussion
Intelligence) why we die, and how did we get here.
They can do the following tasks to • Graph positive and negative influences on the
support learning – gardening, being environment
exposed outside the classroom and • Understand and appreciate the mathematical
Nature
Smart observing the natural environment, patterns of the natural world and environment
(Naturalist taking care of animals, and going to a • Use ‘nature related’ manipulative in solving
Intelligence)
nearby river or hill. 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