DOMAIN 3: DIVERSITY OF LEARNERS
DOMAIN 3: DIVERSITY OF LEARNERS
Embedded Files
3.1.1 Demonstrate knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences.
My evidence for criteria 3.1.1 of Domain 3 includes the differentiated tasks I asked the students to do as the application activities for Lesson 4 of Quarter 3 and Lesson 2 of Quarter 4.
Recording 2024-04-25 215656.mp4
3.2.1 Implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and religious backgrounds.
My evidence for criteria 3.2.1 of Domain 3 is the Global Citizenship Education (GCED) integration that my co-FS teacher, Janen Sabanal, and I included in our lesson about personal pronouns.
ENG 4 (12_11_23) (Final Draft).pdf
3.3.1 Use strategies responsive to learners with disabilities, giftedness and talents.
My evidence for criteria 3.3.1 of Domain 3 is the seat plan I made during our Field Study. I placed the students with poor eyesight in front of the classroom.
3.4.1 Demonstrate understanding of the special educational needs of learners in difficult circumstances, including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices.
My evidence for criteria 3.4.1 of Domain 3 is when we had a discussion in class about the causes and effects of child labor mentioned in the video that the students watched, as well as how to address this issue.
3.5.1 Demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups.
My evidence for criteria 3.5.1 of Domain 3 is the lesson on our toolkit for 2GEDFIL03 (Sosyalidad at Literatura), which emphasizes the importance of being aware of the Lumads' situation as a teacher.
Page updated
Report abuse