What is Lesson Design?

A lesson design is the instructor’s road map of what students need to learn and how it will be done effectively
during the class.

 What I want my students to learn?

 What teaching and learning activities will I use?
 How will I check for understanding?
Importance of Lesson Designing
 Helps students and teachers understand the goals of an instructional module
 Allows the teacher to translate the curriculum into learning activities
 Aligns the instructional materials with the assessment
 Aligns the assessment with the learning goal
 Helps assure that the needed instructional materials are available
 Enables the teacher to thoughtfully address individual learning needs among students
Parts of Lesson Design
-LEARNING OUTCOMES/OBJECTIVES
-LEARNING EXPERIENCES
-LEARNING COMPETENCIES
LEARNING ASSESSMENT
-LEARNING MATERIALS
-ENRICHMENT
Learning Objectives
-A learning objective states what a student will learn by the end of a lesson or module.
COGNITIVE
The most commonly used domain. It deals with the intellectual side of learning.
AFFECTIVE
relating to interest, attitude, and values relating to learning the information.
PSYCHOMOTOR
Focuses on motor skills and actions that require physical coordination.
Verbal Terms for COGNITIVE
 Define Name
 Duplicate Recall
 Draw Recite
 List Repeat
 Label Reproduce
 Memorize state
Verbal Terms for AFFECTIVE

 Assist Present
 Comply Read
 Conform Recite
 Greet Report
 Help Select
 Label Tell
 Perform Write
 Practice
Verbal Terms for PSYCHOMOTOR

 Align Place Create

 Balance Repeat Draw
 Follow Perform Rest
 Grasp Execute Step
 Hold Demonstrate
Learning Materials
Lesson: Topic of the Day
Resources: Materials used, like charts, power point prep, etc.
References: MAPEH BOOK, Web links
Characteristics of Good Instructional Materials
1. Attractive
2. Color Harmony
3. Content-wise
4. Fonts are in good size
5. Coherence
6. Durable
Samples of Instructional Materials
1. Letter Cut Out
2. Mounted pictures
3. Basket Chart
4. Pocket Chart
5. Visual Aids
LEARNING EXPERIENCES 4AS
Activity – Motivation part- Introduction to the lesson (games,activities) for about 5-10 minutes.
Analysis – unlocking the lesson. This is where the lesson proper. Write the details of the lesson.
Abstraction – where the affective domain enters. Usually ask reflective questions like the importance of the lesson, etc.
Application – where psychomotor domains enters and it can be in form of activities, answer sheets that boils
down most of the interactions where students can apply merely what they have learned. When conducting
activities, always provide RUBRICS for scoring.
Learning Assessments
-Where the evaluation must be conducted.
Enrichment
-Provide students to answer to enrich their learning. 'Assignments
What is Assessment?
is integral to the teaching–learning process, facilitating student learning and improving instruction, and can take a
variety of forms.
ASSESSMENT FOR LEARNING/FORMATIVE ASSESSMENT
-learning is ongoing assessment that allows teachers to monitor students on a day-to-day basis and modify their
teaching based on what the students need to be successful. This assessment provides students with the
timely, specific feedback that they need to make adjustments to their learning.
ASSESSMENT OF LEARNING /SUMMATIVE ASSESSMENT
-is the snapshot in time that lets the teacher, students and their parents know how well each student has
completed the learning tasks and activities. It provides information about student achievement.
ASSESSMENT AS LEARNING
-Assessment as learning develops and supports students' metacognitive skills. This form of assessment is crucial in
helping students become lifelong learners. As students engage in peer and self-assessment, they learn to make
sense of information, relate it to prior knowledge and use it for new learning.
Purpose of Assessment
1. inform and guide teaching and learnin
2. help students set learning goals
3. assign report card grades
4. motivate students
What is a RUBRIC

-A

scoring guide used to evaluate the quality of student's work or

performance.

-It can be done qualitatively or quantitatively.

TECHNOLOGY INTEGRATION

 Using technology as a tool to enhance learning.

 Allowing students to create and demonstrate
what is being taught.
 using various applications to express ideas,
thoughts and learnings.

Drama Based Pedagogy

The term “drama-based” describes this practice because the collection and codification of strategies presented in
this work are primarily adapted from the field of drama.

