BALANCING DIVERSE LEARNING NEEDS

By:

JESSICA M. DE GUZMAN

MARICRIS GOGOLIN

PRINCESS HAPIN-GELILIO

SOUTHERN LUZON INSTITUTE-KRAMS

SAN BUENAVENTURA STREET

ZONE 5, BULAN SORSOGON

MAY 2021
BALANCING DIVERSE LEARNING NEEDS

A RESEARCH PAPER

Presented to

LORENZO G. HATE, PhD

Instructor

In Partial Fulfillment of the Requirements in

RESEARCH IN TEACHING

by

Jessica M. De Guzman
Maricris Gogolin
Princess Hapin-Gelilio
May 2021

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 Acknowledgement

This research becomes a reality with the kind support & help of many

individual. We would like to extend our sincere thanks to all of them.

Foremost, we want to offer this endeavour to our God Almighty for the

wisdom he bestowed upon us. The strength peace of mind and good health in order

to finish this research.

We would like to express our deep and sincere gratitude to our research

supervisor, Lorenzo Hate Ph.D for giving us the opportunity to do research &

providing invaluable guidance throughout this research. He has taught us the

methodology to carry out the research & to present the research works as a clearly

as possible. It was a great privilege & honor to work & study under his guidance.

And to respondent of this study, for being approachable, cooperative & for spending

their time in answering the checklist provided.

Next we would like to express our gratitude toward to our family for the

encouragement which help us in completion of this research.

The Researchers

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 ABSTRACT

This study measured the Balancing Diverse Learning Needs of the students

of Lahong Elementary School. The Intent is to enhance the learning strategies of

diverse learners. The findings of this study based from the results will be beneficial

to the teachers, students, school administrators and researchers. The teachers

could have developed interactive lessons because students have enhanced

learning. The proposed measures would help the school address the needs for

learning of students during this time. The respondents of this study are 9 regular

teachers of Lahong Elementary School. Bulan District, Division of Sorsogon, during

the school year 2020-2021. The descriptive method of research was employed for

this study. The main instrument used in this study was a survey questionnaire

adapted from Sagebook-sagepub.com/evaluating all teachers. The instrument is

made up of the level of learning skills using differentiated strategies, factors that

affect the use of learning strategies and their experience using strategies during in

teaching.

Based from the analysis of data gathered in this study, the following findings

were revealed: On the strategies used by teachers to meet the needs of every

learners, 100% of the respondents said that they use the following teaching

strategies: Visualization, Cooperative learning, Inquiry-based instruction,

Differentiation, Technology in the classroom, Behaviour management, Professional

development. To ensures that the pupil improve their learning abilities.

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 On teachers respond to the diverse needs of learners: 100% of the

respondents said yes that they plan regularly with other teachers and support

personnel who providing services to the students with diverse learning needs. They

are aware of and do regularly implement appropriate strategies that allow diverse

students access to the content that being taught. They understand the additional

assessments that students take. And they use data from various assessments to

help plan instruction to diverse students. While 67% of the respondents said yes in

they regularly use accommodations based on students’ levels, in learning needs. On

knowing the backgrounds of learners with diverse needs: 100% of the respondents

said yes that they know the background of all the students, especially those with

diverse learning needs. They met and/or been in contact with the families and

caregivers of their students. While 78% of the respondents said yes that they have

or have access to all of the documents he/she need that tell about the students (e.g.,

IEPs, home language surveys, registration forms, English language proficiency.

On the light of the findings, the following conclusions were drawn: Teachers

used strategies to meet the needs of every learner’s. Teachers responded to the

needs of diverse learners. Teachers know the backgrounds of learners with diverse

needs.

Based from the conclusions drawn, the following recommendations are made:

Teacher must improve the relationship to their students, by means of their home and

social relationship. To support cultural diversity in the classroom, maintain consistent

communication and practice cultural sensitivity. To improve the diverse learning

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needs, the teacher/s need to be hands-on, on their activities. The most important

target of this diverse learning needs/teaching strategies’ was the slow learners.

Promote Project-based learning to determine their competencies.

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 Table of contents

TITLE PAGE …………………………………………………………………………1

ACKNOWLEGDEMENT…………………………………………………………….2

ABSTRACT…………………………………………………………………………...3

TABLE OF CONTENTS…………………………………………………………......5

CHAPTER

I. THE PROBLEM

Introduction……………………………………………………………..8

Statement of the Problem………………………………………..…...13

Scope of Delimitation………………………………………………….13

Significance of the Study………………………………………………14

II. REVIEW OF RELATED LITERATURE & STUDIES

Related Literature……………………………………………………..16

Related Studies………………………………………………………..19

Conceptual Paradigm ………………………………………………...24

Definition of Terms…………………………………………………….25

III. RESEARCH DESIGN AND METHODOLOGY

Research Method……………………………………………………...28

Respondents…………………………………………………………...28

Sampling………………………………………………………………..29

Instrument………………………………………………………………30

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 Data Gathering Procedure……………………………………………30

Statistical Treatment of Data…………………………………………30

IV. BALANCING DIVERSE LEARNING NEEDS

The strategies did teachers

use to meet the needs of every learners ............................................31

Teachers respond

to the needs of diverse learners..........................................................33

Teachers know the family

Backgrounds of these learners with diverse

needs...................................................................................................36

V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary………………………………………………………………….38

Findings…………………………………………………………………...39

Conclusions……………………………………………………………….40

Recommendations………………………………………………………..40

REFERENCES ……………………………………………………………………………42

APPENDICES

Questionnaire Survey for Teachers – Instruments…………………………….46

Letter ……………………………………………………………………………….47

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Curriculum Vitae…………………………………………………………………..49

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 CHAPTER 1

THE PROBLEM

Introduction

Conducting of this research is an advantage for us to have an idea on how to

balance needs of the learner’s diversity. We need to know the different ways on how

to handle learner’s need. Learners develop difficulties every time when the class

started. They experience stress and depression that changes their way of learning.

