Differentiated Learning: Addressing Different Learning Styles and Preferences

[Music] [Music] [Music] uh it's a holiday and you know it's supposed to be resting time nope our 178 live viewers as of the moment no no um i think uh live stream for today 197 just like that we have third teacher and good afternoon sir jello for this session uh special intersect [Music] foreign [Laughter] [Laughter] okay [Music] but hopefully we get to cover you know as much possible and uh at least we bring up a sort of like a discussion with our teachers uh we're not coming into our session especially speakers no we're not coming to uh the session as the sole experts okay uh we will not be able to deliver definitely everything that we need to know about this topic no uh but we what we intend to do now is actually to provide like a venue for discussion uh to surface no things that we have to talk about when it comes to differentiated learning um and i think that's one of the things that we'd like to clarify for today so again uh just taking off some pressure off our shoulders uh we will not be coming here yes as the seoul expert teacher so we invite everyone just like we are we always do to engage us into a discussion your insights your questions your experience will definitely be very vital and important in this discussion features no so please indulge us but of course as your facilitators first they will do our best we'll do our best they will try to provide as much as we can about this topic so that we get to know more about differentiated learning but before we go to that no let's first have a very short uh picture a quick shout out to our teachers know uh let's just greet some of them okay uh i did not put a marker at each other so let's just uh start somewhere okay um okay let's start here at 2 11. so you start on 2 11. okay so good afternoon teacher safra april safra teacher lily bette naliana teacher grace uh baldwin teacher jovi argonza teacher anna lee guevara garcia teacher michelle neronis spina tre jasmine imperial teacher is sheryl bill clark and teacher madel lischus good afternoon so we're also greeting teacher gaining ibasan miss mary ben colina from anahawan southern later teacher adel a de luisa montemayor teacher yesha and i'm not so sure if she's a girl or uh she's a woman or a male but she's from nothing impossible from malaysia marilyn on kiko farah eva lutto geraldine sorre soreska sir ellie austria mamjuela [Music] and of course we will try to get the other teachers later on as we continue with our session okay um so segura now before time start i will first um contextualize of course and share with you the flow of our session for today later um during our discussion actually uh demystifying differentiated learning they're actually claiming or they're saying that learning styles is actually a meat uh because sometimes you do not truly understand how and what learning styles are for okay um understanding sometimes and learning styles and sometimes not the contextualizing understanding and learning styles now then athinisha properly integrated into our curriculum that's why um people would say we think that whenever we address learning styles we can already directly impact learning outcomes happening because that's one of the things that we'll have to demystify you know and also uh to clarify later in our discussion as for our flow for today uh we'll be uh talking of course no um several things okay so we'll start off uh with what is the differentiated learning that will be discussed by teacher pow i will on uh proceed with our second topic today which is different uh learning styles and preferences and uh teacher pow and i will collaborate on how do we differentiate learning okay as we address we connect with the different learning styles of our students and of course a teacher paono will try to end our session today with uh sort of like contextualization okay because of course no um you'll really have to expect that some of the readings that we base our references on um of course not even our trainings as teachers are actually based from a western perspective and therefore uh sort of like out of context at times so that's the reason why we're going to end our session today before we open the we have the open forum to discuss on some realities in the philippine education which uh might be an obstacle for differentiated learning okay so again uh what we're going to do now is not to put pressure on teachers okay that's the least that we'd like to do okay we don't want to like uh to make you feel pressured enough you couldn't go in something like this now what we're going to do now is to actually simply to create a discussion so hopefully next time as we progress as educators will have more opportunity to address uh the needs of our students okay because technically attending to the different learning styles is attending to the different needs of our students okay so teacher pau um let's uh maybe we could begin now um sir jello do you have like uh questions first or things they'd like to um say before we open our session for today or maybe reminders to our audience i'll just check on that because i also heard that in that particular uh thinking the myth nash it's it's a it's a it's more of the way we understand it and more of how we will really uh contextualize it and at times i think this is also a good opportunity a previous series not in our previous webinar the the more that we want to be inclusive exclude so i think it would be a good opportunity talaga to to explore this one a reminder introduction today so again uh the first part now will be uh handled by our very own picture file okay so yeah picture pal um the floor is yours now you can now share your screen all right okay this is actually something new to me you don't really feeling like your screen so yeah and good afternoon so yeah i would like to um thank teacher franco for doing that introduction so um in this session we will really get to know i think of course naman as educators we have heard this definitely no independence zero info the bahindi fighting zero info on differentiated learning actively um the question is um have we been doing it inside the classroom so um that's where i'm going to start my session solana from intro [Laughter] no thank you so much for frappe and i'll see you in the um background also later okay so good afternoon dear agape um uh just let me know if uh you're hearing me properly no so um i will be able to uh present no my um my peace of mind when it comes to uh differentiation so at any point in time you may you may um share your thoughts about our discussion okay all right so let me just again put us into the overarching um uh topic that we have for this month of august no inclusivity in education so basically inclusion is an ongoing process that aims to in to increase access and engagement in learning for all students not for all india but for all by identifying and removing barriers so um as i start my presentation i would just like to request um everyone all the educators watching to maintain or adopt a growth mindset in this session so as i've mentioned i'm very sure you have been doing this you have been exposed to this um but what we would like to adapt is a growth mindset we know that we are um experiencing challenges no so at the back of our mind spreading an easy plan is differentiate [Music] and so on no but when we try to maintain a growth mindset this is where our openness comes to play you know our open-mindedness come to play huh what can we do about these challenges because some of these out of our control name but the question is what is within our control as teachers as educators so how do we adapt no so i i hope we maintain that all throughout i'm sure you'll be bogged by hindi kasikai and going to no because because this is exactly the same idea or the same mindset that we want our students to achieve or to adapt no while studying your lesson no while grasping your discussion sustainable our goal is to maintain or to um adapt a growth mindset okay so second topic all right later if i stop my presentation i'll be able to see sift through all your comments okay so okay so as i've mentioned no we are actually increasing access and engagement and it's an ongoing process it's not a one-time thing now differentiation is not a one-time thing okay so guess the topic not only the differentiator holdings the next topic indeed no okay it's an ongoing process no because what we are actually building um in our students are actually skills no these are not things to memorize okay these are skills that will help them adapt to real world no if what you're teaching is you're not convinced that it's applicable to the real world why teach it so we have to make sure that um uh it's an ongoing process okay so it's actually an organizational paradigm that involves change no it involves change continuous process of increasing learning and participation among students so so your experiences of students know what are the challenges because that's what we want to address um in this session right next it's uh it uh inclusion addresses the learning support requirements and questions no the broader objectives of education okay the learning also okay it's is it going to work and this is actually an educational approach which all schools and i'm sure you are actually um aspiring now for your school to also have okay so inclusion is actually facilitated in a culture of collaboration mutual respect support and problem solving involving the whole school community so you cannot differentiate if you're the only one doing this okay you cannot include if you're the only one doing this no everyone must be involved from students to parents to teachers of course to the school admin primarily not it's a whole school community and this is actually based on um the document published by the international baccalaureate organization on learning diversity and inclusion in um in the ib programs so just a side note no well i am intro intro no peripheral for um just so you know where um i'm coming from um i'm currently the international baccalaureate um diploma program coordinator of our school immaculate conception academy um was running the program for three years now okay okay so um there so that is my okay my um introduction to what differentiation is okay so differentiation is actually designed to meet the needs of all learners no matter where they are in the spectrum but we have to remember that we do not lessen the opportunity for them to be challenged now sometimes when we do differentiation okay we should not no we we guessing a growth mindset at this point i am also much scaffold so you can still move on to reaching no higher expectations no we don't um we don't put limit to the rigor that we give to the students no we don't stop challenging them no so when we talk about uh differentiation there are actually um different concerns concerns number one lowering the rigor for struggling students is the student being challenged enough but do you stop there okay do you stop there next is giving less attention to gifted and advanced students okay students not being challenged okay um most of our schools of course are hetero no hetero you have different skill levels because you want to get everyone no get everyone on board sometimes those in the advanced level are not challenged anymore no so nothing but what what still can you give to these students who are actually advanced remedy all right and of course trying to manage everything that is needed for implementation adebayo brain cells but it is possible no it is actually possible now when we talk about differentiation i'd like to focus on the word differentiated learning okay differentiated learning so if you note okay different is iba okay differentiated there is that conscious effort to change no to modify right from if you were here last wednesday last thursday in our sessions um and i'm sure majority of you were um it has been stressed that differentiation is actually intentional okay mama when we um lay out the different foundations you will see if that is your if that is how you thought of it it's not intentional espero it's the difference between reacting and um responding how you will handle the situation but if you're just reacting it's incidental so um those are the things that uh might have we might have concerns on all right so can you canines administer from comeron means on learning styles no i know young myths about differentiation so let's just look at that students will be unprepared for tests if you differentiate they will not be prepared for tests okay um just do your own mental checklist no if you have a pen and a paper or a gadget with you or if your photographic memory okay um how many of this do you still believe okay differentiation equals individualization okay the third one differentiation means unbalanced work load right the third the fourth myth lack of mastery at the same time as classmates means lack of credit i thought it it's up to the students to learn it right students won't be able to compete in the real world and i go water down gonna go water down even the rigor not even the rigor um when you differentiate then if we don't differentiate students will toughen up but do we actually know where they are actually coming from why they're they're not performing the same no and then there is only one way to differentiate and i think with everything that you've been doing inside your classroom you know that this isn't true okay and that differentiation means students are grouped by ability at all times at all times okay pagina will they learn at a maximum will they be able to reach their maximum potential okay and then i can't implement differentiation because it takes too much time differentiation okay so given that given that no um these are