Use differentiated, developmentally appropriate learning experiences to address

learners’ gender, needs, strengths, interests and experiences

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PPST RESOURCE PACKAGE

“ dear Teacher!
Hello,

INTRODUCTION TO

TEACHER RESOURCE PACKAGE Welcome to

this 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?
These modules are standalone
sections that you can select based on We begin by letting you know how the
your needs and journey started for us in putting
interests. This means that together this resource package.
you can choose and read any module
that is most relevant to you. You can In August 2017, Department of
take your time in familiarizing yourself Education Secretary Leonor Briones
with any one module with no pressure signed the Philippine Professional
to finish reading all 12. Standards for Teachers (PPST) into
 policy through DepEd Order No. 42, S. This resource package hopes to
2017. The policy states, among others, contribute to this commitment.
that the PPST “shall be used as a
basis for all learning and development As a teacher, understanding the PPST
programs for teachers.” is crucial in order for you to grow and
flourish in your profession. The PPST
The Department of Education is identifies what you are expected to
committed to supporting your know, be able to do, and value in your
continuing professional development. profession.

ii
Use differentiated, developmentally appropriate learning
Introduction to Teacher Resource Package
experiences to address learners’ gender, needs, M

strengths, interests and experiences O

This resource package:

6

• 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.

iii
1.1.2 Apply knowledge of content within and

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“
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:

MODULE 1

MODULE 3
across curriculum teaching areas. 1.5.2 Apply a range of teaching
strategies to develop critical and
MODULE 2 creative thinking, as well as other
1.4.2 Use a range of teaching higher-order thinking skills.
strategies that enhance learner
achievement in literacy and MODULE 4
numeracy skills. 2.3.2 Manage classroom structure to
engage learners, individually or in
 groups, in meaningful exploration, practice.
discovery and hands-on activities
within a range of physical learning
MODULE 9
environments. 4.5.2 Select, develop, organize and
use appropriate teaching and
MODULE 5 learning resources, including ICT,
to address learning goals.
2.6.2 Manage learner behavior
constructively by applying positive
and non-violent discipline to ensure MODULE 10
learning focused environments. 5.1.2 Design, select, organize and
use diagnostic, formative and
MODULE 6 summative assessment strategies
3.1.2 Use differentiated, consistent with curriculum
developmentally appropriate learning requirements.
experiences to address learners’
gender, needs, strengths, interests
MODULE 11
and experiences. 5.2.2 Monitor and evaluate learner
MODULE 7 progress and achievement using
learner attainment data.
4.1.2 Plan, manage and implement
developmentally sequenced teaching
and learning processes to meet MODULE 12
curriculum requirements through 5.4.2 Communicate promptly and
various teaching contexts. clearly the learners’ needs,
progress and achievement to key
MODULE 8
stakeholders, including
4.4.2 Participate in collegial parents/guardians.
discussions that use teacher and
learner feedback to enrich teaching

iv
Use differentiated, developmentally appropriate learning
Introduction to Teacher Resource Package
experiences to address learners’ gender, needs,

The module contains the following parts:

“ PARTS OF THE MODULES

strengths, interests and experiences

M

E
 6

your current practice;

ILLUSTRATIONS OF
PRACTICE walks you
through sample illustrations
of specific teaching practices
that show how the Standards
OVERVIEW introduces you to are put into action;
the indicator and why you need
to achieve the indicator; PROFESSIONAL
DEVELOPMENT PLAN helps
SELF-REFLECTION allows you identify your strengths and
you to reflect on your development needs and plans
knowledge, skills and attitude for specific action for
related to the indicator; professional
development; and
KEY CONCEPTS defines
key concepts pertinent to RESOURCE LIBRARY
the indicator; provides you with resources
(which may include
SUPPORT GROUP allows bibliography, forms,
you to consult and collaborate templates, appendices and
with our teacher-friends who links) that can help you
will provide suggestions on further understand the
how to improve 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, Teacher Jen and

Teacher Mike, will

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.

be with you every step of the way.

Have a happy journey.