This research is helpful for us to understand and be able to help them cope up with

this kind of situation.

Base on CHED memorandum Republic ACT NO. 10533. Act enhancing the

Philippines basic education system by strengthening its curriculum and increasing

the number of years for basic education, approaching funds therefore and for other

purposes. 1.) “Enhanced Basic Education Act of 2013”. 2.) The State shall establish,

maintain and support a complete, adequate, and integrated system of education

relevant to the needs of the people, the country and society-at-large. 3.) Basic

education is intended to meet basic learning needs which provides the foundation on

which subsequent learning can be based. It encompasses kindergarten, elementary

and secondary education as well as alternative learning systems for out-of-school

learners and those with special needs.

Student Diversity according to Lucas and Corpuz (2007) enriches the learning

environment. They suggested several tips on how to meet students’ diversity: use

different instructional methods to meet the various learning preferences of the

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students; provide several examples to exemplify ideas which are relevant to

students’ different background; use these different background and learning

preferences to allow them what content to learn and how they will demonstrate their

learning; assess and evaluate students using different approaches and techniques;

and, integrate learning xxv experiences and activities which promote students’

multicultural and cross-cultural awareness.

This motivated the researcher to help students learn in different yet authentic

ways by differentiating learning activities in English. Carol Tomlinson (2005) defined

differentiated instruction as one that "provides different avenues to acquiring

content, to processing or making sense of ideas, and to developing products so that

each student xvi learns effectively". Guided by the principles of differentiated

learning activities, students are challenged and grow academically. Differentiated

learning allows students to enjoy, be responsible, engaged, and have sense of

ownership of their work; effective learning takes place. “…differentiated classroom

provides different avenues to acquiring content, to processing or making sense of

ideas, and to developing products so that each student can learn effectively”.

Differentiated instruction is supported by brain research suggesting that students

learn best in settings characterized by emotional safety, appropriate level of

challenge, and active involvement in constructing meaning.

McCathy (1987) developed a 4MAT model and identified four types of

learning style preferences: Innovative Learners want to learn the content by

themselves and its relation to them; for the analytic learners, it is important to make

concepts and model from the facts learned; common sense learners assess how

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things work and are problem solvers; and, for dynamic learners, what to do with the

content is an important way of learning.

Gardner (1999) emphasized the multiple intelligences’ that describes learning

differences through his multiple intelligences theory. According to his theory,

humans have at least eight ways of being intelligent or talented about the world:

verbal/linguistic, logical/mathematical, visual/spatial, musical, naturalistic,

interpersonal, intrapersonal, and body/kinesthetic.

Every student you teach has a diverse set of learning needs. These can be

cultural, personal, emotional, and educational. The first step to addressing these

needs is learning about your students and then keeping their needs in mind and

purposefully designing lessons to address these needs. As your students enter the

classroom, they bring with them a unique background, set of skills, and educational

needs. No two students learn the same because of these traits. Diversity in the

classroom does not just refer to cultural diversity but also refers to diversity in skills,

knowledge, and needs. It is important to understand these attributes in order to

effectively teach your students. The most important thing you can do to help educate

your students is to learn as much about them as possible. You can achieve this in a

wide variety of ways, either by spending time talking to the students, giving them

questionnaires to fill out, or engaging them in activities that reveal information about

them. Using a combination of all the above methods can help give you a clear

picture of what each student needs and how they learn best. For example, talking to

students can give you a clear picture of their verbal skills and personality. A

questionnaire can target specific information about the student and help you learn

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about their interests and passions. Different icebreaker activities can allow you to

observe students socializing so you can learn how they act in groups. Another key

component for learning about your students is communicating with parents and

families. This will give you background information, such as their cultural identity or

personal history. Knowing about your student’s cultural backgrounds, for example,

can help you create a more culturally sensitive classroom environment so every

student feels welcome and safe. After you’ve gathered the information you need,

you can begin to tailor activities and lessons to student needs and abilities. With 20

or more students in the classroom, this can sometimes seem impossible. However,

through clever lesson planning, it is within the realm of possibility. For example, if

you find that some students work better in groups, you may want to, and should,

include small group activities that every student can participate in. This can help

those students who prefer this learning style learn and also help students who may

not have those social skills to develop them.

In a diverse classroom, no single instructional practice can reach all learners.

Ensuring that all students are successful requires teachers to not only understand

the specific learning needs of their students but be willing to plan for and create

optimal learning opportunities and supports throughout the school day and across

subject areas. Differentiated instruction and the principles of universal design for

learning give educators ways of thinking and planning to better meet the learning

needs of all students.

This chapter describes a multitude of teaching strategies shown by research

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to be effective in educating diverse student learners. Diverse student learners

include students from racially, ethnically, culturally, and linguistically diverse families

and communities of lower socioeconomic status. If educators act on the knowledge

research offers, we can realize the educational excellence we desire for all children.

Students each have unique skills, abilities, and needs that need to be

addressed. This lesson will explain several ways students can be different from one

another and how you can tailor your instruction to address their needs students

enter the classroom, they bring with them a unique background, set of skills, and

educational needs. No two students learn the same because of these traits. Diversity

in the classroom does not just refer to cultural diversity but also refers to diversity in

skills, knowledge, and needs. It is important to understand these attributes in order

to effectively teach your students.

