Pedagogical Retooling in Mathematics, Languages, and Science

for Junior High School

SESSION 4:
DIFFERENTIATED INSTRUCTION:
APPLICATION AND SIMULATION
(Adapted from Differentiated Instruction Simulation, a Trainer’s Training Package
by Genevieve A. Pillar, MST Biology)

Prepared by:

Suzzeth U. Dizon
Master Teacher I
Caloocan City Science High School
SDO-Caloocan, NCR
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Resource Speaker:

Ms. GENEVIEVE A.
PILLAR,
MST Biology

• BEST Trainer
• Grade School Science
Coordinator - De La Salle
Santiago Zobel
Objectives:
1.describe differentiated instruction approach as means of tailoring
instruction teach Science lessons and to meet students’ needs;
2.recognize that when differentiated instruction approach is used in
facilitating Science lessons the science process skills of students are
being developed;
3.present inquiry approach (as a differentiated instruction) as an active
and engaging way to teach Science lessons particularly on least
mastered learning competencies;
4.develop instructional materials and assessments that measure what
can students learn effectively, regardless of differences in ability;
5.design differentiated instruction strategy that match tasks to varying
student needs.

(Genevieve A. Pillar, 2018)

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Make a bubble map

and indicate all your
ideas about
Differentiated
Instruction.
You may add more
bubbles for more
ideas.
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Key Understandings
1.Every student has an individual learning style.
2.As a teacher, we can better our lesson
delivery to address the different learning
styles of all the students in our class.
3. Differentiating instruction is teaching the
same lesson or topic to all students using a
variety of instructional materials.

(Genevieve A. Pillar, 2018)

4. It requires the teacher to execute the lessons based
on the ability of each student. Teachers who execute the
lesson using differentiated instruction should:
• create activities according to the students’ learning styles,
• classify students by interest, topic, or ability,
• evaluate students’ learning using formative assessment,
• create a safe and supportive learning environment, and
• assess and adjust lesson content to meet students’ needs.

(Genevieve A. Pillar, 2018)

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(Genevieve A. Pillar, 2018)

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(Genevieve A. Pillar, 2018)

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https://www.google.com.ph/imgres?imgurl=https%3A%2F%2Fresearchdigest.files.wordpress.com%2F2018%2F03%2F34372257313_7291897a62_b.jpg&imgrefurl=https%3A%2F%2Fdigest.bps.or
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WBmpQKHXRHBEwQMwjjASgEMAQ&iact=mrc&uact=8
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#1 Know Your Learning Styles
Procedure:
1. Connect to internet and go to:
https://www.how-to-study.com/learning-style-
assessment/
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Share your results

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SUZZETH UNTALAN-DIZON, MBio

Caloocan City Science High School

May 21, 2018

AVenue Hotel, Makati City
Pre-Activity
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Lee Jong Suk || Lee Min Ho || Ji Chang Wook || Song Joong Ki

Is your heart beating
fast upon seeing
them?
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Group Activity
• Form four groups;
• Each group will be given with specific task
(worksheet)
Group 1 – Picture Analysis
Group 2 – Video Analysis
Group 3 – Pulse Rate Activity
Group 4 – Simulation
• Present your outputs in the class
Group 1 – Picture Analysis

1. What are the three major organs of the

circulatory system? Indicate their
functions.
2. Explain the general flow of the blood
in the body based on Figure 2.
3. Explain the relationship between
physical activities and pulse rate.
Group 2 – Video Analysis
• Give your thoughts about the
following questions:
• What is the function of the
following: HEART, BLOOD,
BLOOD VESSELS?
• How does blood circulate on
your body? Flowchart may be
used.
• Would there be a chance that
the blood may flow faster than
its normal flow? How does it
affect pulse rate?
Group 3 – Pulse Rate Activity
Student Pulse Rate
Resting After
exercising
A
B
C
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Group 4-Simulation
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Circulatory System
Parts Functions
Heart Is an organ that pumps the blood
throughout the body.
Blood Transports the blood in all parts of
Vessels the body; could be a vein or an
artery.
Blood Is a red liquid that flows through
the body. It carries oxygen,
digested food, and water to all
parts of our body.
It also carries carbon dioxide and
other waste substances that are
produced by our cells away from
different parts of our body. The
waste substances are then
released from our body.
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Our blood
circulates/flows in a
network of tunnels or
tubes called blood
vessels.
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A person’s pulse rate is a

direct measure of heart
rate. Normal resting heart
rate of an adult is 60 to
100 beats per minute.
During exercise, heart
rate can rise
dramatically, from a
resting rate of 60–80
beats per minute to a
maximum rate of about
200 for a young adult.
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Post-Activity
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Take home task:

Using a variety of resources, search on the following assigned

task:

Group 1 - Illnesses of the circulatory system

Group 2 – How to take care of the circulatory system
Group 3 – List of activities that contributes to a stronger heart;
Group 4 – Appropriate exercise program for different ages

(Let the students express their freedom on how they will

present their outputs the following meeting)
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•How do you feel about
doing the activity?
•Was Differentiated
Instruction executed and
applied well in the DLL?
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Video Presentation
Resource Speaker:

Ms. GENEVIEVE A.
PILLAR,
MST Biology

• BEST Trainer
• Grade School Science
Coordinator - De La Salle
Santiago Zobel
Pre-viewing Questions:

• 1. What are the strategies suggested in the

video?
• 2. What can you say about the strategies
presented in the video?
• 3. How is Differentiated Instruction used in the
least mastered learning competencies?
Pre-viewing Questions:

• 1. What are the strategies suggested in the

video?
• 2. What can you say about the strategies
presented in the video?
• 3. How is Differentiated Instruction used in the
least mastered learning competencies?
Reflection Questions
• 1. What is your takeaway about Learning Style
theory and differentiated instruction?
• 2. What benefits do the students get from this
approach?
• 3. Based on these insights, what will you need to
do in your respective schools?
• 4. How will you emphasize this approach in your
lesson plan?

(Genevieve A. Pillar, 2018)

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What to do:
1.Choose one least mastered competency
from Science 7 to 10.
2.Make a 5E Model DLL with integration of
Differentiated Instruction.
3.Present a walkthrough of the DLL in the
group.
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https://www.google.com.ph/search?q=%E2%80%9CI+never+teach+my+pupils.+I+only+attempt+to+provi
de+the+conditions+in+which+they+can+learn.%E2%80%9D+~+Albert+Einstein%E2%80%9D&source=ln
ms&tbm=isch&sa=X&ved=2ahUKEwi7qvyilP3aAhXBKY8KHVPOBDkQ_AUoAXoECAAQAw&biw=1242&b
ih=611#imgrc=b0yoUpAgkGLGXM:
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