The term “pedagogy” in this work focuses on the “theoretical or philosophical understanding of teaching and
learning

Drama-based pedagogy (DBP) uses active and dramatic approaches to engage students in academic, affective and
aesthetic learning through dialogic meaning-making in all areas of the curriculum

Drama mirrors the ways in which children learn through their early experiences of dramatic play. As a more
structured kind of improvisational role-playing, Drama-based pedagogy generates and cultivates many cognitive
skills.
  language and communication abilities
 problem-solving / critical thinking skills
 decision making capabilities
 creativity and imagination
 collaboration skills

Implications

 With Vygotsky’s social learning theory, social constructivism, that acquisition can occur by observing &
imitating.
 The role of a teacher who uses drama-based instruction is to design & facilitate a learning environment
that enables students to acquire and apply their own knowledge.
 Through the use of different instructional strategies, such as activating dialogue, image work, theatre
games, & role playing; different grouping strategies; and other best practices that will enable the
students to engage. The role of the students is to engage in the instructional strategies.
Teaching Techniques
Exploding Atom- is a great strategy to use for formative assessments.
Hot Seating Hot-seating -is a drama strategy in which a character or characters, played by the teacher or a
child, are interviewed by the rest of the group.
-It invites children to recount a specific event, explore motivation and multiple perspectives/experiences
related to a theme, topic, event, or idea within a story.
Artifact-can be used in many ways such as introducing students to a new read aloud book and having them
practice inferencing what the book may be about by observing the artifacts shown to them OR a new unit of
study
DAR
Describe Analyze React
Improvisational Warm-up- “Yes, And!” is a strategy that can be used to introduce fictional story telling and have
students become comfortable creating stories. It is always a great way to get them comfortable with the idea
that during drama style learning experiences they need to play along. This strategy can also incorporate “no,
but” in which case students are able to choose between using “yes, and” or “no, but” to connect them ideas.
Role Playing-is similar to the instructional strategy of simulations.
TEACHING METHOD
Inductive-A student-centered instructional approach
Observation/Examples-Students are provided with specific examples, or scenarios to analyze.
Inductive Pattern Recognition-Students identify patterns or commonalities among the examples.
Inductive Hypothesis-Formation Students make predictions or form hypotheses based on the observed
patterns.
Inductive Generalization-Students derive broader principles, rules, or theories from the specific cases.
Inductive Application-Students apply the generalized knowledge to new situations or problems. Inductive
ADVANTAGES OF INDUCTIVE TEACHING
• Active Learning
• Develops Critical Thinking
• Retention
• Engagement
• Adaptability
Deductive-a teacher-centered instructional approach
Introduction of the Principle/Concept-Teacher introducing the rule or concept
Deductive Illustration by Examples-Teacher gives examples of how it is applied
Practice and Application-Students are given exercises or problems
Feedback and Correction-Teacher providing feedback on students
4A’ s Method
A lesson plan structure commonly used in education, particularly in the Philippines.
4A’ s Stands for:
ACTIVITY - the teacher begins the lesson with an engaging Activity that captures the student’s interest and
introduces the Topic.
ANALYSIS - this is were the students reflect on their activity, discussing or analyzing their observations or result.
ABSTRACTION - formal explanation or key concepts are introduced.
APPLICATION - students apply what they have learned to situations or problems.
4A’ s Method Benefits:
 Engaging
 Deeper Understanding
 Conceptual Connection
 Real World Application
The 4A’s method is designed to create a dynamic learning environment where students are actively involved in their
learning process, making the lesson more impactful and memorable.
5A’ s Method
The 5A's teaching method—Awareness, Activity, Analysis, Abstraction, and Application—provides a structured
approach to learning that fosters deeper understanding and engagement.
5A’ s Method
AWARENESS-This is the initial phase where you aim to capture the attention and interest of your students.
-This could involve engaging activities or discussions that draw on prior knowledge and set the stage for deeper
exploration
ACTIVITY-This is an interactive strategy to elicit learner’s prior learning experience.
-In this phase, students actively engage with the concept through hands-on activities or practical exercises.
ANALYSIS-students analyze and reflect on their experiences from the activity phase
-Lesson proper , where teacher discuss the lesson to the students
-This phase encourages critical thinking and helps students make connections between the theoretical aspects and
their practical experience
ABSTRACTION-Abstract general principles or concepts
-They work to generalize what they ’ve learned and develop a deeper understanding of the underlying theories or
frameworks.
APPLICATION-This is where students have the opportunity to apply what they’ve learned in real-world or practical
situations.
-It helps ensure that knowledge is not just theoretical, but can be used in practical contexts.