Students enter the classroom, they bring with them a unique background, set

of skills, and educational needs. No two students learn the same because of these

traits. Diversity in the classroom does not just refer to cultural diversity but also

refers to diversity in skills, knowledge, and needs

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 Statement of the Problem

This study balance the diverse learning needs of the student for teachers at

Lajong Elementary School. For School year 2021-2022 which aimed to find the

balance that will be favourable to every students.

Specifically, it sought to answer the following sub-problems:

1. What are the strategies did teachers use to meet the needs of every learners?

2. How do teachers respond to the needs of diverse learners?

3. Do teachers know the family backgrounds of these learners with diverse needs?

Scope and Delimitation

This research focused on balancing diverse learning needs for teacher at

Lajong Elementary School for school year 2021-2022. The survey determined the

needs of diverse learning.

The respondent of this study are 9 regular teacher. Each of the respondents

is given the same questions to answer. The results of this study will be applicable

only to the respondents of this study. The main source of data will be the survey,

which is prepared by the researcher.

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 Significance of the Study

The findings of this study are useful to the following:

Teachers. Is likely to have all set of students in their class. To make sure that

the teacher carry all the students. They divide the lesson into different sections to

accommodate the various learning preferences that each of the students may have.

Pupils. This study would assist them to learn easily, help and motivate

themselves to study in the best and easier way with the guidance of teachers.

Lajong Elementary School (LES). The finding of this study would benefit the

entire school which enables teacher to enhance their knowledge and ability to create

an environment that is safe for learners. It would help the school address the needs

of the teachers and the students.

School Administrators. This study would help them to improve the needs of

the teachers. To improve the school outcomes, to improve the efficiency and equity

of schooling.

Curriculum Planner. The useful information acquired from this study will

provide them insight to be considered in curriculum planning. They need to effort to

know their students often unlock a number of benefits including, the ability to create

an environment is safe for learners.

The salient point of this study will give them ideas that is needed to provide

differential instruction based on the unique learning need of the students.

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 Field of Education Foundation. This study would help the field to have an

idea to balance the needs of the students. this study to contribute to enhance the

diversity needs of pupils through the guidance of every teacher using the strategy.

Parents. As the primary source in the education of their children is best

exemplified in home learning. Parent may engage in to help their children succeed to

their needs and motivate their children to learn and succeed in life.

Future researcher. They can continue this research by studying the balncing

the diverse needs of the students.

Researcher. This study will help and give more idea to guide the teachers’

strategy to balance the needs of the students.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDY

This chapter presents the literature and studies which provided background

and framework. These helped the researcher conceptualized the study. The

literature deals with the diversity of the students in cultural, personal, emotional, and

educational. This chapter also presents the conceptual framework, and the definition

of terms.

Related Literature

The ideas, information and learning taken from various books, websites,

relevant and pertinent materials were of great help to the researcher to sharpen and

define understanding of the research conducted.

Balancing Diverse Learning Need of the Students emphasized the Learning

need of every child differs—sometimes significantly—from one student to another.

Sadly, they are placed in the same classroom and it up to the teacher to come up

with a teaching method that will balance the different needs of the students.

Karten (2010) Stated that the National Council for Accreditation of Teacher

Education (NCATE) now defines diversity as differences among groups of people

and individuals based on ethnicity, race, socioeconomic status, gender,

exceptionalities, language, religion, sexual orientation, and geographical area.

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 Thomas (2002) emphasized that Teachers must plan very carefully to ensure

that all students participate in high-interest educational activities that are personally

relevant. Failure to recognize and address students’ unique backgrounds could

result in a large portion of the future adult population of this country who cannot

participate successfully as global citizens.

Johnson (2010) stated that the Public Law 94-142 (PL 94-142) and its

successors require that an individual education plan (IEP) be written for every

student with special needs. These IEPs describe the student’s abilities, educational

and/or socioemotional needs, developmental level, and academic/ behavioral

expectations.

Vaughn & Fuchs (2003) stated that the Response to intervention (RTI) is a

relatively new approach to identifying students with academic needs that has gained

increasing interest. RTI, which emphasizes “student outcomes instead of student

deficits,” provides early and more immediate support for students’ academic needs

by screening students as early as kindergarten.

Student Diversity according to Lucas and Corpuz (2007) emphasized that

enriches the learning environment. They suggested several tips on how to meet

students’ diversity: use different instructional methods to meet the various learning

preferences of the students; provide several examples to exemplify ideas which are

relevant to students’ different background; use these different background and

learning preferences to allow them what content to learn and how they will

demonstrate their learning; assess and evaluate students using different approaches

18
and techniques; and, integrate learning xxv experiences and activities which

promote students’ multicultural and cross-cultural awareness.

Henson and Eller (1999) stated and believed that a secured classroom,

physiologically and psychologically comfortable environment are factors that

motivate students to pursue learning. Maslow’s hierarchy of needs reminds us that

the lower needs must be fully satisfied before addressing the higher level of needs.

Allen (2002) stated that considered music, play, laughter and personal

interaction that can unleash students’ potential. He further substantiates learning is

undeniably present when teachers make an active and facilitating atmosphere, bring

positive feeling into the learning context, create an opportunity to have healthy

outlook regarding the learning process, and provide a positive rewarding experience.

Cloud, et al. (2000) emphasized the defined learning styles as the

characteristics or ways in which an individual learns. These are divided into four

modalities: perceptual preferences (visual vs. auditory), cognitive style

(analytic/reflective vs. global/intuitive), social/emotional characteristics (individual vs.

group learning, peer vs. adult feedbacks) and physical need during learning.

Feldman (2005) emphasized the Learning style is a manner of acquiring,

using and thinking about knowledge. For him visual/verbal learners are students who

need to read and process information in a written format to get the idea.

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Related Studies

The ideas, information and learning taken from various books,

websites, relevant and pertinent materials were of great help to the researcher to

sharpen and define understanding of the research conducted.

