Differentiated Instruction

Republic of the Philippines
Department of Education
Region 1
Schools Division Office
DAGUPAN CITY NATIONAL HIGH SCHOOL
Tapuac, Dagupan City
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MINUTES OF THE MEETING

MAPEH DEPARTMENT
Type of meeting : Learning Action Cell/INSET Session

Date : May 29, 2022
Time : 1:00pm - 4:00pm
Venue : SPA Building – Media Room
Meeting Facilitator : Maribel S. Diolazo (Department Head)
Araceli D. Nimer (Resource Speaker)
Arnel D. Cendaña (Resource Speaker)
Invitees : All Grade 7 & 8 Teachers
All Grade 9 & 10 Teachers
Attendance : (Please see attached attendance sheet)
Agenda : Strengthening Teachers Using Differentiated
Instruction in Achieving Progress-Based on
Learners Interests
Discussion :
The strategies of differentiation are of current interest to educators. With increasing

pressures of No Child Left Behind educators are often left wondering if individual instruction
is the best instructional practice.
The 7th Virtual LAC Session of the MAPEH Department for the school year 2021-2022
was scheduled on May 29, 2022 entitled “Strengthening Teachers Using Differentiated
Instruction in Achieving Progress-Based on Learners Interests” at 1:00pm – 4:00pm,
SPA Building-Media Room.
The LAC session was started by the moderator, Alyssa Mae B. Jugo, with a prayer and
national anthem thru’ audio visual presentation followed by checking of attendance by
Leonora M. Fernandez, a welcome message by our Department Head, Mam Maribel S.
Diolazo. Zenaida D. Bautista, the LAC initiator gave an overview about the topic to be
discussed followed by the the introduction of the resource speaker by Frederick C. Narvas.
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The two (2) speakers Araeli D. Nimer and Arnel D. Cendaña simultaneously
discussed the following:
Engage the most students and create the best outcomes for entire classrooms with
differentiated instruction. It’s a teaching method that helps bring struggling students up to
speed, enables gifted students to learn at a faster pace, and makes teacher’s lives easier
because learning is more effective. When you use differentiated instruction, you’re steering
all your students toward the same learning objectives, while giving students the freedom to
choose how they get there.
What Is Differentiated Instruction and Why Is It Important?

Differentiated instruction is the process of tailoring lessons to meet each student’s
individual interests, needs, and strengths. Teaching this way gives students choice and
flexibility in how they learn, and helps teachers personalize learning. This method also
requires instructional clarity and clearly defined goals for learning, better enabling students
to meet those goals.
Four ways to differentiate instruction

According to Tomlinson, teachers can differentiate instruction through four ways: 1) content,
2) process, 3) product, and 4) learning environment.
1. Content
As you already know, fundamental lesson content should cover the standards of
learning set by the school district or state educational standards. But some students in your
class may be completely unfamiliar with the concepts in a lesson, some students may have
partial mastery, and some students may already be familiar with the content before the
lesson begins.
What you could do is differentiate the content by designing activities for groups of
students that cover various levels of Bloom’s Taxonomy (a classification of levels of
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intellectual behavior going from lower-order thinking skills to higher-order thinking skills). The
six levels are: remembering, understanding, applying, analyzing, evaluating, and creating.
Students who are unfamiliar with a lesson could be required to complete tasks on the
lower levels: remembering and understanding. Students with some mastery could be asked
to apply and analyze the content, and students who have high levels of mastery could be
asked to complete tasks in the areas of evaluating and creating.
2. Process
Each student has a preferred learning style, and successful differentiation includes
delivering the material to each style: visual, auditory and kinesthetic, and through words.
This process-related method also addresses the fact that not all students require the same
amount of support from the teacher, and students could choose to work in pairs, small
groups, or individually. And while some students may benefit from one-on-one interaction
with you or the classroom aide, others may be able to progress by themselves. Teachers
can enhance student learning by offering support based on individual needs.
3. Product
The product is what the student creates at the end of the lesson to demonstrate the
mastery of the content. This can be in the form of tests, projects, reports, or other activities.
You could assign students to complete activities that show mastery of an educational
concept in a way the student prefers, based on learning style.
4. Learning environment
The conditions for optimal learning include both physical and psychological elements.
A flexible classroom layout is key, incorporating various types of furniture and arrangements
to support both individual and group work. Psychologically speaking, teachers should use
classroom management techniques that support a safe and supportive learning
environment.
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What Are the Benefits of Differentiated Instruction?