5E’s Model
The 5E Model is a teaching framework used to engage students in learning. It stands for Engage, Explore, Explain,
Elaborate, and Evaluate. Each phase aims to build on students ' understanding and facilitate deeper learning.
Engage-Students are engaged with a challenging situation, prior knowledge is activated, questions are provoked.
Explore-Students investigate the phenomenon, prior knowledge is challenged, ideas are created
Explain-Students explain the phenomenon, new knowledge is gained and applied
Elaborate-Students apply their knowledge towards new situations, knowledge is deepened and extended
Evaluate-Students reflect on their knowledge and the learning process, assessment.

7E’ s Method
Elicit-Teacher extracts or draws attention to prior understandings and knowledge. New knowledge is built on
existing knowledge.
Engage-This stage focuses student thinking on content providing conversation opportunities for all students, not
just a select few
Explore-Gives students time to think and investigate/test/make decisions/problem solve, and collect information.
Explain-Students explain the phenomenon, new knowledge is gained and applied
Elaborate-This phase of the learning cycle provides an opportunity for students to apply their knowledge to new
domains, which may include raising new questions and hypotheses to explore.
Evaluate-Evaluation can be formative, summative, formal or informal. Teacher assesses the extent to which set
objectives have been achieved.
3I’ s
Introduction-Present new concepts and set the learning objectives.
Interaction-Engage learners through discussions, activities, and feedback.
Integration-Apply and consolidate knowledge through reflection and practical tasks.
3P’ s
Plan-Careful planning and structuring of lessons or projects to meet specific goals.
Prepare-Ensuring that all resources, materials, and students are prepared for the learning experience.
Perform-Putting the plan into action and executing the learning or teaching process.
SAFE
S - Stimulate Introduce the topic or concept in a way that captures interest and curiosity, motivating learners to
engage with the material.
A - Activity Provide hands-on activities, discussions, or problem-solving tasks that allow learners to actively engage
with the content.
F - Follow-up Offer opportunities for review, clarification, and additional practice to reinforce learning and address
any misunderstandings.
E - Evaluate Assess learners’ understanding and progress through feedback, tests, or reflections to ensure the
objectives have been met and guide future learning. This method ensures a cycle of engagement, active learning,
and evaluation.
IDC
I - Introduction Set the stage for the lesson by introducing the topic and objectives. Provide context and background
information. Capture students ' attention and stimulate interest in the subject.
D - Development of the Lesson Present the core content or skills in a structured, step-by-step manner. Use
interactive methods like discussions, demonstrations, or activities to deepen understanding. Scaffold learning by
gradually building on students ' prior knowledge.
C - Culmination Summarize key points and solidify understanding. Engage students in a final activity, reflection, or
project to apply what they ’ ve learned. Assess learning outcomes through evaluation or feedback to ensure
mastery of the topic.
ADIFSE
Activity-Engage learners with hands-on tasks or exercises to apply new concepts and practice skills.
Discussion-Facilitate group or class discussions to explore ideas, share perspectives, and deepen understanding.
Input-Provide direct instruction or key information to support the learning objectives and clarify concepts.
Further Discussion-Continue discussions to explore nuances, address questions, and refine understanding based on
the new input.
Synthesis-Integrate and summarize key insights from activities, discussions, and input to form a cohesive
understanding of the topic.
Evaluation-Assess learners’ grasp of the material through feedback, quizzes, or other methods to measure
comprehension and progress.
KPUP
Knowledge-Introduce and present core concepts or information to students, establishing a foundation for
learning.
Process-Guide students through procedures or methods to work with the knowledge, including step-by step
instructions or strategies for applying concepts.
Understanding-Ensure comprehension of the material through discussions, questions, and activities that
help students make sense of and connect with the information.
Performance-Assess and evaluate students ' ability to apply the knowledge and process effectively in real-
world or practical scenarios, demonstrating their proficiency.