Wirt et al., (2002) Stated that Demographic differences, including ethnicity,

language, religion, socioeconomic status, parental education, nutrition, and family

structure, cause public schools throughout the United States to have higher diversity

than schools in most other countries in the world. Ethnicity and cultural identity

differences. According to the National Center for Education Statistics, “in the year

2000, 39% of public school students were considered to be part of a minority group,

an increase of 17 percentage points from 1972” .

Oberkehr’s (2008) emphasized that the study had some bearings to the

present study since both included some salient points included to differentiate

instruction: the importance of facilitating environment, varying learning modalities of

students and instructional strategies.

Koeze (2007) stated that the determined teachers who were using

differentiated instructional strategies were producing higher achievement results with

their students than teachers not using differentiation strategies She sought to

answer two questions: “Does differentiated instruction have an impact on student

achievement?” and “Are there components of differentiated instruction that have a

greater impact on student achievement than others?’’ This study concluded that

20
teachers who differentiated by the use of choice charts increased achievement in

reading.

Koeze’s study (2007) is relevant to the present study since both explained the

importance of learning styles, interest, instructional strategies and other important

variables included in differentiated instruction.

Gibson (2005) stated that the addressing the needs of diverse learners

through differentiated instruction was the study. She attempted to find out why the

students and parents from her school chose alternative education; what was

different from this school; and, what impacts those differences had on their learning

through the year.

Gardner (1999) emphasized the multiple intelligences’ that describes learning

differences through his multiple intelligences theory. According to his theory,

humans have at least eight ways of being intelligent or talented about the world:

verbal/linguistic, logical/mathematical, visual/spatial, musical, naturalistic,

interpersonal, intrapersonal, and body/kinesthetic.

Caine et al., (1990) emphasized the Another theory explaining learning

differences is brain-compatible instruction, or brain-based instruction. Brain-based

theories are built on the idea that brain functions such as memory and recall can be

enhanced by appropriate educational strategies.

Sternberg et al., (1998) stated that the “human intelligence comprises three

main aspects: analytical, creative, and practical”. This is the triarchic thinking theory.

all students, every day, should encounter some instruction that is compatible with

21
their strengths, and some instruction that pushes their weaknesses. models in a

variety of ways.

Tomlinson & kalbfleisch (1998) stated that the Brain research supports the

need for differentiated classrooms in three ways. First, learning environments must

feel emotionally safe. Lack of safety causes chemical reactions that cause

physiological responses of self-protection and downshifting. Second, students must

experience appropriate levels of challenge. One-size-fits-all instruction fails to teach

the multiple levels in a classroom, ensuring some students will be over challenged

and other students under challenged. Third, brains need to make meaning. We need

to teach concepts, and the principles that govern meaning making, within the context

of doing rather than absorbing.

Sternberg et al., (1998) stated that Understanding the history of inclusion and

the demographic and individual learning differences of students makes explicit the

broad diversity found within classrooms today. The following section examines

current school practices and shows how schools and teachers are, and are not,

responding to this diversity.

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Conceptual frameworks

The researcher definitely believes that knowing the diversity of every students

are such a big help to the teachers to improve their teaching strategy and standard

for their teaching, to meet the needs of every students. The differences of

background of every students should encourage teachers to deliver the lesson

creatively, facilitate learning process smoothly and provide necessary assistance

objectively. Although there is a fact, that every students have uniqueness in very

aspects. The actual teaching and learning process still cling to the conventional

“one-size-fits-all” practices. Thus, diversities among learners may either inspire and

drive teachers to embrace learners’ strength and weakness or educators must be

overwhelmed by its decuman challenges.

The respondents of this study, Teachers of Lajong Elementary School, are

teachers who differ from one another especially on their teaching strategy. Their

strategy determined the Balancing diverse learning needs every student they teach

has a diverse set of learning needs. These can be cultural, personal, emotional, and

educational.

Teaching strategy of these teachers were gathered. Some teachers preferred

to see the background of every students. Some wanted to know the students

behaviour. Still several of the teachers wanted to observes the students first before

to apply the different strategies.

The balancing diverse learning needs and the teaching strategy of the

respondents served as the bases to differentiates’ teaching strategies in balancing

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diverse learning needs of Lajong Elementary School. Jurors evaluated these

differentiated teaching strategy in terms of designing, implementing, and conducting

appropriateness. To determine the effectiveness of these differentiated teaching

strategies, these were used in six selected cases.

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 Conceptual Paradigm

Input Process Output

Interest Survey Enhancement

Surronding effectiveness of
factors affecting differentiated
Learning teaching
strategies use strategies to
Poor Learning Diverse
Backgrounds Learners

Feedback

Figure 1

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DEFINITION OF TERMS

To fully understand this study, the following significant terms are conceptually

and operationally defined.

Diverse needs. As children who require special education programming

because of their behavioral, communicational, intellectual, learning, or physical

characteristics or a combination of those characteristics, and children learning

English as a new language who benefit.

Balancing. Getting two things to correspond; "the reconciliation of his

checkbook and the bank statement" reconciliation.

Diverse learning. These can be cultural, personal, emotional,

and educational. To be an effective teacher, you must address these needs in your

lessons and activities. ... You should also consult different specialists to help you

design your lessons.

Family background. Is the kind of family you come from and the kind of

education you have had. It can also refer to such things as your social and racial

origins, your financial status, or the type of work experience that you have.

Differentiated Instruction. Differentiated instruction emphasizes using wide

range of instructional strategies, matching instruction to students’ readiness,

interests and preferred ways of processing information (Jones and Jones, 2007). In

this study, these are the different activities in English which are based on the third

year high school students’ learning styles and English proficiency level.

