Journal Entry No. 4: Designing Differentiated Class Activities

 

Video Script:  

    Good day! I am Poohvy Cates L. Redondo, a Pre-Service TeacheR assigned at San Miguel Integrated School

    From my classroom experience, I’ve seen how different learners can be in terms of how they understand lessons, how fast they work, and how they prefer to express their ideas. Because of this, I learned that I cannot rely on just one type of task for everyone.

    There was a time when I asked my students to draw a concept as their activity. While some were able to complete it easily, others hesitated and seemed unsure of how to begin. I later realized that not all students are comfortable expressing their ideas through drawing. Some of them approached me and asked if they could explain their answers in written form instead.

    That situation made me rethink how I give instructions. Instead of requiring one output, I started giving options. Students could either draw or write, depending on what they were more confident in doing. After making that adjustment, I noticed that more students were able to participate actively, and their work showed a clearer understanding of the lesson.

    I also made use of group activities to support different learners. I ensured that each group had someone who could guide the others, and I encouraged them to share responsibilities so everyone had a role. At the same time, I stayed involved by checking their progress and giving support when needed.

    In addition, I provided choices in how they could present their ideas, such as through written work or other creative forms. This helped students feel more comfortable and engaged during the activities.

    Overall, this experience taught me that addressing learner diversity means being flexible and attentive to their needs. Small changes in instruction can help students participate more and show what they have learned in ways that work best for them.

    Thank you!