myths at this point we open our minds that these are the myths by looking at different places when we talk about differentiation equals individualization it's not no it's not um preparing the same no individual plans for each student okay if a young and then differentiation means unbalanced workload differentiate or in a spoonfeeding student okay when we when we do our differentiation and then um yeah and and all all the meats that has been uh presented okay now of a differentiated classroom so i have been referring to a book entitled the differentiated instruction book of lists by jennifer fox and whitney hoffman um there are a lot of things on on on this book no um you can actually access it in the um on the web later um i'll try to get the link but it just gives you a list of all the endless possibilities of how you can actually differentiate the classroom with that vision that number one students are engaged in learning not engaged in learning students ask many questions and feels safe questioning if this is still happening in your classroom then we might have to really have that change in mindset because after all we are not i am not an expert in differentiated instructions on different views different perspectives my questions put that in the chat box no because that's where you create a culture of collaborative learning no where everyone feels safe arguing but not fighting you can go on and on with different perspectives but still maintain a healthy environment is it's a very common experience of a student who who just withdrew no from from learning okay and the third one of course the student feels a sense not students feel a sense of belongingness no we are not actually assuming that they know everything and we know how we know our students no i hope we know our students then the fourth one is students actually become accountable for their actions now think of it what are the points that we still want to improve on no and then students know what is expected of them hindi blinded no hindi expectation 93 whatever it takes to get a 93 i'll do it no but really know what is expected of them anubayong quality expected of them no so it's in part of it no for this to um to prosper for this to uh what do you call this um come to life we need our teachers okay and what should the teacher have number one there is a clear plan for time spent in class i start when i download i started teaching i did practice upis i did um daily lesson plans to my minutes familiar than a man called on so um the second one is that clear instructions are given to students in collaborative activities okay catch yourself when you say all right so this is our task this is the directions okay i'll break you now into groups pinabasa you implement um what do you call this um a one will be a listener you have to explain now you have to to explain to them what has to be done no in our virtual setting right now is um online breakout room never never sleep them to break out rooms without clear plans okay without clear instructions and then learning time is divided in small chunks with checks in between if you have a 40 minute or a 50 minute synchronous period because usually one hour or two hour one or 30 minutes or two hours nah learning time no so you have to make sure that you have small chunk uh small chunks and you check for learning in between okay what what how you are going to ask knowing the students and then of course the teacher works alongside with students okay we don't just stand in front there and teach deliver actually lecture okay because in a differentiated insta classroom you really work alongside with students okay where they are and then um of course students should know what is expected of them so para mangarion the teacher should present examples of excellence and rubrics right to students for mastery merankan exemplars okay i am very sure i'm very sure no um we are so fond of asking students to do um assessments creating videos okay pero i myself as a teacher has never made the video can i expect that from my students basically no as a teacher you know the um access scale versus target skill no young targets but of course whatever we ask of our students whether to write essay to do things just as in any ins and in in our content we ask we we um require our students or we hope that our students will get our content because you have to make sure also that you are able to do that as teachers okay all right just let me know all right okay so how do we provide modifications in the differentiated classroom okay so there are four areas to be modified originally um we have three no content process and product but eventually another part is a learning environment okay so what are the modifications or where can we have our uh modification so for content it's actually what the students learn knowledge skills and understanding aspects when we want to talk about differentiation then process how students learn okay so this this one is on instruction and delivery and then the third one is the product how students demonstrate understanding so basically this is the output or the assessments that you have you can also do a differentiation on this and then the learning environment where students learn i think very key factors my online my mix online modular my module are pure also where students actually learn what is the set up sabaha school um and then the community so how do we actually differentiate that so um these are the areas where we can um do differentiation what is our basis for modification this time no sa antago magno modify number one okay readiness you can vary it's a readiness okay um it does not actually represent ability rather it's a changing state of skill and then we can also vary by interest and how do we actually do that we have the areas of interest of a student okay and then learning profile okay i'm sure sir franco will discuss know the different we'll discuss this in depth now a learning profile what are the preferred ways of learning which include the learning styles the multiple intelligence intelligence says the gender and the culture okay because these are the things that talagang no um the important thing here is we should know our students okay so as i've mentioned if you remember a while ago when i described what differentiation is it's actually um yes trying to meet the needs of all learners without okay um suffering the rigor so how do you differentiate the the um the content so in terms of expectations sumerunkang expectations in terms of process what are the support that you can actually give to the student three wheels so you can that's how um students learn no better what what is the support that you can actually get and for the product okay how do students actually demonstrate learning now there are different ways to actually demonstrate learning okay all right so later okay so i at this point no i will stop um sharing my slides okay because at this point um we i've now joined by sir franco now after i've um presented uh the basics may be of a different shayshon or nirakolnatenyung college sir franco last time last wednesday while i was listening to teacher there's paraphonic this is just a bit of a refresher you know so franco i know insights coming from uh different educators skate trainers as well games so i hope that we can we get to continue that because again this is a very vast topic of perspectives what uh teacher paul presented is just one of the many ways of looking at differentiated learning okay because i think that's one of the most important way no to demystify the idea of learning styles or attending to learning styles okay sometimes okay or we're addressing different learning styles and preferences that we're trying we're sort of like stereotyping a particular student are we grouping them because if we are grouping them we're actually excluding them even essentially and that's what we don't want to do okay so what essentially you know if you um like um like revisit the ideas that presented that was presented but that were presented by teacher paul is that there is this core idea about differentiated learning of it being meeting them where they are meeting our students where they based on this particular modality change modality so that he can comprehend and then expose him to other modalities later on okay it's basically essentially meeting your students where they are and eventually putting them or uh increasing their uh ability to comprehend um we of course know your process of cognition then okay uh increasing the price of cognition okay uh by the students so we're not like like putting them in one box okay that's actually not contrary to what we're trying to do here we're not going to try to put them in a box okay classical learner we put you here we go you're the type this type of learner you we put you here okay um and again a teacher pow there's a very important name uh precisely why we did not use other names for our topic for today which is differentiated learning it's because it's the learning process that we'd like to focus on which is centered on our students know your students and will definitely you'll definitely have more ways not to uh to address their uh their their their needs in the classroom as for some issues teacher profaning issues about um doing differentiated learning we're going to tackle that later on in the before the open forum on when we talk about the realities of philippine education in relation to differentiated learning in sobrang and denman inside it's going to give you a lot more no um and again two steps two webinars in one but what's what's happening now and what's happening in the chat now are two uh i know very massive webinars no parallel webinars in a way okay uh i'll take over um and we'll discuss the different learning styles so um teachers okay um let's now get into the different learning styles now i will not um just disclaimer i will be able to discuss all of them i'll just try to cover as much grounds as i can in terms of like learning styles that we give we have an idea or more of an idea about the differences of our learnings okay but before we get to that um again that's the core uh of uh our topic for today which is differentiated learning okay and uh that idea of differentiated learning is actually anchored on your id or on your understanding of the different learning styles okay but as mentioned earlier okay we're going to try to understand better and further and deeper the idea of uh the learning styles because we might be using it differently we might be using it in the wrong way we might be understanding learning styles um uh i don't know incorrectly and that's what we hope to correct uh today teachers know it learning styles in terms of differentiating learning inside our classes now regardless if that's face-to-face or in a distanced learning setup okay so first of all okay let's first um um talk about now what does science say about the relationship between learning styles instruction and learning outcomes and it's it's um based on the southern or research by newton and salvi 2020 uh they said no that study after study has shown that matching instructional mode the students supposedly identified learning style does not produce better learning outcomes okay and this is why some people know and um uh would would would think that uh learning style is actually uh a myth no yes it's a myth if you actually pair up or try to use learning styles to actually just um change or alter the learning outcomes okay because it's not always going to be just that that way you know that kind of relationship okay so there's really not that very strong relationship that if you attend no to the learning styles of your students that you will eventually increase the learning outcomes so we're going to talk about so what what's for why do i need to know about learning styles okay and of course in fact a student's learning style may not even predict the way that they prefer to be taught okay or the way they actually choose to study on their own okay so that's one of the things that we'll have to remember skin because if we intend to use learning styles to impact okay learning outcomes then we are actually using learning styles in a wrong way right because that's not going to actually work because you're actually stereotyping your students and you're actually no i saw some comments in the audience earlier that's actually going to limit your students further yes no uh ironically that's going to be the case teachers know that if we use their learning styles just that okay it's actually going to inhibit them and limit them further in actually learning more and learning better okay so that's one of the things that we'll have to remember and of course what needs to be avoided it's already mentioned earlier okay that we cannot pigeonhole our students okay you cannot stereotype your students as being such kind of learner or you're an auditory learner you're a visual learner okay uh you are a uh kinesthetic learner okay so those that that kind of mentality actually okay uh is a misuse of the learning styles because the learning styles is not there okay in order to label students because again um labeling okay will not will actually inhibit them okay so when you label a particular student to their particular learning style you're actually boxing them and boxing them actually limits them in uh in experiencing no or having opportunities to learn some other ways so it's not just one all right so they might have some preferences and they might have some dominant learning styles but it does not mean that they don't learn in other ways okay so you cannot like for example remove all those other opportunities from them just because they are more of a visual learner they are more of an auditory learner okay because again that's a mistake no in using