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 Teaching strategies. Refer to methods used to help students learn the

desired course contents and be able to develop achievable goals in the

future. Teaching strategies identify the different available learning methods to enable

them to develop the right strategy to deal with the target group identified.

Culture/cultural. Is the characteristics and knowledge of a particular group of

people, encompassing language, religion, cuisine, social habits, music and arts. ...

The word "culture" derives from a French term, which in turn derives from the Latin

"colere," which means to tend to the earth and grow, or cultivation and nurture.

Relating to the ideas, customs, and social behavior of a society.

Personal. Relating to an individual or an individual's character, conduct,

motives, or private affairs often in an offensive manner.

Emotional. Of or relating to emotion an emotional disorder. Dominated by or

prone to emotion an emotional person. Appealing to or

arousing emotion an emotional sermon. Markedly aroused or agitated in feeling or

sensibilities gets emotional at weddings.

Educational. Relating to the provision of education. Intended or serving to

educate or enlighten.

Conducting. To direct or take part in the operation or management of, to

lead from a position of command.

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 Appropriateness. In this study, it means that differentiated learning activities

are suitable or slightly beyond students' abilities. Students do their activities

enthusiastically and cooperatively.

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 Chapter III

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the steps and procedures in the conduct of the study. It

includes the research design, respondents, instruments, data collection and data

analysis procedures.

Research Design

Descriptive Statistics- summarize data by describing what was observed

using numbers or graphs. Most useful in communicating results particularly survey.

Frequency and Percentage- describing categories. This study employed the

descriptive method of research. This method tries to describe present conditions,

events or systems based on impressions or reactions of respondents (Garcia, 1999).

This study determined the respondents’ Diverse learning needs. The learning styles

of the respondents were also identified. Diverse learning needs and learning styles

of these respondents served as bases to differentiate learning activities in Diverse

learners. Jurors evaluated the proposed differentiated learning activities in terms of

teaching strategies.

Respondents

There are 9 teachers of Lahong Elementary School, SY 2020-2021. This

study used total enumeration. Therefore all teachers were presents and took the

survey. Thus the 100% of total of teachers were actual respondents of this study.

29
 To measure the effectiveness of the proposed differentiated teaching

strategies, checklist were chosen, they were chosen to represent the different

teaching strategies of entire teachers of Lahong Elementary School. Among the

checklist using Yes or No questions revealed their strategies how did they taught the

diverse learners.

The sample

Total enumeration the primary source of this gathered data was the teachers

of Lajong Elementary School who care teaching during the school year 2020-2020.

The respondents of this study is the teachers who are facing this kind of

challenges, on how will you manage balancing diverse learning needs in the

classroom and how you will apply effective learning strategies

TABLE 1

The Respondents

Respondents Male Female Total

N % N % N %

Teachers 1 5% 8 40% 9 45%

Total 1 5% 8 40% 9 45%

The table shows that 9 respondents are teachers designated in every grade

levels from kindergarten to grade six. 5% for male while 40% female.

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The Instrument

In this study, the researchers used a survey questionnaire for the

instruments to gather the necessary data in line with the research questions. There

are 3 parts in the questionnaires given to the respondents. First is the teaching

strategies were did he/she use in teaching. Second is how did he/she response to

diverse learner’s. Third and last one, is they did know the family backgrounds of

his/her students.

Data Collection Procedures

The researcher acquire permission from the school principal of Lajong

Elementary School to conduct this study. The instrument survey was distributed to

teachers of Lajong Elementary School on April 9-14, 2021. The questionnaire survey

was given to the respondents. The respondents will answer the questionnaire survey

by putting yes or no questions and further action added. The were asked to answer

the 10 questions. The respondents were given enough time to answer it. On April 9-

14 2021, the retrieval of the survey was done.

Statistical Treatment

Frequency and Percentage will be used in this study to measure the results

from the questionnaires to determine their gender, grade taught, technological

background, skills, interest and factors affecting their teaching strategies. This will be

applied to determine the distribution of response in the checklist which is yes or no

questions was used in the survey.

31
 Chapter 4

Balancing diverse learning needs

This chapter presents the findings, analysis, and interpretations of the data

gathered from the results of Diverse Learning Needs survey Instrument.

Furthermore, it shows the proposed differentiated teaching strategies. Jurors’

evaluation of differentiated teaching strategies, and effectiveness of these

differentiated teaching strategies as revealed by Yes or No questions.

The strategies did teachers use to meet the needs of every learners.

There are 7 strategies did teachers use in teaching to meet the needs of

every learners in Lahong Elementary School. Which is visualization, cooperative

learning, inquiry-based instruction, differentiation, technology in the classroom,

behaviour management, and professional development.

Table 1

1. What are the strategies did teachers use to meet the needs of every

learners?

Yes No

Teaching strategies F % F %

Visualization 9 100 0 0

Cooperative learning 9 100 0 0

Inquiry-based instruction 9 100 0 0

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Differentiation 9 100 0 0

Technology in the classroom 9 100 0 0

Behaviour management 9 100 0 0

Professional development 9 100 0 0

As shown on table 1, among 9 teachers of Lahong Elementary School on the

strategies use by teachers to meet the needs of every learners are visualization,

cooperative learning, inquiry-based instruction, differentiation, technology in the

classroom, behaviour management, and professional development. There are 9 or

100% teachers who put check on the Yes.

The above findings are similar to the study of Oberkehr’s (2008) He

emphasized that the study had some bearings to the present study since both

included some salient points included to differentiate instruction: the importance of

facilitating environment, varying learning modalities of students and instructional

strategies.

