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    Reaction Paper On A Study

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    Arela Jane Tumulak
    1) The document discusses a reaction paper about a study on differentiated instruction in a 7th grade mathematics class in the Philippines. 2) The study found that differentiated instruction made learning more interesting, easy, meaningful and challenging for students. It motivated students and helped them become active learners. 3) However, the study also found some struggles with differentiated instruction, such as students feeling overwhelmed by tasks or experiencing negative emotions from pressure. Teachers need to plan tasks carefully and create a comfortable learning environment.

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    Reaction Paper On A Study

    Uploaded by

    Arela Jane Tumulak
    39 views1 page
    1) The document discusses a reaction paper about a study on differentiated instruction in a 7th grade mathematics class in the Philippines. 2) The study found that differentiated instruction made learning more interesting, easy, meaningful and challenging for students. It motivated students and helped them become active learners. 3) However, the study also found some struggles with differentiated instruction, such as students feeling overwhelmed by tasks or experiencing negative emotions from pressure. Teachers need to plan tasks carefully and create a comfortable learning environment.

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    1) The document discusses a reaction paper about a study on differentiated instruction in a 7th grade mathematics class in the Philippines. 2) The study found that differentiated instruction made learning more interesting, easy, meaningful and challenging for students. It motivated students and helped them become active learners. 3) However, the study also found some struggles with differentiated instruction, such as students feeling overwhelmed by tasks or experiencing negative emotions from pressure. Teachers need to plan tasks carefully and create a comfortable learning environment.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    39 views1 page

    Reaction Paper On A Study

    Uploaded by

    Arela Jane Tumulak
    1) The document discusses a reaction paper about a study on differentiated instruction in a 7th grade mathematics class in the Philippines. 2) The study found that differentiated instruction made learning more interesting, easy, meaningful and challenging for students. It motivated students and helped them become active learners. 3) However, the study also found some struggles with differentiated instruction, such as students feeling overwhelmed by tasks or experiencing negative emotions from pressure. Teachers need to plan tasks carefully and create a comfortable learning environment.

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    UNIVERSITY OF THE PHILIPPINES – CEBU

    College of Social Sciences


    Master of Education Program
    S.Y. 2019 – 2020

    Arela Jane D. Tumulak M.Ed Mathematics December 14, 2019 EDSC 221 (1:00 PM – 5:00 PM)

    REACTION PAPER FOR THE MONTH OF DECEMBER


    “Learning Mathematics and Differentiated Instruction in the Philippines: A Phenomenographical Study on
    Struggles and Successes of Grade 7 Students”
    Victoria C. Magayon, Emily B. Tan

    The teaching-learning process has evolved through time to accommodate students’ learning readiness and
    preference. Differentiated instruction (DI) is a teacher’s response to these needs. It is shaped by the mindset and guided by
    general principles of differentiation such as respectful tasks, quality curriculum, teaching up, flexible grouping, continual
    assessment and building community. Teachers can differentiate through content, process, product, and learning
    environment. Differentiation means tailoring instruction to meet individual needs so that learning experiences are
    challenging, successful and satisfactory.
    In the pursuit on the improvement of teaching methods in the Philippines, it is encouraged that teachers would
    implement differentiated instruction in the classroom. In the study, there are a lot related studies cited regarding the
    effectiveness of differentiation. Greenwood et.al, (2003) as cited by the researchers in the study states that students in
    differentiated instruction are found to be greatly motivated. Through these motivation, students become active learners in
    the classroom. Academic progress would be evident in the students. Differentiated instruction must be present in relating
    real-life situation, learning activities, students’ preference, teachers’ assistance and students’ groupings as stated in the
    research. Differentiated instruction can be applied in class through graphic organizers, scaffolding, think-pair-share, tiering,
    learning/interest centers and through multiple intelligences.
    Based on this study, students who have experienced differentiated instruction, their experiences in DI made learning
    more interesting, easy, meaningful and challenging. Through phenomenographical method, the success and struggles of the
    Grade 7 students in differentiated instruction have been properly presented. The study summarizes the successful
    conceptions of differentiated instruction which are: “Make things interesting”, “Makes things easier”, and “Make one to
    learn and do more”. Respondents in the study said that differentiated instruction made them more energized when they sang
    “Mag-exercise Tayo Tuwing Umaga”. When their teacher incorporated the infamous TV show “Kalye Serye”, students
    became engaged and excited to do the activity. Also, in the study, students considered differentiated instruction as a helpful
    means in their learning process. The instructions and assistance given by the teacher plays an important component in
    implementing differentiated instruction. Differentiated instruction has always been a method in teaching which is
    encouraged to teachers to implement in their respective class. Through this study, it is evident that differentiated instruction
    has given positive effects to students’ learning process. Students’ responses on the teachers’ activities are highly affirmative.
    Their answers to the questions during the focus group interviews show how they are appreciative of the teachers’ efforts on
    giving differentiated instruction.
    When doing differentiated instruction, teachers need to plan ahead the tasks to be given to the students. Instructions
    should be well constructed because these will serve as a guide for the students. Unclear instructions or procedures would
    lead to failed results or unforeseen problems. These problems might cause that the objectives of the activity is not achieved
    on the allotted task or time. This is evident in one of the struggles as stated by the student respondents in the study in which
    they reported that they were overwhelmed by the task at hand that they still haven’t finished the required activities. Aside
    from that, DI has also given students negative emotions like shock, fear, confusion and pressure from the activities
    experienced. This result must be taken into consideration by the teachers because students must feel comfort of the tasks. If
    teachers give unproportioned tasks to the allotted time, students would really suffer. In return, scheduled topics and
    objectives of the teachers are not followed. Teachers must create an environment where learners are free to express their
    thoughts without feeling pressured and isolated. Groupings must also be taken into consideration. No child should be left
    behind. There should be some proper criteria on how to divide the class into different groups. It could be that readiness,
    learning preference and learning styles are taken into consideration.
    In the recent result of the 2018 Programme for International Student Assessment (PISA), among 79 participating
    countries, the Philippines scored the second lowest in Mathematics. The Department of Education recognizes the urgency
    of addressing issues and gaps in attaining quality of basic education in the Philippines. This study on differentiated
    instruction is timely and relevant in addressing this concern. Mathematics is a theoretical and abstract subject where teachers
    should put it on a more concrete level. Also, it could be that teachers could incorporate real-life situations when teaching
    Mathematics. Although 2018 PISA was the first time where Philippines participated in the said assessment, it is alarming
    should not be taken lightly. Through differentiated instruction, teachers could use varied learning activities in Mathematics
    where the learning experiences of the learners are easy, interesting, meaningful and challenging. Applying DI in
    Mathematics would not be possible without the proper guidance and instructions from the teacher. If continuous and
    consistent usage of DI by the teachers, positive progress of students’ academic performance would really be seen.

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