your or the idea of learning styles okay so again we will not pigeonhole okay the idea the basic basic idea of knowing your students learning styles could come in two things okay the first one is that knowing your students learning styles you can actually create variations in your instructions mentioned by teacher paul already earlier okay that by doing so okay you're actually trying to meet as many students needs as possible okay second okay knowing your students learning styles okay learning preferences levels of cognition in your class now it's actually also a way of meeting them where they are okay so these are the primary uses of learning styles it's not to label your students because again doing that no labeling your students automatically negates the idea of differentiated learning right so we wanted to we want to know what kind of learner you are so what i can differentiate my instruction enough to accommodate as much learners as i can see learners okay like we have 60 70 learners in the classroom do i differentiate it that way when we talk about the realities in philippine education and of course no yeah meeting them where they are not knowing the learning styles no learning preferences learning levels of your students is also an opportunity to meet your students where they are so that you can actually guide them slowly gradually to uh to meet you to meet the standards you know of uh of your subject okay of the grade level etc okay that's our measurement that's how we use no supposedly uh learning styles okay so let's go into this learning styles now let's discuss now some of the learning styles so that it would guide you what kind of variations um can i use no and can i do in my classes so that i will be able to meet as many needs as i can okay so that my classes know my classroom becomes more and more inclusive can you achieve like 100 inclusivity in the classroom i i don't think so okay there will always be you know some um gaps no and flossy so as educators what we're trying to do is to try our best okay to accommodate as much to modify as much in our classroom okay so therefore okay that now brings us that uh when we talk about differentiated learning it's all about making the teaching and learning process more dynamic dynamic in such a way that it's actually um promotes know that that very much needed interaction between students to students teacher to students and teachers to teachers as mentioned earlier there's a big need in collaborating with other teachers okay it's it's not about no it's just mentioned by teacher power creating a differentiated learning environment it takes the whole community into action it can't be just one good teacher it can't be just one excellent teacher you can't do it all because the fact is that if you do it in your subject and it does not exist exist no in other subjects that's also going to in a way affect not the flow and effectivity of the learning process sometimes my isolate pen teaches when you are sort of like going outside of the norm it's sometimes you get to be also not judged in a way okay so that's again the danger you know if it's not being done at um by the entire community okay uh differentiated learning also takes no uh asthma and challenged teachers and educators to create variations in your um teaching and learning process okay so it can't be just always a monotonous kind of approach okay it can't be just like always like lecture lecture okay or uh let's do this activity okay so there's always that challenge and there's always that need no to different to design our instruction okay in such a way that we are um uh intentionally targeting as many learning styles as possible in a classroom it's good to know okay if we have like a learning profile of our students so we already know uh this is the spectrum of my learning styles ah this is a spectrum of my uh my levels of cognition in my class or my levels of comprehension in my class so that i know how how much i should differentiate my instruction okay we're going to talk about differentiating instruction in a little while and of course also mentioned by uh meticulous earlier engaging your students have to be able to engage in your classes and gate that's also one of the way i don't know um uh reasons why we want to know about learning steps because if a student know have a certain affinity to a learning style and then you uh in your lesson that you did an activity or um like a project or an assessment or part of your lesson that actually taps on that you will automatically have that student know engaging in your class you will find or she will find a joy in your classroom again teachers in learning because having that joy in learning actually engages them more okay so later on even if it's not my learning style or it's not uh it's a difficult lesson delivered in a different learning style i will find that joy in learning and i will be able to do just fine because again i'm into your lesson now okay so that's what we want to do okay so i hope that's that plays it out okay when we talk about differentiated learning and different um and learning styles okay so that's how we meant to use it okay not to label okay so again i'd like to emphasize it again and again the learning styles are not there in order to label our students okay these are data and i saw kadena um a comment about this differentiated learning and learning styles yes no bug nothing because your students know will also have uh problems no and might also stereotype themselves as such okay so tyrion teaches uh i know i'm a visual learner okay you are not always a visual learner okay you might be a visual learner in one subject but not in others okay you might be a auditory learner in one um topic but not in others okay so there's also that differences know uh in terms of um your learning styles you are dominant no in different scenarios circumstances subjects and topics okay and this also gives us now that idea that that learning style is also a complex one a student no a learner is not just one learning style there might be a dominant learning style but he's also not capable of learning across the different learning styles as well that's why again you can't pigeonhole us to them okay so let's now go on some of the learning styles now that we know and we can pay attention to okay again i want to be able to cover everything especially the multiple intelligences i hope that um we get to also uh uh be reminded of that so i'm going to go over and uh some of the existing models and some learning styles no uh that are um we are more familiar with or um no about you okay okay so the first one is what uh is what we call the bark model this um a more popular um model though when it comes to uh talking about differentiated learning and attend addressing different learning styles okay so this actually takes into account uh bart basically means a visual auditory okay or sometimes they call it our reading writing kinesthetic um learning styles okay so okay we'll talk about uh visual okay so basically these are your students kids who do well when they are when they use symbols boxes charts and colors in their notes okay so this is their best way of um of um receiving information okay so they get to receive information they get to build more connections and they get to uh create no or make sense of a particular information given if they are arranged in a particular space okay uh using um symbols boxes charts and colors okay so that is um your visual learners that's why the use of uh vishwasuke the use of tables okay the use of symbols in your in your presentations is actually very important and that actually brings us know that when we do k teachers know create for example um or uh put elements in our presentations in our worksheets for example let's always be intentional okay so i think about infographics okay infographics is actually a very perfect example of putting visualizations to certain information okay and we look at a particular infographic now even if you are not a visual learner it's so easy to understand an infographic it's because of those intentional um details no or visual details or graphics that has been put there right so that's your visual learners again okay that should impact know how we do our presentations how we do um our activities know our worksheets as well in the classroom okay second auditory or oral no uh oral learning involves using sound and music okay these are now the students that are more um engaged know when um information is delivered to them in um uh in sound or in music that's the reason why okay uh there have been a i like an increase in terms of use of um text-to-speech uh applications and my attacks to speech extensions in chrome because uh that's also not it's not only because um some students are um have are part of or there's visual impairment right or problems with their vision okay but sometimes even students know with a a very good eyesight can actually better understand if something is read to them if they can actually hear it not necessarily in a music or um with with or with all of the stones but that that auditory sensation okay uh allows them to process information better okay that's why there is some um like variations like giving materials in podcasts um or especially you know um your videos okay having your videos with narration okay narration is actually no if you uh notice it okay if we are like reading a story okay um yes you're of course no um it's still fun of course the lead gay pero if there's someone reading the story for you and you hear those sounds of those words now it makes more sense and sometimes it affects you more okay so that's your auditory learning skill at the first you have your reading and writing learners that these are students know that are um are more adept in uh processing information if they are reading it aloud repeating it to themselves so these are your students that actually uh make sense of information if they keep on reading um and repeating information to them to themselves either uh reading it aloud or reading it to themselves as well as writing them okay so if you have students for example that are um are i don't know um heavy note takers so this might be your students that actually are learning okay um uh i don't know learning um because of writing okay and actually no i just can't find no a particular uh article about it but there are like information saying that writing information came beca because you are also moving um actually increases retention rate okay even if you are not a reading and writing learner okay writing your notes no uh on the physical paper actually writing it okay actually increases retention rate okay and of course so more so okay for those who are reading and writing learners and of course the last one is kinesthetic um or physical learning learners involves using their body and sense of touch to learn okay so these are students who prefer doing things okay manipulating okay so for example if you're teaching a lesson if they can do something while um um pressing that information that's actually going to help them okay this i'm not like entirely sure of course um there might be uh some other relationship but if you notice some students for example that while you are teaching there they keep on like moving something or doing something else okay uh this might be your kinesthetic learning skills because they're the movements eventually allows them to translate in a in a way also process information that's entering okay so your movement for example you're doing something else with their hands sort of like fidget tools those kinds no um might be a like uh like an expression of that uh kinesthetic needs so if you are also the kind of educator who want to build like a more inclusive classroom so movement would actually be something that uh is also important it's not only about like dancing um it's not it's not only about like um um like random movements no it has actually to be more intentional okay like changing seats walking or moving from one space to another these are actually still no kinesthetic adjustments or accommodations or modifications in your classroom as long as again they're doing something they're moving that's your uh i don't know a way to address your kinesthetic learners okay so those are your um from the bark model i'm going to discuss others later but if you look at this bark model actually you would actually see very important overlappings and this is what we go we're telling you earlier okay that your learners know are not always necessarily always just one kind of learner okay there could be like several combinations all throughout okay so as a learner could possibly for example both auditory and kinesthetic or uh both auditory and visual uh they could also be i don't know a combination of the three or a combination of the six combinations and this is the reason why variations in your class is actually very important okay and again this is also a reminder now why we can't i repeat we can't pigeonhole our students okay because your students are not just one type of learners they are no um they are no i actually know um walking i still remember before when i because before i know i live in a in an age where memorization is actually very very uh i don't know um um prevalent now when i was in grade school okay and i i remember before um uh that whenever i want to memorize something i tend to walk a lot like i walk around the house uh repeating the the words you know the lesson that i need to memorize okay and again that that's uh an evidence of uh of being or being a physical or kinesthetic learner okay so this again this uh this um figure here tells us that there is that overlapping complex learning styles that our students might be all right so they are not just one that's why you can't pigeonhole