The above findings are similar to the study of Koeze (2007 ) He stated that

the determined teachers who were using differentiated instructional strategies were

producing higher achievement results with their students than teachers not using

differentiation strategies She sought to answer two questions: “Does differentiated

instruction have an impact on student achievement?” and “Are there components of

differentiated instruction that have a greater impact on student achievement than

33
others?’’ This study concluded that teachers who differentiated by the use of choice

charts increased achievement in reading.

Their theories are similar because they believed that using differentiated

strategies help students to gain more knowledge. It is one way that promotes

imagination and different learning skills.

Teachers respond to the needs of diverse learners.

To ensure effective learning for all students in the classroom, teachers need

to develop sensitivity to individual students needs % respond to them by flexibly

adapting their teaching strategies and content. Teachers can the give their students

opportunities to develop their potential.

Table 2

2. How do teachers respond to the needs of diverse learners?

Yes No

Response to diverse learners F % F %

Do I plan regularly with other teachers and/or support

personnel who provide services to my students with diverse 9 100 0 0

learning needs?

Am I aware of and do I regularly implement appropriate 9 100 0 0

strategies that allow my diverse students access to the

content being taught?

34
Do I regularly use my accommodations based on my 6 67 3 33

students’ IEPs, ELP levels, and learning needs?

Do I understand the additional assessments my students 9 100 0 0

take?

Do I use the data from various assessments to help plan 9 100 0 0

instruction to my diverse students?

As shown on table 2, among 9 teachers of Lahong Elementary School on

response to diverse learners. They plan regularly with other teachers and support

personnel who providing services to the students with diverse learning needs. They

are aware of and do regularly implement appropriate strategies that allow diverse

students access to the content that being taught. There are 9 or 100% teachers who

put check on the Yes.

They regularly use accommodations based on students’ IEPs, ELP levels,

and learning needs. There are 6 or 67% teachers who put check on the Yes, while

there are 3 or 33% who put check on the No.

They understand the additional assessments that students take. And they use

data from various assessments to help plan instruction to diverse students. there are

9 or 100% teachers who put check on the Yes.

The above findings are similar to the study of Tomlinson & kalbfleisch

(1998) He stated that the Brain research supports the need for differentiated

classrooms in three ways. First, learning environments must feel emotionally safe.

35
Lack of safety causes chemical reactions that cause physiological responses of self-

protection and downshifting. Second, students must experience appropriate levels of

challenge. One-size-fits-all instruction fails to teach the multiple levels in a

classroom, ensuring some students will be over challenged and other students

under challenged. Third, brains need to make meaning. We need to teach concepts,

and the principles that govern meaning making, within the context of doing rather

than absorbing.

The above findings are similar to the study of Student Diversity according to

Lucas and Corpuz (2007) He emphasized that enriches the learning environment.

They suggested several tips on how to meet students’ diversity: use different

instructional methods to meet the various learning preferences of the students;

provide several examples to exemplify ideas which are relevant to students’ different

background; use these different background and learning preferences to allow them

what content to learn and how they will demonstrate their learning; assess and

evaluate students using different approaches and techniques; and, integrate learning

experiences and activities which promote students’ multicultural and cross-cultural

awareness.

Their theories are similar because they believed that creating different

instructions supports diverse learners. Different strategies mean creating a learner

who is not absorbing knowledge but a learner who understand and do something

about what was learned.

36
Teachers know the family backgrounds of these learners with diverse needs.

As a teacher you have to know about your student’s home and school

relationship learn about your student’s culture.

Table 3

3. Do teachers know the family backgrounds of these learners with diverse

needs?

Yes No

Family Backgrounds F % F %

Do I know the backgrounds of all my students, especially

those with diverse learning needs? 9 100 0 0

Do I have or have access to all of the documents I need that 7 78 2 22

tell me about my students (e.g., IEPs, home language

surveys, registration forms, English language proficiency,

etc.?

Have I met and/or been in contact with the families and/or 9 100 0 0

caregivers of my students?

As shown on table 3, among 9 teachers of Lahong Elementary School on

family backgrounds. They know the backgrounds of all the students, especially those

with diverse learning needs. There are 9 or 100% teachers who put check on the

Yes.

37
 They have or have access to all of the documents he/she need that tell about

the students (e.g., IEPs, home language surveys, registration forms, English

language proficiency. There are 7 or 78% teachers who put check on the Yes, while

there are 2 or 22% teachers who put check on the No.

They met and/or been in contact with the families and caregivers of their

students. There are 9 or 100% teachers who put check on the Yes.

The above findings are similar to the study of Thomas (2002) He

emphasized that Teachers must plan very carefully to ensure that all students

participate in high-interest educational activities that are personally relevant. Failure

to recognize and address students’ unique backgrounds could result in a large

portion of the future adult population of this country who cannot participate

successfully as global citizens.

The above findings are similar to the study of Karten (2010) He Stated that

the National Council for Accreditation of Teacher Education (NCATE) now defines

diversity as differences among groups of people and individuals based on ethnicity,

race, socioeconomic status, gender, exceptionalities, language, religion, sexual

orientation, and geographical area.

Their theories are similar because it is about the diversity of the students.

Knowing the background of your student helps you in meeting the needs of every

learner’s.

38
 Chapter 5

This chapter presents the summary, the findings, and conclusions made. The

recommendations with reference to the analysis and interpretation made through

this study.

Summary

This study is a descriptive research on the Balancing Diverse Learning Needs

and Teaching strategies of all the teachers of Lahong Elementary School. The

varying learning needs and teaching strategies of all the teachers level were used as

a bases to propose differentiated teaching strategies. Using the checklist, the juror’s

evaluated these differentiated teaching strategies. The researcher chose a yes or no

question’s to reveal their teaching strategies.