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vi

MODULE
6 USE DIFFERENTIATED,

DEVELOPMENTALLY
APPROPRIATE LEARNING
EXPERIENCES TO ADDRESS
LEARNERS’ GENDER, NEEDS,
STRENGTHS, INTERESTS AND
EXPERIENCES

T
ILLUSTRATIONS OF PRACTICE
8
- Illustration of Practice No. 1:
NE

DIFFERENTIATED
N
INSTRUCTION BASED ON
LEARNERS’ INTERESTS -
Illustration of Practice No. 2:
OC

INTRODUCTION
ii DIFFERENTIATED INSTRUCTION
BASED ON LEARNERS’ GENDER
OVERVIEW - Illustration of Practice No. 3:
2 DIFFERENTIATED INSTRUCTION
BASED ON LEARNERS’
KEY CONCEPTS EXPERIENCE - Illustration of
3 Practice No. 4: DIFFERENTIATED
INSTRUCTION BASED ON
SELF-REFLECTION LEARNERS’ NEEDS &
4 READINESS

SUPPORT GROUP PROFESSIONAL DEVELOPMENT

5 PLAN
- Probing 17
- Suggestions for Improvement
 RESOURCE LIBRARY ACKNOWLEDGEMENTS
18 20
- Annotated Bibliography

01
6.
I’m Teacher Mike and with me is Teacher Jen.
PPST RESOURCE PACKAGE
We are your

“ Hello! Welcome to Module

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.
2
Use differentiated, developmentally appropriate learning
experiences to address learners’ gender, needs, M

strengths, interests and experiences O

“ 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.

3
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“ Before we go further, let us first reflect on our current

 SELF-REFLECTION

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?

KNOWLEDGE SKILLS ATTITUDES As a Proficient Teacher,

As a Proficient Teacher,
I know…
As a Proficient Teacher,
I do…
I feel…
… various classroom … that my students
… the diversity of activities and learn my lesson in
personal instructional their own personal
experiences of my strategies to way, through their
students, given integrate students’ own personal
their individual, personal encounter with my
familial, social and experiences with my lesson.
cultural backgrounds. lesson.
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.

KNOWLEDGE SKILLS ATTITUDES As a Proficient Teacher,

As a Proficient Teacher,
I know…
As a Proficient Teacher,
I do…
I feel…
_______ __________________
__________________
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_______
_______ __________________
__________________
__________________ _______
______
______ __________________
__________________
__________________ .
_______
_______ __________________
__________________
 _______ __________________ _______
__________________ _______ __________________
______ __________________ _______
__________________ _______ __________________
_______ __________________ ______
__________________ . __________________
_______ __________________ _______
__________________ _______ __________________
_______ __________________ _______
__________________ ______ __________________
______ __________________ _______
__________________ _______ __________________
_______ __________________ .

4
Use differentiated, developmentally appropriate learning
experiences to address learners’ gender, needs, M

strengths, interests and experiences O

“
to our support group!
Hello, Teacher! Welcome

SUPPORT GROUP U

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.

 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 pagiging ligtas sa anumang kapahamakan ay
ng dula-dulaan. masasabi ring biyaya. Dapat din itong
ipagpasalamat sa Diyos.
Pangkat 2: Iguhit Natin! Gumawa ng awit/chant/tula tungkol dito at ipakita
Ang pagtatanim ng mga halamang namumulaklak sa klase.
ay nagpapaganda sa ating paligid. Ito ay
maituturing ang biyaya mula sa Diyos. Ano ang NOTE: Teacher Grace groups the learners
dapat ninyong gawin upang maipakita ang into three: Group 1: I-arte Natin (Let’s act it
pagpapahalaga sa mga halaman? Ipakita ang out); Group 2: Iguhit Natin (Let’s draw it);
inyong sagot sa pamamagitan ng pagguhit. and Group 3: Mag-rap tayo (Let’s rap!). This
grouping is based on the strengths and the
Pangkat 3: Mag-rap Tayo! interests of the learners.
Ang pagkakaroon ng maayos na kalusugan at
Now that you have read the activity,
can you help Teacher Grace improve
on her practice to address learner

“
diversity?

Probing

“
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We, your teacher friends,

can help you in may answer to help Teacher Grace improve her
practice.
understanding this indicator through our sample
situation.

Below are some of the key questions that you

1
What kind of activities were given by Teacher Grace? How did she
differentiate the activities?
______________________________________________________________
________
______________________________________________________________
________
______________________________________________________________
________
______________________________________________________________
________
______________________________________________________________
________
________________________________________________________.