them you cannot isolate them you cannot like uh group them okay you cannot like um um uh whatever stereotype no our students just being one okay so again the the idea of learning styles is our entry point so that we can engage them into learning right our entry point so that we can meet them where they are okay so this is our purpose of knowing your learning styles okay so again uh very complex combinations right there okay you also have what we call verbal okay um so these are students with um who are verbal learners okay reciting information out loud okay uh not necessarily reading them but saying it to themselves okay uh earlier we um we encountered the leading learners this one are the verbal no hearing it from themselves or hearing it from someone else okay writing out their own notes and highlighting key points okay and this uh might be a very trivial thing but by simply for example highlighting things in your lesson or highlighting uh important key concepts in your worksheets would actually help your verbal uh learners okay because they can easily spot okay i don't need to digest all the information in this worksheet or i don't need all this information in the presentation i need to follow i can focus on certain key concepts that allows them to better process the information okay so again by simply highlighting them that's your verbal learners okay you also have your logical learners okay so these are learners that um are learning learning by asking a lot of questions okay why are they asking so if you encounter the students okay who kept on asking and sometimes you would label them why do you keep on asking questions you might have no or this might be students that are building connections like that's why they keep on asking questions okay and these are your logical learners okay so logical learners okay why they are why do they they want to uh they keep on asking questions okay because they wanted to understand the whole process okay they wanted to understand connections okay relationships came within your concepts okay so say for example okay and this is very important and very prevalent for example in the teaching of history where in history for example you can't just isolate one particular event if you encounter for example a logical learner and you're teaching them history you will always know this is not only for mathematics uh subject no uh logical learners also exist and can still uh try in other subjects now say for example in history they would keep on asking relationships of uh events not to other events events to people events to places events to other things and that that allows them to make sense of the entire lessons okay so that no that is your logical learners okay they are natural thinkers who learn by classifying categorizing and thinking absolutely about patterns and relationships so uh using of um like um diagrams using um those um graphic organizers are perfect for your logical learners because it allows them to see connections uh see the entire picture okay that information are not being processed in fragment stage because they're trying to process information as a whole that's your logical learners okay and of course social okay these are your p this are your students who are thriving in collaborative setups so these are social learners prefer to learn in groups rather rather than on their own so they thrive on talking to others getting ideas of others getting ideas of other people and modifying it in a way or learning from it in a way no your social learners learns or understands information information better okay in a group setup okay that having others know to learn with um allows them to process information better okay on the contrary so that's the reason why uh we always encourage that at one point in your lessons activities instruction that you have collaborative um engagements okay so that you can also bring in you know your social learners see into the loop of learning in your class okay and eventually uh be exposed not to other learning modalities or learning styles okay and of course the last one is your solitary learners okay so these are your learners kids who tend to be more independent and introspective spending a lot of their own enjoying their own company at one point po teachers know i can say no there are times okay there are topics uh lessons that uh my uh i myself know uh i consider myself as a solitary learner okay so there are times that i really want to learn about something on my own okay but there are also times if the topic is for example a huge and uh i can't really comprehend it i tend to uh prefer you know a more social um setup way for me to be able to learn those concepts okay so those teachers know are your some of your some of your solid um your learning styles that you can take note okay and that should guide you know in terms of like variations in your teaching and learning process again for the third time we are not going to use this in order to label our students we're going to use this as a way to uh create variations create a great differentiation in the learning and teaching process so and aside from that no uh aside from this uh knowing the learning styles of your students okay of course educators that will definitely help you um in designing your instruction but okay you're um your students know also have should be okay you should also guide them to understand and for them to discover you know their own learning styles and preferences their dominant learning styles and preferences because that would eventually help them become even more independent learners okay because the truth is teachers know somatic educators that you have to equip your students no outside of your classroom as well okay uh because you can't always be there even you're the best teacher you know that actually creates differentiated um learning in your classroom some when down the road they will graduate from your class they will not they will no longer experience not the best classroom that they've had in your care okay so they'll have to move on okay and what you can um teach them know is also to understand how do i learn okay so that even if i get out from this very great classroom okay where my teacher creates differentiated learning i could still learn at my best okay that's what we call it metacognition how do i learn okay so a teacher should also take into account the different learning styles but more so no should the students discover how they best learn themselves okay that would help them in terms of like study habits how they study and how they prepare um or um acquire skills and knowledge you know all throughout uh their lives as students although again we are lifelong learners now we actually never stop learning so that should help them know even outside of the educational system okay so this is just a uh example of um how the metacognition cycle okay for students okay i'll do this more like for the older students but i believe that this could also be applied for younger students what what can be done do know for younger students okay since we still cannot like uh like uh should still be scaffolded no uh unlike for all the students that we can actually engage them on um discussions on how they learn in metacognition okay for younger students maybe it's uh it can be as simple as reflection okay um what for example what did they learn kim what are the things what are the best things that i learned today or i can also ask them um why why did i not learn some of the things and why did i learn better you know some of the concepts not in our lesson okay and in that process now they get to understand better and better you know how they learn and how they best learn um in the classroom okay so that's your metacognition okay now it's already been mentioned by teacher paul earlier okay that um the different ways no always on what can be differentiated right so i learned what is differentiated learning we know the different learning styles okay and how do we actually use the different learning styles okay i hope you emphasize in that enough note in this session okay now we go to what can be differentiated and then how do we differentiate okay um and i'd like to uh invite back no uh teacher pao no into the uh into the um stream again okay because we'll be sharing this um this topic no uh together okay so just wait for her okay but um we'll be dividing this into several welcome back okay um so this will be a tandem discussion okay so we'll be discussing the different ways no uh something i mentioned by teacher power earlier okay um the three areas of what can be modified what can be differentiated okay and as mentioned by teacher power earlier we have three okay so basically um i'm interested okay that to the last one that was mentioned by sherpa which uh definitely should probably be covering um on the learning environment yes indeed um although um one of the challenges is guru rinpoche later for our educators because the learning environment right now is an open space no digital space game as well as at home okay so how do we affect that now of course in the classroom that can really be done okay uh arranging your class in a way um would actually uh impact that no uh but what about in a digital space so we're actually going to talk about that later on okay so content process and output so these are the areas you can differentiate and you can implement differentiated learning okay so let's talk about personal content okay so we talk about content teachers okay this basically means the knowledge understanding and skills that students need to learn so content should remain the same for the most part for all students it is the method and access to this content that can be differentiated so it's not the content when we talk about teacher power now when we talk about uh differentiated learning now in terms of content we're not going to change the contents of example one you're teaching them as a subtraction the other one you're teaching them addition the other one you're teaching them multiplication that's not the case all right when we talk about differentiated content okay we're actually talking about how did you deliver the content and how can students access the content that's actually what matters right so um some of the things you know uh some some strategies know and things king were mentioned by teacher power earlier so teach your power care to um to also comment whenever you need to um for all the things that will be mentioned today for this one okay so the first one is when you talk about differentiating content no it's uh what is being learned right it's uh uh it was given by teacher power earlier okay so what the primary question when you're talking about uh content and differentiating content in terms of differentiating learning is that what is being learned okay so the first one that we can try you know and what we can do is the valid multimodal approach teacher power okay where in students content access content through a variety of platforms and mediums okay technology definitely can provide it now okay i can still remember to share power before shampre a source of information i didn't before i young teacher so manila paper blackboard telegram i think source of information different access to information pero uh for the most part it's the teacher it's the manila paper it's the blackboard that actually is the source your textbook as well okay same lesson you can actually access it in different ways okay um i i could like uh access the same information using a video using a podcast using a text based using an image and all or the 24 volume encyclopedia see my level paying richness so for example teacher power now when we're talking about varied multimodal access to content it's for example okay you're teaching uh practice so the first uh access or modality or uh delivery could be for example um show a video um in youtube um video lessons in youtube about production pedigree for example academy and diameter of videos about fractions second delivery infractions okay using the fly uh prior model okay prior model basically is when you're building up vocabulary okay to your students that's actually very interesting teacher pau though an example of a prior model looks like this okay uh we're in okay you just simple um a simple um uh table okay with four quadrants okay and then you um you build the the vocabulary of your students for example okay we can change this for example this is um sample fraction okay and then you have a definition of fraction and then the essential characteristics of fraction what makes a fraction a fraction and then you give examples of a fraction okay and then you give none examples of a production so they can actually eliminate what are not examples of a fraction say for example you put there a a decimal and a number and a number with decimal points or although you can still convert that to fraction yeah i'm not mistaken each year oh no you're the math teacher but that's that's how of course no um uh aside from watching a video students can build know or understand production um the vocabulary vocabularies related to fractions is here like understanding the denominators numerators etc okay that's your uh prayer model and of course you can also do uh uh watch and demonstrate can you dimensionally pause demonstrating okay it's actually also an important aspect of demonstrating that should not only be for the teacher okay the teacher demonstrating the skill and the teacher doing the skill it should also be demonstration by the students okay so there should be also an opportunity for the students to actually demonstrate the skill by uh by themselves and of course right after it okay so optional that should give you more sensation about the learning process okay so see same content no and same um same um same um topic no