THE DIFFERETIATED TEACHING PROCESSES

RENELYN M. SAPON

1atividad $lfonso +iJh 6chool

'ifferentiation is an instructional theory that advocates equal opportunity in dealinJ Zith diverse learninJ processes Zhere learners are predominantly enJaJed in the same tasN but in accordance to their learninJ styles and preferences Zhich somehoZ accommodates the so called diversity in learninJ. This idea has rooted from the perspective that the contemporary methods of teachinJ have already been superseded by the currently emerJinJ st century sNills that promote Jlobal productivity throuJh quality and efficient educative processes. +ence, there is a rapidly JroZinJ demand for pedaJoJical aliJnment to Zhich the teacher education should considered the possibility of inteJratinJ the case of diverse learninJ process in order to accommodate the learninJ styles and preferences Zhich are currently in siJnificance Zith the st century sNills.

'ifferentiated teachinJ process involves primarily the utilization of the learninJ styles and prefer ences to Zhich learners are predominantly acquainted. These are considered the entry points of the child learner Zhere his dominant capacity to absorb teachinJ processes is NnoZn to be active and at an enJaJinJ level since these learninJ styles and preferences are naturally inducted as the intellectual and physioloJical tendencies of the child learner, it is notably important to the teacher to learn and manaJe on hoZ these attributes can be enhanced, sustained or mobilized in the actual teachinJ and learninJ processes. ,t is in this Zay, the child learner may be enticed to participate actively in the lesson considerinJ that his interest is Nindled by the methods of the instruction that Jenerally applied to his needs.

'ifferentiated teachinJ uses varied pedaJoJical approaches that suit the learninJ styles and pref erences throuJh the provision of multi faceted approaches Zith Zhich the lesson is presented and discussed. ,t does not folloZ the traditional sequencinJ of the sub topics but Jenerally accommodate lateral NnoZledJe and ideas associative Zith the sub topics that are spontaneous and are emerJinJ from the active reactions of the learners. This idea is relative to the actuality of responses maNinJ the teacher completely evolvinJ from one method to another in order to sustain such Nind of learninJ preference that promotes continuinJ mental induction and intellectual proJression. +oZever, this may not be entirely adaptive to some teachers Zho have been accustomed to the usual and traditional teachinJ process but Zith proper motivation and traininJ, the idea is feasible.

,n today¶s time, as part of the curricular innovation, differentiated teachinJ is equal to the promotion of diverse teachinJ Zhere the teacher, employinJ this method and aZare of its rudiments, actually involves the interests and tendencies of the learners in order to create a participatory and enJaJinJ lesson throuJh utilizinJ the learners¶ primary NnoZledJe, e[periences and most importantly their current outlooNs on their social livinJ.

The nature of the differentiated teachinJ process lies on the actual teachinJ manaJement of the teacher Zho is noZ employinJ varied teachinJ strateJies to satisfy the different manners of learninJ that the learners are manifestinJ. ,t Zill Jo doZn to the understandinJ that as the learners perform differently as accorded from varyinJ teachinJ methods, the resultinJ outcome is that diversity is con tained and the teacher has Must promoted a Zell rounded learninJ e[perience Zhere everyone is vieZed to have enMoyed the learninJ processes and has satisfactorily achieve the desired competen cies due to such accommodatinJ learninJ e[perience Zhere he found Zell his involvement and partici pation.

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The author is Teacher ,,, at $tlu %ola 1ational +iJh 6chool