2 Did the activity correspond to learners’ diversity? Why or why not?

______________________________________________________________
________
______________________________________________________________
________
______________________________________________________________
________
______________________________________________________________
________
______________________________________________________________
________
________________________________________________________.

Was Teacher Grace able to use the differentiated teaching strategies to suit the learners’
3
gender, needs, strengths, interests and experiences. If yes, can you cite some?
______________________________________________________________
________
______________________________________________________________
________
______________________________________________________________
________
______________________________________________________________
________
______________________________________________________________
________
________________________________________________________.

4
If you were to enrich the same activity, how would you ensure that learners’
diversity is addressed?
 ______________________________________________________________
________
______________________________________________________________
________
______________________________________________________________
________
______________________________________________________________
________
______________________________________________________________
________
________________________________________________________.

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Use differentiated, developmentally appropriate learning
experiences to address learners’ gender, needs, M

strengths, interests and experiences O

Suggestions for Improvement

“ You

are doing a wonderful job! Here are our suggestions

D

for you to further enrich your current practice.

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)

“ needs, strengths, interests and experiences.

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,

7
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ILLUSTRATIONS OF PRACTICE
“
 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
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
assessment tools and strategies. a teacher’s reacting responsively to a
learner’s need (Tomlinson and Allan,
Are you ready? 2000). We have presented here some
illustrative examples of differentiation
for you to explore.
In this section, you will see different

8
Use differentiated, developmentally appropriate learning
experiences to address learners’ gender, needs, M

strengths, interests and experiences O

ILLUSTRATION OF PRACTICE NO. 1:

D
 Differentiated Instruction Based on Learners’ Interests U

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
6

strategy she used to teach the learning competency: investigate properties of unsaturated
or saturated solutions (S7MT-Ic-2).

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. Associate it

Apply it
Describe it

Analyze it
Compare it

Analyze it

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.

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 9
and readiness (Prezler, 2016).
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 ILLUSTRATION OF PRACTICE NO. 2:

teacher, considers his

Differentiated Instruction Based on Learners’ Gender

“ Teacher Maynard, a Grade 3 Science

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.

Below are performance tasks. Choose one which you can definitely do.
In a , present the different healthy habits to protect your
sense organs.
Teacher’s Instructions
Similarly, differentiation is evident
jingle roleplaying
in the delivery of the teaching
rap poster process. For the learning activities,
he offers a variety of performance
song mime tasks reflective of the learners’
interests. He provides the pupils
opportunity to do what they want to
and relate it to what they are
After, each will look for classmates who
learning. This makes learning more
choose the same task and form a group.
?
HOW TO DO IT?
From the illustration, Teacher Adopting flexible grouping:
Maynard differentiates teaching 1. Plan student working
through flexible grouping. He groups arrangements depending
the class in such a way that it on the learners’ needs.
respects the learners’ diversity. It You may adopt
breaks the rigid conventional whole-class, small-group
gender-based groupings of learners or
(all-boys, all-girls). His technique individualized activities.
respects all learners because it 2. Allow your students with
considers their preferences. mixed strengths and
readiness or learning
patterns to work
 together.

meaningful and purposeful.

“
HOW TO DO IT?
Differentiating the teaching process:
1. Identify the learning goals. 2. Provide varied options of learning activities considering the
learners’ interests and abilities.
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Use differentiated, developmentally appropriate learning
experiences to address learners’ gender, needs, M

strengths, interests and experiences O

ILLUSTRATION OF PRACTICE NO. 3:

develops learning
“ Teacher Arwin, a 4th grade English teacher

Differentiated Instruction Based on Learners’ Experiences U

6
 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?
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)
The illustration of practice clearly
you see a student
demonstrates that Teacher Arwin
need and (2) you are
considers the learners’ experience in
convinced that
his lesson. Here, the content of the
modification increases
formative assessment is drawn from
the likelihood that the
the learners’ experience; hence, it
learner will understand
becomes more meaningful for the
important ideas and
learners. Instead of isolated events
use important skills more thoroughly
as the topic for the writing activity,
as a result (Tomlinson, 1999).
the teacher provides a common and

11
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 ILLUSTRATION OF PRACTICE NO. 4:

Mathematics teacher
“
Differentiated Instruction Based on Learners’ Needs & Readiness
Teacher Filomena is a 6th Grade

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.