Specifically, it sought to answer the following sub-problems:

1. What are the strategies did teachers use to meet the needs of every learners?

2. How do teachers respond to the needs of diverse learners?

3. Do teachers know the family backgrounds of these learners with diverse needs?

The descriptive method of research was used to find out Balancing Diverse

Learning Needs. The statistical used were frequency, and percentage. To identify

the relevance, usefulness, clarity and appropriateness of the differentiated teaching

strategies weighted percentage was used. The respondents of this study were the 9

teachers of Lahong Elementary School., SY 2020-2021. This study used one

39
instrument. To determine respondents’ learning needs, a researcher-made checklist

survey was used.to identifies respondents’ teaching strategies.

Findings

Based from the analysis of data gathered in this study, the following findings

were revealed:

1. On the strategies used by teachers to meet the needs of every learners,

100% of the respondents said that they use the following teaching strategies:

Visualization, Cooperative learning, Inquiry-based instruction, Differentiation,

Technology in the classroom, Behaviour management, Professional development.

To ensures that the pupil improve their learning abilities.

2. On teachers respond to the diverse needs of learners: 100% of the

respondents said yes that they plan regularly with other teachers and support

personnel who providing services to the students with diverse learning needs. They

are aware of and do regularly implement appropriate strategies that allow diverse

students access to the content that being taught. They understand the additional

assessments that students take. And they use data from various assessments to

help plan instruction to diverse students. While 67% of the respondents said yes in

they regularly use accommodations based on students’ levels, in learning needs.

3. On knowing the backgrounds of learners with diverse needs: 100% of the

respondents said yes that they know the background of all the students, especially

those with diverse learning needs. They met and/or been in contact with the families

40
and caregivers of their students. While 78% of the respondents said yes that they

have or have access to all of the documents he/she need that tell about the students

(e.g., IEPs, home language surveys, registration forms, English language

proficiency.

Conclusions

On the light of the findings, the following conclusions were drawn:

1. Teachers used strategies to meet the needs of every learners.

2. Teachers responded to the needs of diverse learners.

3. Teachers know the backgrounds of learners with diverse needs.

Recommendations

Based from the conclusions drawn, the following recommendations are made:

1. Teacher must improve the relationship to their students, by means of their

home and social relationship.

2. To support cultural diversity in the classroom, maintain consistent

communication and practice cultural sensitivity.

3. To improve the diverse learning needs, the teacher/s need to be hands-on,

on their activities.

41
 4. The most important target of this diverse learning needs/teaching

strategies was the slow learners.

5. Promote Project-based learning to determine their competencies.

42
 References

Karten (2010) The National Council for Accreditation of Teacher Education (NCATE)

http://sk.sagepub.com/books/inclusion-strategies-that-work

Thomas (2002) Teachers must plan very carefully to ensure that all students

participate in high-interest educational activities that are personally relevant.

https://onlinelibrary.wiley.com/doi/abs/10.1002/j.2164-490X.2002.tb00142.x

Johnson (2010) Public Law 94-142 (PL 94-142) and its successors require that an

individual education plan (IEP) be written for every student with special needs.

https://www.tandfonline.com/doi/abs/10.1080/17439761003794148

Vaughn & Fuchs (2003) Response to intervention (RTI) is a relatively new approach

to identifying students with needs

https://www.researchgate.net/publication/

227621110_Redefining_Learning_Disabilities_as_Inadequate_Response_to_Instruc

tion_The_Promise_and_Potential_Problem

Student Diversity according to Lucas and Corpuz (2007) enriches the learning

environment https://www.coursehero.com/file/p5pb4b8/Romantic-Relationship-and-

Academic-Performance-According-to-Collins-as-cited-in/

Henson and Eller (1999) believed that a secured classroom, physiologically and

psychologically comfortable environment are factors that motivate students to

pursue learning.

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https://books.google.com.ph/books/about/

Educational_Psychology_for_Effective_Tea.html?id=7udEAAAAYAAJ&redir_esc=y

Allen (2002) considered music, play, laughter and personal interaction that can

unleash students’ potential.

https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.10044

Cloud, et al. (2000) defined learning styles as the characteristics or ways in which an

individual learns. https://www.cal.org/ndlf/pdfs/guiding-principles-for-dual-language-

education.pdf

Feldman (2005) Learning style is a manner of acquiring, using and thinking about

knowledge Feldman, Robert S. (2005). (2nd ed.) P.O.W.E.R. Learning: Strategies

for success in college and life. New York, NY: McGraw-Hill

Wirt, J., Kridl, B., Livingston, A., & Tobin, R. (Eds.). (2002a). Racial/ethnic

distribution of public school students, Indicator 3. Condition of Education. National

Center for Education Statistics Report. Washington, D.C.: U.S. Department of

Education. Retrieved November 20, 2002, from:

http://nces.ed.gov/programs/coe/2002/section1/indicator03.asp

Wirt, J., Kridl, B., Livingston, A., & Tobin, R. (Eds.). (2002b). Poverty among school

children, indicator 4. Condition of Education. National Center for Education Statistics

Oberkehr, Fredrik Martin. (2008). Differentiated Instruction: Perceptions of Middle

School Principals Across Middlesex County, New Jersey. Retrieved on February 06,

2011 from www.app01.she.edu.

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Koeze, Patricia A., "Differentiated instruction : The effect on student achievement in

an elementary school" (2007). Masters Theses and Doctoral Dissertations. Paper

31.Retrieved on November 27, 2010 from http://commons.emich.edu/theses/31

Gibson, Emily Louise. (2005) Addressing the Needs of Diverse Learners through

Differentiated Instruction. Retrieved on November 22, 2010 from

http://humboldtdspace.calstate.edu/xmlui/bitstream/handle/2148/527/Emily's%20Full

%20thesis. pdf?sequence=1

Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century.

New York: Basic Books.