METZLER’S COMPENDIUM OF 7 INSTRUCTIONAL MODELS

DIRECT INSTRUCTION MODEL- Highly structured, teacher-centered strategy that capitalizes on such
behavioral techniques as modeling, feed backing, and reinforcement to promote basic skills acquisition.
PERSONALIZED SYSTEM OF INSTRUCTION- Is a teaching method that allows students to learn at their
own pace. Instead of the teacher lecturing all the time, students use learning materials (like readings,
videos, or exercises) and only move to the next topic when they fully understand the current one.
COOPERATIVE LEARNING- Is a teaching approach where students work together in small groups to
achieve a common goal. Metzler’s model focuses on teamwork, individual accountability, and the teacher
acting as a guide.
PEER TEACHING- Is an instructional strategy where students teach other students. It involves learners taking on a
teaching role, sharing their knowledge or skills with peers, often in a collaborative or structured environment.
INQUIRY BASED TEACHING- Is an approach where students actively explore questions or problems to develop
deeper understanding, guided by their own curiosity. Teachers act as facilitators, encouraging investigation and
critical thinking throughout the learning process.
SPORT EDUCATION MODEL- Is a comprehensive approach to teaching physical education in schools. It aims to
provide students with an authentic, engaging, and educationally meaningful sports experience, going beyond
traditional PE classes.
THE TACTICAL GAMES MODEL- Is summarized as a physical education model where the emphasis is on
developing the underlying core components of games and sports to develop the tactical and performance skills
of participants, known as game performance.
THE DIFFERENTIATED INSTRUCTIONS
May mean teaching the same material to all students using a variety of instructional strategies, or it may require
the teacher to deliver lessons at varying levels of difficulty based on the ability of each student.
DR. Carol Ann Tomlinson describes differentiated instruction as: factoring students’ individual learning styles and
levels of readiness first before designing a lesson plan.
Design lessons based on students’ learning styles. Group students by shared interest, topic, or ability for
assignments.
Assess students’ learning using formative assessment. Manage the classroom to create a safe and supportive
environment.
Continually assess and adjust lesson content to meet students’ needs

HISTORY OF DIFFERENTIATED INSTRUCTIONS

As the educational system transitioned to grading schools, it was assumed that children of the same age learned
similarly. However in 1912, achievement tests were introduced, and the scores revealed the gaps in student’s
abilities within grade levels
1912-Achievement tests were introduced, and the scores revealed the gaps in student’s abilities within grade
levels.
1975-Congress passed the Individuals with Disabilities Education Act (IDEA), ensuring that children with
disabilities had equal access to public education. Many educators used differentiated instruction strategies to
reach student population.
2000-Came the passage of No Child Left Behind, which further encouraged differentiated and skill-based
instruction. Research by educator Leslie Owen Wilson supports differentiating instruction within the classroom.
CHARACTERISTICS OF DIFFERENTIATED INSTRUCTIONS
The teacher focuses on the essentials.
The teacher attends to student differences.
Assessment and Instruction are inseparable.
The teacher modifies content, process, and products.
All students participate in respectful work.
The teacher and students collaborate in learning.
The teacher balances group and individual norms.
The teacher and students work together flexibly.

Process of Differentiated Instruction in PHYSICAL EDUCATION AND HEALTH

Differentiating instruction in physical education is adapted physical education for all learners in an inclusive
classroom environment. Differentiated Instruction
Differentiated Instruction Inclusive Strategies
Information to investigate: Facts about the learner
 Strengths
 Background knowledge and experience
 Interests Multiple Intelligence of a learner
 Importance of Relationship
Information to investigate: Goals
 Specific Aspirations
 progress
 motivation
Information to investigate: Facts about classroom demands
 Content is accessible Ex: Text books, Hands on activities
Grouping Strategies within Differentiated Instruction
Grouping based on: Students’ knowledge of a subject-Grouping students with a good knowledge of the subject
with peers who have lesser understanding allows for those with better understanding to assist in learning of
subject.
Grouping based on: Students’ ability to perform skill or task at hand- Mixed ability groups to encourage peer
teaching and cooperation, focus additional skill building activities with groups showing greater need Refinement
activities for those with higher skills.
Grouping based on: Cooperative learning groups-Small mixed ability groups work together toward a common
goal
Grouping based on: Interest in a certain area of content-Allows students to choose area of interest and focus on
improving skills for lifelong participation
Grouping based on: Peer tutoring-Higher skilled student of same age or older works with peer on specific skills.
Less intimidating and likely more comfortable than working with teacher. Benefits both sides in different ways,
where one is learning and one is sharing prior knowledge and experience.
Grouping based on: Multiple age grouping-Encourages interacting with various ability levels and learning at own
rate., emphasizes child’s developmental needs and how best to turn them to strengths. Focuses on the whole
child, not just physical development, but also psychologically and socially.
TYPES OF DIFFERENTIATED INSTRUCTIONS
CONTENT-is the information students need to learn. Leveling readings is one way to provide different access
points to the content students are mastering. In classrooms where students have varying reading levels and
learning needs, leveling texts, especially to help build background knowledge, can be a game changer. Adjusting
what students learn based on their readiness, interest, or learning profile. Students might explore different levels
of complexity of the same concept.
PROCESS-is any activity a student does to engage with, make sense of, or master content. Modifying the activities
students use to understand the content. This might include varying the level of support or offering choices in
how they engage with the material.
PRODUCTS-are the projects, tools, or assessments that challenge students to extend their learning or show and
apply what they know. Allowing students to demonstrate what they’ve learned in different ways. Students can
choose different formats (e.g., presentations, essays, posters, or creative projects) to show mastery of a concept.
LEARNING ENVIRONMENT-is how the classroom looks, works, and feels. Adjusting the classroom environment
to help meet students' needs, which could involve changing the seating arrangement, providing quiet areas for
independent work, or setting up collaborative stations for group work.
SAMPLE OF BEST PRACTICES OF DIFFERENTIATED INSTRUCTION
Peer Teaching-leverages students' interactions to enhance learning.
Curated Content-empowers teachers to personalize learning experiences by thoughtfully selecting, organizing,
and adapting instructional materials to meet student needs related to skill level, interest, accessibility, inclusivity,
and relevance.
Jigsaw Method-allows students to work together in small groups to master specific content or skills, while also
providing opportunities for individualized learning.
THINK-PAIR-SHARE-is a routine that allows students to engage with material at their own pace and in a
supportive learning environment.
Choice Boards-are visual organizers that present a variety of activities or tasks related to a particular learning
objective that students can choose from based on their preferences, interests, or readiness levels.