Differentiated instruction is beneficial because it helps educators connect with
different learning styles. Not all students will respond to a class lecture; a game or a video
may work better with other students. Some students may learn better by reading than they
do using a computer. Giving students choices about how they learn enables them to meet
learning objectives in the best way for them.
How to Implement Differentiated Instruction

To ensure that the same objectives are being pursued by all students (though they
each take their own path to get there), differentiated instruction must be standards-based.
First steps for teachers should include diagnostic testing and learning inventories.
Your goal is to set baselines for individual students. Then you can identify tactics to help
each student achieve the objectives and deliver custom-tailored content.
Differentiated instruction is evident when teachers:
Offer students options to choose from in assignments or lesson plans.

Provide multiple texts and types of learning materials.
Utilize a variety of personalized learning methods and student assessments.
Customize teaching to suit multiple forms of intelligence.
For differentiated instruction to be successful, teachers must clearly explain the
learning goals and the criteria for success. Differentiated learning thrives in a
classroom environment where students are working toward shared goals with a
growth mindset. Teachers must identify and be responsive to student needs, creating
a supportive classroom culture where students embrace differentiation for
themselves and their peers.
The topic was so interesting that teachers attentively listened to the talk and
participated in activity. Open forum was expected in which questions was raised, exchanging
ideas and opinions was entertained and come up with a good result.
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A closing remark was given by Teresita C. Esmeralda , sharing her thoughts,

comments and suggestions about the session.
The LAC session ended up successfully and the participants commended good job
and great workshop. The MAPEH LAC Coordinator Mr. Jun U. Ferreol dissiminated the
online survey form questionnaire of which a complete 25 teachers responded.
Adjournment : The meeting is adjourned at 4:00pm
Prepared by:
JUN U. FERREOL ARNEL D. CENDAŇA

MAPEH LAC COORDINATOR MAPEH ASSISTANT LAC COORDINATOR
Noted by:
MARIBEL S. DIOLAZO
HT VI, MAPEH DEPARTMENT
Approved by:
MEDARLO V. DE LEON
PRINCIPAL IV
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Pictorials:
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ATTENDANCE
“Strengthening Teachers Using Differentiated Instruction in Achieving
Progress-Based on Learners Interests”
Date: May 29, 2022
Venue: Media Room-SPA Building
No. NAME SIGNATURE

1 BALOLONG, PAULINO R.
2 BAUTISTA, ZENAIDA D.
3
4 BERNAL, CARMELA D.
3
4 CASTRO, RHEVEN B.
5 CENDANA, ARNEL D.
6 CERINA, RENELYN
7 CERALDE, MARY ZENDY N.
8 CERVANTES, BABYLYN P.
9 COSON, JAMES DUSTIN S.
10 DELA ROSA, IMELDA R.

