Extent of Using Differentiated Activities among Kindergarten Learners in District 5 Division of Batangas City
Keywords:
Difficulties, Differentiated Activities, Differentiated Instruction, Extent, Kindergarten, Learning Style, TeachersAbstract
INTRODUCTION
This study aims to assess the extent of using differentiated activities among Kindergarten learners. It also aims to determine how many Kindergarten leaners can be further developed, the difficulties that teachers encounter, and the proposed activities that can enhance the use of differentiated activities in teaching Kindergarten learners.
METHODS
The teacher-made questionnaire was used in the study. The study involved 10 Kindergarten Teachers in District 5 Division of Batangas City. The researcher used a checklist to determine the extent of using differentiated activities, teacher strategies, and the difficulties they encountered in teaching Kindergarten learners.
RESULTS
The differentiated activities utilized among Kindergarten learners are as follows: “Where is Hops?” “What's the sound?” “Letter Partners,” “Living or Non-living,” “Sam Says,” “Sneak a Peek,” “Zoom,” “Go,” and “It Feels.” Each differentiated activity provides pupils the opportunity to work with others and that skill is one of the core skills for the success in classroom. All 10 strategies of Kindergarten teachers had highly extensive performance but none of the methods stand out in particular. It depends on the learning style of students. The majority of the teachers had moderately extensive performance in terms of teacher difficulties. There are many difficulties that make the profession more complicated than it has to be. These difficulties makes every teacher stronger.
DISCUSSIONS
This study focused on the extent of using differentiated activities and how Kindergarten learners can be further developed. As a result, the researchers conclude that the proposed supplementary activities can be shown to supervisors, school heads, and other teachers for their suggestions and comments before using it. The differentiated activities should be used every other day with time limits to teach learners how to manage time wisely.