Caine, R. & Caine, G. (1990). Understanding a brain-based approach to learning

and teaching. Educational Leadership, 47(2), 66-70.

Caine, R. & Caine, G. (1995). Reinventing schools through brain-based learning.

Educational Leadership, 52(7), 43-47.

Caine, R. (2000). Building the bridge from research to classroom. Educational

Leadership, 58(3), 59-61.

Kronberg, R. & York-Barr, J. (1997). Differentiated teaching and learning in

heterogeneous classrooms: Strategies for meeting the needs of all students.

Institute on Community Integration. Minneapolis, MN: Minnesota University.

Tomlinson, C. (1995). Deciding to differentiate instruction: One school’s journey.

Gifted Child Quarterly, 39, 77-88.

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Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all

learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. (2000a). Differentiated instruction: Can it work? Education Digest, 65,

25-31.

Tomlinson, C. (2000b). Reconcilable differences? Standards-based teaching and

differentiation. Educational Leadership, 58(1), 6-13.

Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms,

2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C., Callahan, C., Tomchin, E., Eiss, N., Imbeau, M., & Landrum, M.

(1997). Becoming architects of communities of learning: Addressing academic

diversity in contemporary classrooms. Exceptional Children, 63, 269-283.

Tomlinson, C. & Kalbfleisch, M. L. (1998). Teach me, teach my brain: A call for

differentiated classrooms. Educational Leadership, 56, 52-55.

https://www.knowingknowledge.com/balancing-the-different-learning-needs-of-

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https://www.sagepub.com/sites/default/files/upm-binaries/39272_2.pdf

46
 Appendices A

Questionnaire survey for teachers- instruments

Southern Luzon Institute-KRAMS

Bulan Sorsogon

Name:________________________________Gradetaught:__________________
Position/Designation:________________________

Directions: Please put a check on the Yes or No questions, if the statements

accurately to your action/s on how you handle/s the learner’s needs.
Yes No
1. What are the strategies did you use in teaching ?

 Visualization
 Cooperative learning
 Inquiry-based instruction
 Differentiation
 Technology in the classroom
 Behaviour management
 Professional development
2. Response to diverse learners

Do I plan regularly with other teachers and/or support personnel who

provide services to my students with diverse learning needs?
Am I aware of and do I regularly implement appropriate strategies that
allow my diverse students access to the content being taught?
Do I regularly use my accommodations based on my students’ IEPs,
ELP levels, and learning needs?
Do I understand the additional assessments my students take?
Do I use the data from various assessments to help plan instruction to
my diverse students?
3. Family Backgrounds

Do I know the backgrounds of all my students, especially those with

diverse learning needs?
Do I have or have access to all of the documents I need that tell me
about my students (e.g., IEPs, home language surveys, registration
forms, English language proficiency, etc.?
Have I met and/or been in contact with the families and/or caregivers of
my students?

47
Evaluating ALL Teachers
http://sk.sagepub.com › books › evaluating-all-teachers-of..

Appendices B

Letter for Survey

SOUTHERN LUZON INSTITUTE

ZONE 5, BULAN, SORSOGON

April 8, 2021

ROMEO B. GEREMIAS
Public School District Principal
District of Bulan
Bulan Sorsogon

Sir Geremias:

We are asking permission from your good office to allow us to distribute

questionnaire-survey to the teachers of LAHONG ELEMENTARY SCHOOL.

The data that will be collected will help us pursue our THESIS entitled:
BALANCING DIVERSE LEARNING NEEDS.

We will be delighted for an affirmative response.

Thank you!

Respectfully yours,

Jessica M. De Guzman
Maricris Gogolin
Princess Hapin-Gelilio
(Researchers)

Noted by:

48
SGD. LORENZO G. HATE Ph.D
Instructor

Recommending approval:

SGD. Gaspar B. Hilotin Ph.D

OIC-DEAN

SGD. Engr. AMANDO A. VILLAMOR

School Administrator

Approved:

SGD. ROMEO B. GEREMIAS

Public School District Principal

49
DE GUZMAN, JESSICA M.
PAWA, BULAN, SORSOGON
09512803759
Madronadeguzmanjeesica18@gmail.com
________________________________________________

PERSONAL DATA:
AGE: 25
BIRTHDAY: November 18, 1995
CIVIL STATUS: Single

EDUCATIONAL BACKGROUND:

Primary

Bliss Elementary School (2004-2010)

Bliss Bulan Sorsogon

Secondary
Bulan National High School (2010-2013)

Zone 8, Bulan Sorsogon

Tertiary

Southern Luzon Institute (2018-Present)

Zone 5, Bulan Sorsogon

50
GOGOLIN, MARICRIS
PAWA, BULAN, SORSOGON
09773221728
maricrismcgogolin@gmail.com
________________________________________________

PERSONAL DATA:
AGE: 25
BIRTHDAY: June 11, 1995
CIVIL STATUS: Single

EDUCATIONAL BACKGROUND:

Primary

Bulan South Elementary School

Bulan Sorsogon

Secondary
Bulan National High School

Zone 8, Bulan Sorsogon

Tertiary

Southern Luzon Institute (2018-Present)

Zone 5, Bulan Sorsogon

51
GELILIO, PRINCESS B.
SAN VICENTE, BULAN, SORSOGON
09486531040
princesshapingelilio@gmail.com
________________________________________________
PERSONAL DATA:
AGE: 25
BIRTHDAY: September 19, 1995
CIVIL STATUS: Married

EDUCATIONAL BACKGROUND:

Primary

San Vicente Elementary School (2003-2009)

Bulan Sorsogon

Secondary
Bulan National High School (2009-2013)

Zone 8, Bulan Sorsogon

Tertiary

Southern Luzon Institute (2018-Present)

Zone 5, Bulan Sorsogon

52