11 DIOLAZO, JANN FRANCIS S.
12 DUMLAO, ELVIE E.
13 ESMERALDA, TERESITA C.
14 ESTRADA, XYZLE PRINCESS
15 FERNANDEZ, JORDZ ALJUNE A.
16 FERNANDEZ, LEONORA M.
17 FERREOL, JUN U.
18 GATCHALIAN, JEFFREY V.
19 JUGO, ALYSSA MAE B.
20 MANECLANG, PAULITA A.
21 MINA, MARLENE G.
22 NARVAS, FREDERICK C.
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23 NIMER, ARACELI R.
24 PALAGANAS, JANIS IVAN E.
25 VILLANUEVA, ANDORA A.
Prepared by:

MAPEH LAC COORDINATOR MAPEH ASSISTANT LAC COORDINATOR
Noted by: Approved by:
MARIBEL S. DIOLAZO MEDARLO V. DE LEON

HT VI, MAPEH DEPARTMENT PRINCIPAL IV
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LAC SESSION ONLINE SURVEY QUESTIONNAIRE
The screenshot of the result of survey questionnaire shows that there are 25 (100%) respondents
which is a good resut of having a complete attendance during the LAC session
Questionnaire #1 “Session Started on Time” shows that there are 24 (96%) of MAPEH teachers
strongly agreed and 1 (4%) agree.
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Questionnaire #2 “Session Ended on Time” shows that there are 25 (100%) of MAPEH teachers
strongly agreed.
Questionnaire #3 “The Topic Was Relevant to Our Area of Work” shows that there are 23 (92%) of
MAPEH teachers strongly agree and 2 (8%) agreed.
Questionnaire #4 “Objective of the Session were Achieved” shows that there are 23 (92%) of MAPEH
teachers strongly agree and 2 (8%) agreed
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Questionnaire #5 “Activities were Congruent to Objectives” shows that there are 22 (88%) of MAPEH
teachers strongly agreed and 3 (12%) agreed
Questionnaire #6 “Activities were Appropriate for Adult Learners” shows that there are 23 (92%) of
MAPEH teachers strongly agree and 2 (8%0 agreed
Questionnaire #7 “Participants were Engaged in Activities” shows that there are 22 (88%) of MAPEH
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Questionnaire #8 “Learning Materials Were Relevant” shows that there are 22 (88%) of MAPEH
Questionnaire #9 “Learning Materials Were Adequate” shows that there are 23 (92%) of MAPEH
Questionnaire #10 “Learning Materials were Given on Time” shows that there are 23 (92%) of
MAPEH teachers strongly agree and 2 (8%) agreed
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Questionnaire #11 “Time Allotment for the Topic was Adequate” shows that there are 21 (84%) of
MAPEH teachers strongly agree and 4 (16%) agreed
Prepared by:

MAPEH LAC COORDINATOR MAPEH ASS’T. LAC COORDINATOR
Noted by: Reviewed by:
MARIBEL S. DIOLAZO JOJILL C. BELTRAN

HT VI, MAPEH DCNHS LAC COORDINATOR
Approved by:
MEDARLO V. DE LEON
PRINCIPAL IV
DCNHSJHS-004-TM-003
SY 2021-2022

Differentiated Instruction

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Differentiated Instruction

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Available Formats

Republic of the Philippines

MINUTES OF THE MEETING

Type of meeting : Learning Action Cell/INSET Session

The strategies of differentiation are of current interest to educators. With increasing

What Is Differentiated Instruction and Why Is It Important?

Four ways to differentiate instruction

What Are the Benefits of Differentiated Instruction?

How to Implement Differentiated Instruction

Differentiated instruction is evident when teachers:

Offer students options to choose from in assignments or lesson plans.

A closing remark was given by Teresita C. Esmeralda , sharing her thoughts,

Adjournment : The meeting is adjourned at 4:00pm

JUN U. FERREOL ARNEL D. CENDAŇA

No. NAME SIGNATURE

9 COSON, JAMES DUSTIN S.

10 DELA ROSA, IMELDA R.

24 PALAGANAS, JANIS IVAN E.

JUN U. FERREOL ARNEL D. CENDAŇA

Noted by: Approved by:

MARIBEL S. DIOLAZO MEDARLO V. DE LEON

LAC SESSION ONLINE SURVEY QUESTIONNAIRE

JUN U. FERREOL ARNEL D. CENDAŇA

Noted by: Reviewed by:

MARIBEL S. DIOLAZO JOJILL C. BELTRAN

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