Differentiated Instructions and Relationship to Learning

Milagros B. Mateo

An approach in teaching which teachers plan for their learner’s differences differentiated instructions. To facilitate differentiate instruction, the teacher finds a way to know the ability, background, skills, and interest of every learner. The teacher must do the profiling of the students to know their interest as well as the task they want to do. Using this concept, students will have remarkable learning because they are given chances to show their ability, knowledge, and academic factors in their own creative and innovative way of learning in every learning area. This strategy is possible in every learning area. This strategy can also use in Mathematics, wherein the facilitator will instruct the students to make something unique out of the concept he taught to the learners. This is the strategy that makes the student think not only out of the box, beyond of box, beyond the concept, beyond the knowledge to meet the expected creative and imaginative way of performing the task. Like for example, a Math teacher may ask the students to make a role-play, sing a song, make a poem, a movie poster that is within the content of Mathematics. Furthermore, this approach also responds to relevant differences among individuals while maintaining high expectations for all. Teachers are highly challenged to use this effective evidence-based teaching method to decrease the failure of learning.

The author is Teacher

--oOo-

III at Northville Elementary School