but actually deliver in different ways okay now you might not like target all the learning styles okay but definitely there are more students that can actually benefit from your um from your lesson okay they can choose know where they actually understand the lesson better and more okay and of course um aside from the teacher power you can also try what they what they call the student voice and choice okay uh where in students can select content based on readiness interest learning preferences this can be accomplished easily by building a variety of content to choose from when giving a task so today when you give for example a question okay or a particular um as no allow them to explore different content no uh to actually arrive in the same answer okay because um their example um same ski um one skill pero can be actually learned or acquired no uh by um using different content okay say for example we're talking about uh in science okay animal adaptations okay so you can actually for example talk about adaptation on land adaptation on water adaptation on um um an air and all different ways or levels of adaptation and as we're talking about um students access to information you might want to consider you know building what we call learning hub scheme where students can easily know um acquire or easily access information about a particular topic say for example i want to explore uh animal adaptations okay and the teachers know curated many materials no texts videos um and all our different levels of even if it's for example saying allow for a more differentiated access to your content okay and again you can use google sites you can use um youtube you can use google drive for building these learning hubs you can use wake clip as well uh even your google classroom or your learning management systems could also become a learning hub okay the ideal is the learning hub is that it's a digital space which students can easily access on their own their own pacing and their own choice okay for example same topic um and i get the sense of the lesson just the same way as the others that's what we call no um um uh student choice and voice okay so let me feeling teacher paul no pagano pedago i think it's more of um when students have the option or the opportunity to choose their content you can you can already see the relevance of that no we have always been talking about you know you evaluate as teachers if what you're teaching is still relevant to your students and if a student is able to choose this kind it is optional to talk about you know if you are giving them opportunities then it's one way because they feel that they can connect and you know that when a student is able to connect to your learning to your to your teaching to what you have presented she will be she or he will be able to remember that even after your class because you have already touched that emotional aspect that relevance aspect in his or her life so it's very important that uh students are able to relate you know that in in that kind of adaptation or modification you are able to um to bank on the no you are able to provide the opportunity for the student to remember that even after yes again um and this will not work in just one topic it can actually move forward with other topics and other uh content in your subject area and what's good about this teacher is that it's not subject sensitive no it can actually be done across different subject areas okay and of course no you can also do um you should have nothing authentic and relevant learning providing a context not to your content actually provides more meaning teacher power and for our educators and when the content is presented in authentic to the context of the student and relevant um relevant um the students interested uh the students interests are elevated when the content they're learning consists of authentic experiences okay something that's actually real okay i know for a fact teacher power we have experiences at one point that we asked ourselves sanco where do we use this information or knowledge you're teaching them so by by intentionally designing your content right away no in a more uh authentic context no a context that's relatable for our students a context no that's uh being experienced by our students they get to process that information better because it takes into account their their own personal experiences okay say for example teacher pao no we're doing a project right now in uh in in my school uh for grade seven students with um we're talking about geography and human environment interaction and what what we did know is to actually ask our students to uh to survey their neighborhood kids in relation to kobe 19. so in terms of like uh context no this is that's that's the most relevant context right now so what we did is to uh ask them to survey their surroundings what their what are their the what are the available resources around them uh services for example that might help them survive a particular lockdown say for example like declaring a one-year lockdown not just survivor community will you have that immediate access to hospitals to pharmacy to grocery etc okay and what we did of course we use technology okay so the first uh i don't know this is a scaffolded project so the first one that we asked them is to um to capture you know their uh their communi their neighborhood where their house is and then uh use google maps to see the different case services around them okay and then we collect information from websites of the cities barangays about the condition of their accommodating in their area how many are infected how many are vaccinated etc so they also have a sense a good sense know of um of their community and of course we had the reflection questions okay talking about how their environment would eventually impact their um their survival as well as how is their existence also affecting their environment so we also was able to emphasize that human environment mutual relationship okay so that's uh with my environment my image with my community is also an example already of that human environment interaction and how my geography affects me uh locations etc and on your own on a personal level so you have that like very very close relationship to that um to that uh i don't know to that context okay this is what we call no um a more authentic learning um again um uh putting your your tasks your lessons in a more real life situations um for your students so get they get to have that better connection okay all right um other things so that we can try teacher power in differentiating content okay so the first ones we can do the level or topical uh reading okay this is uh primarily for uh reading comprehension okay so for example we can do um that our students are reading different uh books no um with different levels okay so we could already address them but again hindi wedding for example okay uh level one to four times starting level number books not then okay so student a level one okay uh student b or major magdalena level two student three and four level four nasi lemak advanced readers not okay so indeed for example students we'll have to find a way for him or her to go from level one to level two books and then see student b nano girls and level number level two that marantine way to bring him to level three or four books okay and siguro is a level three and four parents engaged advanced leaders to continue doing like maybe a horizontal uh approach game where you keep on providing them uh different uh ribbon reading materials on different topics that has that kind of reading uh ability okay so again we're not labeling them in order to we're not like identifying their learning um um levels k or styles to label them but all but just basically to help them uh to bring them where uh to meet them where they are and bring them where we want them to be okay all the books can dominate the teacher power okay um for example so having an audiobook for example miramiri device i know for a fact teacher panel that actually provides um reading tools so um just upload the book there and it provides you that read read aloud capabilities okay so that should then attend um to some of our auditory learners as well okay and you can also do simple highlighted text in your presentations teacher power that actually no simple yet very powerful way of accommodating our students by putting your highlighted text know they get to process information better presentations are not mistaken seven by seven rule uh i encountered the five by five rule okay from our okay that's before if i go back to our college days it was actually seven by seven uh if i'm not mistaken yes back in like 2008 2009 indiana seven by seven it should be around five by five um so uh i don't know your number of words no a number of lines in your presentation for example but even so no by highlighting important concepts um turning them to bulky underlining them italicizing them etc creating this uh variations in the text to highlight a particular aspect of our um information okay varied topics for research case supply during time for example on topic a research case so you might want to actually open it up no and mas madame silan and to give them more uh choice and voice no in delivering a particular research okay either way uh it will go the same process no on submitting a topic a topic topic outline going through the rigor of research no uh citing etc same skills but it's something that actually meets know what they want to research about what they want to know about okay so when we're doing research especially for our senior high school students or all older students okay independent study options okay so um especially right now teacher power we are designing asynchronous um activities so we might actually include in our asynchronous activities no uh options for our students to actually study on their own okay um or discover particular topics okay on their own okay but it again as we reminded earlier it's not it should not be just a simple random curated materials okay so there should be like an intentional um curation of these materials where the students can actually move from one step to another we can see when we see about study uh independent study options means that they can actually follow on their own without asking you like without sending you an email or giving you a personal message no uh that's that independent study of that will inhibit this independence in the study options so make sure that the steps the materials are there okay um cohesively working together okay that's uh what we call and what's what what what uh independent study options are for okay interest centers okay so you might want to also um set up that note although okay um this can be done now digitally okay but this could act this um is primary then also in the face-to-face setup okay where we set up no uh areas where students can explore uh topics that they want to explore okay not necessarily um as close to 8k but maybe uh the dig so uh activity can come close to an idea of interest centers where your students know go to different uh sources of information okay and then they regroup in order to share all the things that they have gathered so far okay so that's that's our no interest centers that our students have many options of what content they want to access how and how they want to access it okay and young pacing of access as well okay and again in a digital space mastermind option detail a simple website a simple way clap it can actually do all of this right away okay and of course demonstration is also one of the best ways to accommodate your students okay actually um allow it's not again as i mentioned earlier it should not be just the teacher demonstrating the skill or information it should also be the students being given an option to demonstrate it themselves okay so that they get to also do the learning do the subject as they say yet teacher pal as well as maybe um um do it or discover ways uh to do it on their own okay um on the example on a on a linear um way of doing things you might discover as well in the different ways of approaching a particular problem or a particular um uh situation okay and antonio mentioned a teacher teacher paul you mentioned this earlier um areas of what can be um accommodated as well okay so um levels nothing or um aspects of things like the differentiate okay so for example that you can actually um um do know so the first one is nothing here in content visibility content is that you don't like put all the contents in one blue like here's our lesson okay uh and you jump it all to them okay when you say tiered content you're actually um um i don't know in a way um compartmentalizing your lesson in a meaningful way that your students can um um can digest the lessons okay or the topics no in chance not in one big boulder of information okay uh and of course you can also do providing a variety of materials okay so again i mentioned it and all other kinds of materials okay those kinds of variations should be able to uh address know whether readiness interests or the learning profiles okay uh presentation styles okay uh how we present information okay um that also goes to us teachers no educators when we are doing a lecture how we uh how we present the information okay we're going to have uh something like that in uh in september teacher pao um public speaking and presenting information okay and of course scaffolding this is one of the best one that i that one of the best studies i i really love teacher powder scaffolding um because what scaffolding does not each is that that it breaks no taski into smaller doable tasks so say for example the teacher paul young now young project naming about um neighborhood survey okay if yes for example i tell you or do a neighborhood survey and you're a