12
Use differentiated, developmentally appropriate learning
experiences to address learners’ gender, needs, M

strengths, interests and experiences

instruction.
“ O

E
 Teacher Filomena is able to cover what the learners know
6

and understand about graphs including its application. She bears

in mind the readiness and needs of the learners in this tiered

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).

?
HOW TO DO IT?
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.)

13
 “
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We listed some differentiated strategies that you can use

in addressing learners’ gender, needs, strengths, interests and

experiences.

Come and check it out.

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.

Areas in the classroom containing collections of

Anchor Activities 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
Choice Boards Compacting certain row.

A three-stage process where teachers assess

students prior to teaching a unit or skill to
Flexible Grouping determine what the student does know, does
not know, and what alternate experiences will
replace those activities already mastered.
Group
Temporarily grouping students by interest,
Investigations Jigsaw
achievement level (readiness), learning profile,
activity preference, or special needs.

Learning (Interest Groups & Interest Inventory): Students

Contracts 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.
Stations
Tasks for students to work on independently
A cooperative strategy where students work
 with peers who study one fact of a topic and student choice, delineates working conditions,
then return to a “home-base” group for sharing and establishes what information will be
what they have learned. learned and how it will be shared.

A negotiated agreement between teacher and Different spots in the classroom where students
student which gives students freedom in work with various tasks simultaneously, which
acquiring knowledge and skills, provides for are linked by a set of concepts and skills.

14

Socratic Seminar

Tic-Tac-Toe A menu or options arranged in a 3 x 3 block grid.

Students choose their tasks in a vertical, horizontal,
or diagonal line.
Tiered
Assignments Web Quests Changing the depth or complexity of a lesson to
create multiple levels of tasks and assigning
students to a level according to their readiness.

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.

Use differentiated, developmentally

appropriate learning

experiences to address learners’ gender,

needs,
M

strengths, interests and experiences

O

U
“ Having seen how Indicator

3.1.2 can be achieved, you are

A discussion format where students share with each now ready to develop lesson plans, instructional
other their thoughts L
materials and
on a particular piece from literature, history, current assessment tools applicable to your teaching
contexts.
events, issues, or E

hypothetical situations. 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 Happy working!
instructional materials and assessment tools.

KEY CONCEPTS ILLUSTRATIONS OF PRACTICE

how to appropriately express their emotions (e.g,
Gender Needs 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).

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.

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. 15

The teacher teaches learners how to manage and

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KEY CONCEPTS ILLUSTRATIONS OF PRACTICE

Innovation Day and Identity Day.
Strengths Interests 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
The teacher provides activities that help teacher can assign learners to interpret a song
learners celebrate their strengths. The teacher by creating a relevant artwork; presenting an
can use prompts such as “I was proud of interpretative dance; composing a different
myself when I...” or “The things I am good at lyric or reporting on the background of the
are...” The teacher can also facilitate activities song).
such as Strength Chats, Genius Hour,
16
Use differentiated, developmentally appropriate learning
experiences to address learners’ gender, needs, M

strengths, interests and experiences O

PROFESSIONAL DEVELOPMENT PLAN D

“ Fill in the personal action plan below.

U
 L

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.
What are the skills you ACTION PLAN When will you to implement the plan?
are good at? What can you implement your plan?
DEVELOPMENT recommend for your RESOURCE
NEEDS What are the development NEEDED What
skills you need to intervention? assistance/
improve? TIMELINE resources do you need
STRENGTHS

PPST RESOURCE PACKAGE

“ Happy planning!
17

RESOURCE LIBRARY
 understand the indicator.
“ We also provide you with

resources that can help you further

Annotated Bibliography
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.

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

Alexandria, VA: ASCD.

This book capitalizes on how to differentiate instruction in a mixed ability classroom. L

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.

19
PPST RESOURCE PACKAGE Secretary
Department of Education
Leonor Magtolis Briones
 Senior Research Officer Ryan G. dela Torre
Allan B. De Guzman, Ph.D. PNU-RCTQ John Paul dela Rosa
Luzon Zonal Representative Grace Urbien-Salvatus
Mikkey Mari M. Tuazon Karina Angela C. Celestial
Rita May P. Tagalog, Ph.D. Research Officer Arlene M. Hernandez
Visayas Zonal Representative PNU-RCTQ Christian Mespher A. Hernandez

PNU-RCTQ and UNE-SiMERR REVIEWERS

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

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