The Extent of Utilization of Differentiated Instruction in Teaching Science for Grade Six at San Teodoro Elementary School

Abstract

INTRODUCTION

While it is known that the environment, nature of activity, materials, time and interaction between pupils and teachers must be assessed, it is crucial to know that using the same method will not always ensure success, that is why teachers have to select suitable one for the pupils.

METHODS

Descriptive method to determine the extent of utilization of differentiated instruction in teaching science and its effect on pupils' participation was used. Questionnaires were used as data gathering instrument, administered to 23 grade six pupils and one science teacher. Responses were scored using frequency count. Other statistical tools were weighted mean, ranking and Pearson r. Verbal interpretations using the numerical ratings for the extent of utilization of DI in teaching science were employed.

RESULTS

From Edutopia's 18 DI strategies of Lucas Educational Foundation 87% are used by the teacher with 13% not. On Content, using texts, computer programs, tape recorders and videos as a way of conveying key concepts to varied learners, presenting ideas through both auditory and visual means were preferred while science manipulatives was least preferred; on Process, DI is best used when students are given choices on expressing what they learn while providing tasks lists containing common work for the whole class and work that addresses individual differences was least preferred; on Pupil's Readiness, making the task less familiar based on learners' proficiency was most preferred; on Pupil's interest, providing broad access to a wide range of materials and technologies was extensively used and on Pupil's Learning, students have to be encouraged to explore information and ideas through auditory, visual, and kinesthetic modes.

DISCUSSIONS

Results demonstrate need for teachers to identify student learning profiles, interests, and readiness at the beginning and in a continuous basis to foster the implementation of successful DI, designate time to collaborate with peers in creating on lesson plans with differentiated instructional strategies, design curricular innovations and use assessments to engage students to have desired learning scenarios, implement professional development for teachers focusing on the least understood components of DI and provide feedback to assess the extent of utilization of differentiated instruction.