Differentiated Instruction in Teaching

Abstract

INTRODUCTION

Teaching is a challenging career because of the diversity of pupils that teachers need to conform to and teach every day. Every student is unique having his or her own background, needs and learning styles. It is a necessity for the teachers to vary the kind of instructions that are suited to the level of each student. It promotes student engagement and interest in school. The result of the Mid -Year National Competency-Based Teachers Standards (NCBTS) administered to BCEES faculty shows that one of the top three weaknesses of teachers is the "Diversity of learners". The researcher undertakes this study in order to give teachers and as well as future teachers an understanding of differentiated instruction in teaching that can be used to develop teacher's performance and student's skills and abilities despite the many intervening factors.

METHODS

The descriptive research design with the researcher's made questionnaire is the main instrument used in gathering data. The researchers analyzed the documents available in the framework of integrating differentiated instruction in teaching. The respondents of this study were public school teachers at the Batangas City East Elementary School.

RESULTS

Most of the respondents strongly agreed with the objectives and contents of differentiated instruction while they did agree with the teaching strategy needed in teaching differentiated instruction. Taken as a whole, the respondents strongly agreed that in general the objectives and content of differentiated instruction are still productive and attainable, thus, they can transfer these understandings through authentic performance tasks. In assessing differentiated instruction in teaching in terms of skills and techniques, the majority of the respondents strongly agreed with the indicators mentioned. The entry suggested that the respondents' teaching strategies at this level have developed with little improvement for the benefits of the varied learners.

DISCUSSIONS

The result demonstrates that schools should utilize and strengthen linkages for resource mobilization of differentiated instruction. Teachers need to work on student's differences and learning styles so that all learners will be appreciated and also this will be the basis for instructional planning of the teachers. They may structure purposeful tasks that enable different possibilities, strategies, and products to emerge. They should choose tasks that are linked to real situations so that students engagement will be maintained.KEYWORDS: