DIFFERENTIATED INSTRUCTION AS A TOOL FOR INCREASING PERFORMANCE LEVEL OF 21ST CENTURY LEARNERS

This study focused on differentiated instruction as a tool for teaching 21st century learners. It sought to identify the extent of use of differentiated instruction by English teachers, technical assistance provided by school heads, and the constraints and problems encountered in the implementation of differentiated instruction. The descriptive-survey study utilized a survey questionnaire to gather data from 45 respondents, composed of secondary school principals, school heads, English teachers, and educational program specialist. Data analysis revealed that instructional materials/interventions are used in differentiated instruction. Majority preferred demonstration, thinking aloud, acting out, building/constructing/providing manipulatives. They used differentiated instruction intentionally and often in individual student life situations, in pre-assessment of readiness to adjust the lesson, and in grouping of students for learning activities based on readiness, interests and/or learning preferences. They also frequently used variety of assessment tasks. As technical assistance, school heads identify classroom practices that support effective instruction and master teachers focus on improving the curriculum or instructional approach. However, problems in the use of differentiated instruction include the need for more planning and analysis time. The school heads should therefore initiate trainings and seminars to retool the teachers on the use of differentiated instruction. Master teachers should strengthen mentoring activities to assist new teachers on the effective use of differentiated instruction.