grade seven student you will never know where to start what to gather and what to do okay so what happens now when you implement or when you employ scaffolding is that you break that big task no neighborhood survey into smaller tasks so say for example we have three smaller tasks there okay the first one okay which we did in one week is to uh to identify the 10 important places around them using google maps that's our step number one okay then we move on to step number two and week number two uh we gathered information about their neighborhood about kobe 19. and then um step number three okay is to do the reflection questions keep making sense of the information they have collected so see the one big task was not given to them in one go instead it was given in smaller uh doable tasks eventually leading to that big uh final task that they have scaffolding and i we do that every time especially for younger kids scaffolding is really worth the pair actually teacher college i'm teaching in netanyahu okay um and i'm one of my requirements that in nathanaeon is always students of the discover life [Laughter] my primary requirement which accounts for forty percent uh to the college students i'm teaching in ateneo it's a research paper okay but deba before okay when we are doing research for example i know your big space is teacher problem a professor asking you do a research king and submit to me at the end of the semester that's not scaffolding i know you've encountered i've encountered a professor like that before you know um so what i do know and in in italian instead is that i i break the research process into several steps so the first step is always uh title topic uh approval okay so they submit a topic um title for approval for me then i comment okay second one is to gather preliminary resources okay so preliminary bibliography so that i could check now where they would get the information okay and then i started a topic outside munapala and then um preliminary bibliography and then they started um the fourth step now is to start um gathering information and putting that into their paper okay so that one big research paper is divided into several steps okay and after that in each scaffolded task you get to have so that's what we call scaffolding and again i use that for my grade seven students i use that for my college students it works every time all right and of course learning contracts can also be used okay learning contracts teacher pow is about um entering into a contract with your students federation class contract actually but this can actually be individualized to students that are really having a hard time in your class okay so learning contracts specifies now certain uh achievable um a milestones know for the students so you can actually track the progress of the student and of course no um it also allows you know a more commitment okay um for students it must personalize ninja in a way because you'll be able to target a particular student's sometimes we have to also um sort of like reduce the amount of content that we have for our subject areas or contents for example for the milk okay uh the milk is actually an example of compacting where you compacted certain contents for subject areas to be able to meet uh the demands of the pandemic okay okay so that's um okay so that's uh feature power you some of the strategies that we can try okay so now uh we're gonna go not our second aspect of differentiation which is on uh process now how do we differentiate processes okay in uh for our students so we will be able to uh exchange id yes no but at any given point yeah so yeah let me just um continue alright so um as mentioned by uh sir franco so we will now look into how we deliver our instruction so again let me share my screen with you there okay so on process and the delivery of instruction so okay so these are the things so usually when we do our instruction class discussion basically basically there are times when you use um direct instruction but i hope you're not doing it all the time so how do we deliver our lessons okay so what are the things that we can do to differentiate in class discussion okay so number one no no no direct instruction that you will catch yourself speaking for maybe 15 minutes without engaging your audience um he's explaining but at the same time catching my attention responses from audience as well as seen in your um active participation in the chat box okay so in class discussion for us to be able to differentiate properly as we have been stressing we can stress enough that this should be intentional and to be intentional means you have to plan for it not to to for for a differentiated instruction to work it must be planned so even our questions should be planned in advance okay of course there might be questions no that might pop up uh during the discussion but okay the important thing here is as teachers we already have that um preview of what are the possible questions we can ask the students to um elicit responses from them the second one is to redirect student questions so when they ask questions for example um we've seen examples in uh we've seen questions in the chat box already you also answer that in terms of a question all right you just don't answer back the student no we process how they also um ask questions and then we ask students to comment on another response that is also differentiating learning because again we are not gone are the days the teachers of the monopoly of information so we have to also ask if there are any comments from other students even for example you've asked a question one student responded and then you will process uh would you have any comments on the response of your classmate but this can only work if you have established a safe learning environment to your students where she she or he feels that it's safe for me to answer a question and it's safe for me to comment on someone because that person will take it um as constructed no and they will only see that if the teacher has also demonstrated that that it's okay to ask questions and then um in our case right now we utilize breakout room but we have to make sure that we give clear instructions okay that's another one form of differentiating hour class class discussions um just recently i had in my class um an investigation so i've done different investigations but the most recent one what i did was to give them instructions first and then set them out to break out rooms investigate for themselves first and then when they come back they share okay so in that instance they they already did the work they have expressed themselves so you know you know that there is already something instead of doing a hot call where maybe no one will answer you because they're afraid no or um they don't know the answer so peer to peer then um and then choose open-ended questions because in this type of questions that you've designed um it will elicit more ideas okay um what's the answer that was one or two phrases ago or young people objective that has been very good what questions do we expect teachers to ask we expect teachers to ask questions that will require students to think critically creatively answer how questions why questions not just simple what who when where okay maybe you can ask the relevance of these things no all right that is for class discussion and then also we have to challenge their thinking questions up to the next level as what sir franco has mentioned you really have to challenge their thinking apply appropriate wait time ask questions after five seconds so again because you've planned it you know you have already um estimated the number of minutes just like in making assessments what i've been practicing is that i should be able to answer the test one third of the time that the student is required to answer the test so if i'm giving a one hour test i should be able to answer it in 20 minutes if not i have to adjust my test not adjust the time of the students i have to adjust my test no so it's also it also works for class discussions now so apply appropriate wait times expand no i'm just thinking math that that's um that's my practice but you know even in languages or in essays so apply appropriate wait time so that you can elicit good responses from the students next is to listen fully to your students questions and responses no when you ask questions you listen to the response of the student intently okay so we want to make sure that you can also get something from the student just as what we are actually getting from you when you do chat we look at that one by one after my presentation um questions and um your insights as well and then provide examples of how students might answer difficult questions in in your discussion now when you do your discussions with the students right next point out what is helpful or interesting about student contributions so for example uh main a percent that's a noble idea that's another way to do it i there are many times i catch myself as a math teacher it's it's that easy that's how she thinks no um i would just like to share that in in in the in my context of teaching for about 12 years already um before i was used i think no you would agree that in mathematics when you answer you have to do step one step two step three if you're not doing that then you don't get the correct answer if you do trial and error that's wrong okay but now now because uh you know teaching and learning is actually evolving if you are really um if you're looking into conceptual understanding you know that when a student does trial and error for her work it's not trial and error per se it's trial and error because she knows she's applying some concept that she she's learned no she she she she got it from you no or she she got it from the discussion the concept is there is trial and error if you didn't specify any method then that trial and error of solution of that student merits credits no because she has shown conceptual understanding already how important it is because it makes sense of the failure because it can't be just like for example example okay so uh a 70 or 65 on my paper uh and there are really no um um like a good quality feedback on my paper i also did not learn from my 65 okay so um while it's always no um we always have to take it positively those kinds of failures we have to make sure that we also intently make use of them as a data to help our students agree agree definitely no so that's that's how because um uh i definitely agree with what sir franco has mentioned feedback is very important and it happens both in assessments and even during discussion no um it is important misconception um that's uh that again that can only happen if you are really employing an open and safe environment inside your classroom okay and then put the question in a place where it is visible to students while discussing [Music] that continuity outside of your asynchronous and your synchronous sessions your students are continuously engaging with your content website a teacher my questions i've seen that um if you were with us last thursday you know sorry chad and ma'am jin he has shared areas where we can also um you know engage all right and then pray students for their responses only again if they're responses demonstrates level high level of understanding hindi wrote memorization okay very good again because that's where you up the level you in you um you raise the expectation you raise the level of learning you raise the rigor of learning yeah and then do not answer your own questions i rather ask leading questions the questions you try to locate where they are no so again knowing your students is key yeah have students even prepare questions i've seen um in previous webinars techniques that they asked the students no um to prepare their own questions foreign concepts but we have to limit ourselves um doing direct instruction it should turn into a discussion okay not just a simple lecture right so i'll i'll move on now to the next one in terms of delivery paren how do we deliver our lesson so of course very i don't know my teachers collaborative learning okay so any important command in collaborative learning now on class discussions it has been stressed that you have to make sure that you have um an open and safe environment for students to express their thoughts for collaborative learning this time we do recognize that students have um their own preferences men's and individual you know mention amanda sir franco hanina works well with individuals individually works with other individuals so extroverts okay but hindi natin sila pueden must work we always have to remember that in the real world in the real setting you have to work with people just as as teachers teachers na um introverted all right so the school okay their education will give them opportunities for this okay so panabanago works in collaborative learning okay number one so let's just have some some key uh some samples now that we can use numbered heads together okay where okay this is just a sample now you assign specific roles to the students no paramedic directions it's providing them directions uh many times in this webinar you've heard that um you always have to give instructions to the students very clearly so in this case for example speed captain ensures that the team works fast to come up with as much ideas as possible now if you're given 15 minutes in your breakout room then the speed captain is the one monitoring that then silly sultan encourage encourages silly ideas let's have a crazy idea let's think of something funny let's think of something innovative out of the box when everyone is thinking about you know the conventions okay this one the silly sultan will just think of think outside the box okay and then support sergeant make sure all ideas are encouraged with no evaluation okay um will be able to balance what was being shared no in that sense young student was assigned as a support sergeant can already um develop no skill on thinking whether this idea is good encourages the team to build on each other's ideas and then we end up having complaints from parents saying that this student does not provide opportunities for her classmates or his classmates to share ideas or etune among students so by giving them specific tasks we are actually differentiating already skills i would say soft skills social skills that they can develop together while learning content you know while learning uh different uh subject skills that you have okay another um boards [Music] for online modality we can use marker boards we can use um honey marker boards so mero long selling boards john's boards up what are your responses we really want to promote that safe environment and then gallery walk no gallery walk students get to see works of different students then we have role playing and so not sure i'm i'm sure the mission young face we can still do role playing i'm sure teachers will be able to find ways how to modify this in a virtual setting and then we have jigsaw strategy strategy is that for example i i have five problems i have five problems and then these five problems they are given to for example a set of four students so young four students nyan say um uh group one two three four five might think for four students and say a b c b okay say abcd young five problems so see group one nago workshop suffers problem okay assigned beforehand after a certain time maybe 10 minutes or 5 to 10 minutes group they are the ones that's going to explain the concept or the problem process is that's a one kind of strategy multiple breakout rooms and technique of virtually yeah so i'm you you've been doing team pair solo pair share pairs check think fair share rally robin round robin pear square young rally and different islam rally attack around rally um delaware round apart round table okay so that is for them to exchange ideas level or you want the student to develop skills on their own talaga like for example math no um so that's one form of scaffolding also and then um so adapting to the virtual environment we have a synchronous discussion through the different collaborative boards so um padlet jamboard connected teacher eugene shout out to teacher user no and one note of course yeah so different different um boards where students can actually share so wedding synchronous young boards on a say so sir franco is there anything that you'd like to add for um not b and 4. because it it's hard to create that group dynamics sometimes social loafing or i don't know nothing um reloading okay yeah do the teacher group the students or do the students group themselves okay it actually depends on your activities teachers okay um activities uh it can be done as randomized in groupings or student directed groupings no because these are small short-term groupings per page long term projects like a whole term project like a whole quarter then you'll have to intervene okay when you say intervene you'll actually have to use data to be able to group them properly because say you don't want to set them up for failure okay um you can seek the help of guidance counselors also know if if and when um conflicts arise no um [Music] no but of course we try to work on it first before you know just doing the ultimate indeed and the student will be able to resolve conflicts themselves so meaning monitoring and progress in those long-term activities are also key you know for for the group to really work out generally actually you can't have nothing shorter in class collaborative learning um learning is precisely teachers that were trying to give them these approaches to teach them so you don't expect uh so you don't throw them uh there in a collaborative setup expecting everything will go well okay collaborative learning setups like to start like a shorter in-class activities sort of like a warm-up like uh you're going to put them there learn the dynamics learn how to talk to others learn how to express themselves get comfortable in a small group settings okay and then eventually you throw them in a more long-term setup okay that's how you do that's a skill that we'll have to also teach our students uh this is also a strategy that they might want to try in terms of differentiating process this is called a student directed teacher guided differentiation wherein the learning process occurs not based on the student's choice so it actually ensures uh pacing students uh and also how they would like to tackle on a particular task although implements um curriculum because uh having our curriculum as very rigid um um curriculum is inhibiting our teachers um like traditional lecture and you know uh delivery that also happens okay that happens to all of us uh you're not alone teachers uh and that's not like you're not a bad teacher for doing that or not being able to differentiate the learning process it allows your uh students to be taken out of their comfort zone as as well as the swifts learning styles preferences and then you're introducing them slowly to other things to other modalities so if you could stretch their learning um processes and cognition as well okay so that's also a study that they can try okay so uh maybe you could proceed now to our last part for today which is before we uh i know we're overtime teachers know absolutely over time uh but i hope that you really appreciate our discussion so far okay i'll just share about three slides three or four slides on that okay so all right farewell so let me just share that on on product and on assessments no so when we talk about assessments okay we talk about three things pre-testing formative testing post-testing pre-testing diagnostic tests okay so you have to know your students you have to know your students and this is one thing even psychological tests can be used now these are assessments to check on where the students are at so please so basically access because you cannot differentiate without knowing your students okay so in terms of formative assessments there are actually many ways to differentiate you can use both formal and informal assessments but you have to vary in dividing pure pen and paper testing poor reflection paper um the skill know of the the targeted skill no in your subject so effective assessment set up the students for success [Music] remembering the concepts and so okay objective to dive deeper than that you go for essays you go for short responses now short open-ended responses and then it will have to require deeper thinking and application of knowledge no and then demonstrate steps towards mastery numbers all right so how do we do that no i'm sure you've been doing your portfolios we've seen portfolios before you have to present the rubrics to students and it has to be very clear and explained to them before they do any assessment then when they do presentations clear guidelines have also it's also done no hindi popped in a powerpoint presentation that's not even a presentation okay so reporting all right and then um the different projects that we have no imaginable project based learning okay and to be able for you to successfully do project based learning it has to be very clear in terms of uh your goals okay and then essays predict essays science no nothing no and then experiments you can also do that in between quick checks for your assessments and then exhibitions no exhibitions exhibit the works of the students if you have examples again for data privacy lansing the approval also of the um of the miner if you are going to present such a document outside and then journals journaling is also very important even on the experience on how they are able to answer even simple um questions on um how do they find the test okay and then graphs and charts that's also a kind of assessment that you can do poster demonstrations okay and online interactive assessment so alumni and we have kahoot we have quizzes okay and many more okay that has been um already presented even here in kts okay so these are some of the things that we actually have to remember now when it comes to the process and the assessments the teachers should read their questions to students the students are able to choose from a variety of topics that's what sir frank has also mentioned the tests have different sections that offer multiple ways to demonstrate learning um in terms of content they are able to choose books according to their interests the teachers give both oral and written directions okay for for students to be able to follow and then teachers may provide a sample of a project so students can see the expected outcome students work with others in class now this is i would like to highlight really working with others in class okay and um give them exercises to do at home also to reflect their learning and then so show an example of a quality work also an example of a uh quality work so that um students have an idea all right there teacher franco so those are for some of the things when you can differentiate output that anyway just uh addition to uh differentiating product or output no for differentiated learning okay so you can also try uh tools for differentiating uh product allowing for students choice in the ways that students express okay so for example um you want them to express their understanding of concept and lagging paper and pencil evidence for example okay so always try to open up the different uh ways that your students will be able to demonstrate learning because learning can actually be assessed in multiple multiple ways no and different tools okay for writing for example um you can do for example you're trying to measure the writing skills so madame competing committing tools for example google docs voice typing google sites blogger kid blog book creator storybird all of these tools will allow them to uh will allow you to measure their writing skills without necessarily limiting them to just one kind of demonstration so allow them to demonstrate their skills or writing skills in different ways you can also do um for example for video and audio okay so there are different tools that you can use case can screencastify we video okay soundtrack all of this allows you to allows our students to produce output in audio and video format okay all the same friend challenges um that's going to be something that we have to rethink and uh to really um design well not to be able to differentiate um output for modular format or for those that are printing modules uh infographic is also a good way of presenting information or presenting their understanding of your content okay so you can use canva you know i think account can account access to the premium um [Music] lucid lucidpress is both an application it's also an extension okay that allows you to um provide graphics diagrams okay um graphic organizers okay for your students okay adobe spark also some very interesting tools for that one okay for digital publishing google slides of course not as um um specifically that should be able to do the work pick to chart of course latino presentation makers like microsoft powerpoint presentation um even keynote now for those who are mac users okay picture chart and google earth also is a good way of demonstrating um information in a graphic way okay so these are different ways to different tools that you can use to differentiate of um output reminder lung teacher powers teachers is that uh a couple of things so number one is that uh measuring your students learning uh it's no longer just in a paper pencil uh format okay and like before no when we were uh tested before by our teachers in the 1990s uh that it's usually paper and pencil tests okay now your students should be able to also um demonstrate skills now um in multitudes of ways all right we'll just end our session teachers know okay let me let us know your ideas about this no and have a goosebump the first one the first reality classifies in the philippines is usually big means so reality nothing okay as mentioned earlier okay the differentiate uh differentiated learning does not come to uh that's not really individualized learning in terms of like addressing individualities a differentiated learning is that as much possible your teaching learning process is not monotonous so initial padding for example laggy canal and electrode or initial padding for example like in long time video presentation lagging my dynamics no um and different platform platforms media um and waste no are being used and utilized either for the processes for the content or for the products of your teaching learning process opportunities for different levels for different kinds of learners you provide as many opportunities for them to engage in your class that it can't be always direct teaching at the most seguro 15 minutes or 20 minutes of um direct instruction should be i should suffice know your synchronous sessions um misha padding like for example if it's a a 60-minute synchronous session you're talking the whole time it can't be that way okay but of course not you should still talk because you are the primary uh designer and also the focal point of that uh class as well yes to be able to do that so don't look at them look at those um western uh situation because that's an entirely different context and it will only discourage you so what you can do teachers that make use of what you have here what we have no um quantum animal limitations nathan uh teacher pao no i am 100 certain our filipino teachers are one of the most innovative teachers in the world okay we will always find ways long term solution in government not starting um schools no you providing resources but while those things are slowly coming in or being asked right now uh we do our best note to make use of what we have okay so it does not need to be grand use of like tools it can be as simple as like flashcards could be as simple as printed papers okay that will make a difference okay yeah it's really not tool driven no rather it's here you know engaging students and the differentiating students okay yes shout out to sir louis jacob no creating possibilities possibilities yes okay reality number three content heavy curriculum out of we really have to mention this even with the milk features no and teacher power okay we still know um realize or we still can see the sobrang content heavy parent for the content to be delivered in one great level okay that our teachers have no time to do differentiation anymore okay um period okay these are not things though um public school teachers on how to load and audit our curriculum to give space not to more meaningful teaching and learning process yes of our um government not to to actually work on that kind of you know but then again um while working towards you know um achieving that nasa is not in your curriculum what we have right now and then stop teaching so what you really have to do is how to um make this heavy curriculum bite size for students so you know you know at least based it's no longer what you know your lesson your students can probably google your lesson as well okay then that loses its authenticity uh and depth and rigor uh uh you regarding lessons more if you really want to create a lesson that challenges them uh time you'll have to make sure that your lessons know goes beyond being googleable or googlable i don't know what that that the word ever exists measurement because it's no longer what you know it's what you can do it but you know um so regardless of what you have in your and what concepts you know right now if you can't really use them it it basically is a meaningless uh concept now that you have learned okay okay [Music] the school's reputation it takes time okay are actually molded no in a standardized um perspective so indeed essentially learning neither that it answers differentiated learning actually so same thing same thing though so what you can actually do is just to maximize what you can maximize and i'm sure our teachers are definitely trying their best no to to make sure that learning is transferred no hindi memorized learning is transferred because it means when you really learn the concepts so that's for another topic but yeah yeah definitely in a man pen and paper there happened in paper standardized yes differentiated in an inion process differentiated in the pattern i think output and seguro lack of time to plan design and implement differentiated learning and this is true teachers know we will never invalidate your feelings your feelings your thoughts your ideas about having lack of time to plan to design and implement differentiated learning are all valid at uh it's like it's the hardest reality nothing uh right now now we are our teachers are swamped with with documents uh need to be submitted um for example but i still hope that you still get your much needed and much deserve less features you know um meetings teacher pow um is is that many of the admins realize that there are no information that can be communicated not in a meeting and that's one of the bright spots yes that's a much needed and a much appreciated impact of the pandemic in the education for our administrators but they realized that there are information that can be emailed it can be sent in email information that can be put in a google drive information that can be put in a website and meetings can be actually uh reduced not to a minimum so that our teachers can actually have time the uh actual time okay um to do the things they do best which is to design instruction and to facilitate instruction yes i know um if teachers are actually paramobas [Music] planning is not wasting your time you're actually saving time no um [Music] we just have to recognize that also teachers love life so teachers would like to end our session with this uh particular quotation this is from uh dr justin tart as educators now the more we know about who we teach the more effectively we we will be with what we teach taking time to get to know our students isn't flop time it's academic time okay so always know and we have always reminded all educators every time we have a webinar tips that we always have to go back to our students because they are primarily our clients no and our um responsibility in education and now we open the floor for some questions maybe or um things you'd like to express okay or us from us now we're again we're not experts okay but we are from uh the ground no we are grassroot uh sharers uh sharing what we have experience that we are doing as well and what we have experience as well the teachers are still here now remained with us now all throughout we have uh an average of 452 viewers you know uh viewers all throughout salaam [Music] [Laughter] entangled that the misconceptions demystify these topics for our teachers so that our teachers have a more understanding because if our teachers are empowered no or informed enough okay um our teachers are definitely you know competitive at a global stage so we have collaboration in a big class it's not easy also not all students participate in activities since they are behind camps and since we teach students in one hour per week teachers have to maximize the time i think that's definitely the challenge here no um but one thing is for sure we have to of course reach out now reach out to the students activities we can bank on family members which reminds [Music] on how they um do chinese we can maximize it challenges difficulties yeah so maybe um yeah even the use of exit checks exit tickets yeah how do we classify our learners what tools can we use um for classification of uh your learners by the time i get in the master base or i know but i haven't reading maritime existing um um i don't know a test that we can um actually maximize and use okay for um knowing the kind of learners our students uh are uh what what's what that what are the learning styles pero uh while these tools are hard to combine it's actually we can actually simply use for example uh observation data from the classroom uh data from other teachers and data from last year as well that's the reason why uh annotations and data it's actually very important uh even assessment is actually very important as well as source of data so we can maximize all of this data to be able to classify our learners uh and and again teacher how we're not actually that's the danger no we have to avoid hard classifying our students um because uh teachers know what we really as communicated earlier okay we do not want to classify our learners unless it's it's a an extreme case like for example the student is actually not learning no uh for us such a long time okay and therefore we have to individualize learning that's the only time we'll have to really dig deeper you know uh into classifying what kind or the best way to uh to help the student but otherwise our our needs know for knowing the learning styles of our students in our class is only because we wanted to um uh variate nor create variations in our approach that's it okay but not necessarily to like target each learning styles or learners okay that's again a reminder so i do not like really uh encourage asking like labeling uh like student a skin tone uh learning learner now we can't do that that's well known that might um result to pigeon holding your students okay eventually which is not good okay i think um we have um let me just put that down and i think um so again teacher's number if you have other questions you can always contact us at kagapai teacher support we'll be more than glad not to answer your questions this presentation will be available at our um website okay so if you have um i'm sorry okay um all of our resources for this um session will be sent by our web facebook page case if you are interested to used okay we will download them in our facebook page as well as in our website okay so my name is teachers will now proceed with our evaluation link okay um so these are evaluation link features okay https colon slash tinyurl.com slash august series t4 okay so please take note that you'll have to make sure that um it works your name is correct also your emails okay so that we can send your certificates um correctly we will send them uh in five to seven days now after the end of the evaluation which is on monday no this monday so we have today tomorrow and until monday too evaluate and while you're at the teachers we can still entertain something questions yes thoughts ideas all right okay so actually while our teachers are actually doing that we invite aside from pushing for inquiry-based learning hi sir zombie and teacher [Laughter] hello all right okay so um for for me no i just like to add aside from inquiry based learning um we invite the students to join in the process [Music] so you know it i think sir franco we can invite sergey low no i'd like to ser over there that's actually a good um strategy you know you're allowing your students to voice out how they learn best pero we also have to make sure to communicate our students that uh your preference no uh it's not necessarily always going to be the only way you're going to learn it because the fact is that at one point or another information are presented to you in a different way and so therefore that's also one of the benefits teacher power of differentiated learning you know that your students are constantly being exposed to different ways of practicing information sometimes they get a video sometimes they get an audio sometimes they get an image sometimes they get a text sometimes it's hard sometimes it's uh easy sometimes moderate questions no so that kind of variations exposes your students um to the a very dynamic uh teaching learning process um again that's the benefit of differentiated learning so essentially you're preparing your students to know to to learn better in different ways okay not only on attending their their learning styles discussion today um [Music] but i think our teachers here are a testament that even if we are in this particular situation and i think uh inside so from the discussion on how you'll be able to to utilize everything and at the same time without labeling you know again once we label that visual learner you know and how we'll be able to utilize to maximize kait minsan alamko uh kumaga were stocked in a particular situation little by little issue giving variety giving varied uh different kinds of uh ways of how you will be able to teach and how to be able to to share that particular learning can be really a way for us to differentiate learning support it's always for our students so even if it's difficult let's try little by little step by step we'll be getting there especially in the digital age regardless no it follows the same principle um if you even if you're referring for example to the multiple intelligences that that that's basically the same way it also emphasizes that your students okay are stronger at one point okay uh and may you may capitalize now on this particular intelligences to uh engage them into your classes okay but not necessarily pigeonhole them in that particular intelligence that happened teacher pow in many of our geniuses uh before new year promote before now um and i i still remember that one of them actually uh grew uh into becoming someone else like not in an into a scientist but rather becoming a photographer in the ceos to becoming a scientist like into the sciences but eventually found her way into um photography which is she's doing really well you know she's one of them like a sought after photographer now in a country actually regarding that with multiple intelligences it got me small you know as a teacher as a teacher paramasma gets not in your concept if you take the multiple intelligence tests i'm pretty sure you will not get zero in in majority of it no it will be a combination of results and that requires skills in english as well so i i really believe that it is in conjunction with all know some type of learning more opportunities for them to express themselves in different ways you know the targets you know different kinds of learning styles there i think your partner we have to also understand that when it comes to subject areas for example england systems knowledge launches some subject areas because the truth of the fact right now is an idea and transdisciplinarity or uh disciplines coming together to solve complex problems before that works problems before are not as complex you need all your knowledge from all disciplines say for example that kobe 19 vaccine was not like derived simply by using your your knowledge about science it definitely made use of like your math your your math your collaborations were social social skills because people had to work together etc that kind of and of course communication your knowledge are uh textbook knowledge so we'll leave the evaluation link for a while until you finish them okay we'll um see you two on thursday uh for the fifth installment of our august risky we're going to observe jello of course don't forget that okay they'll be discussing the different edtech uh tools that we can use for accessibility and and we'll see you again next week sir cordero one of our speakers it's her birthday today happy birthday happy birthday mr bell hello and hi miss rosh hey bye thank you have a nice weekend teachers [Music] you

Channel: Franco Nicolo Addun

Views: 74,581

Rating: 4.9042554 out of 5

Keywords: differentiated learning, learning styles, learning preferences, inclusive education

Id: NnALJ_ZQFRg

Length: 183min 45sec (11025 seconds)

Published: Sat Aug 21 2021