GROUP 1
TEACHING METHODS
- are pedagogies that teachers use in classroom instruction.
1. INDUCTIVE TEACHING
-begins with specific examples presented by the instructor and requires students to make
observations to formulate a general rule or theory.
Example: Present students with various cut-out shapes and define each shape on their own,
developing a deeper understanding of the properties.
2. DEDUCTIVE TEACHING
-begins with a general rule of theory presented by the instructor, followed by specific
examples and practice problems.
Example: The teacher begins the lesson by explicitly teaching the definitions of various shapes
and provides students with various examples and asks them to identify and classify each based
on the definitions and properties you provided.

3. 4A’s
● ACTIVITY - Introduces the lesson with an engaging activity or experience to grab
students' interest and activate prior knowledge.
Example: Show a short video of dancers performing the Tinikling. The students observe
the movements and timing of the dance.
● ANALYSIS - Students reflect on the activity, analyze it, and discuss key ideas or patterns
related to the lesson.
Example: Ask students questions like: “What did you notice about the dancers’
footwork and coordination?” and “How do the bamboo poles affect the dance
movements?”
● ABSTRACTION - Connects the analysis to the underlying concept or principle, helping
students generalize the learning to a broader context.
Example: Explain the key principles of Tinikling: the cultural background, the rhythm of
the bamboo poles, the steps required, and how it mimics the movement of birds avoiding
traps. Highlight the importance of coordination and timing in the dance.
● APPLICATION- Students apply the new knowledge or skills to real-world situations or problems to
solidify their understanding and demonstrate mastery.
Example: Have students practice basic Tinikling steps in pairs using mock bamboo
poles (or substitute poles). Then, ask them to perform a short sequence to apply the
skills they've learned.
4. 5 A’s
•AWARENESS- introduction or motivation
Example : prayer, checking of attendance, recap
•ACTIVITY
- it will lead to the lesson
Example: games, role play, puzzle
• ANALYSIS
- lesson proper
Example: discussion of the teachers topic
• ABSTRACTION
- formulating or making generalizations
Example: Questioning the students understanding
of the topic.
• APPLICATION - students apply what they have
learned.
Example: The students will be able to apply the
lesson in the real world or in class.
5. 5 E's
● Engage - Activating prior knowledge through short activities.
- phase piques student curiosity and helps students make connections with previously
learned concepts, which aids in the retention of new knowledge.
- Example: Show and inquire about a series of images (or short video clip)
Ask a thought-provoking question to start a class discussion

● Explore - Connecting concepts from the Engage phase to new concepts students will
learn in the lesson.
-allow students to share observations, use critical thinking, and collaborate.
-Example: Investigate and classify different objects
● Explain - Diving deeper into the topic and provide students with opportunities to
demonstrate their understanding of new concepts they have learned.

-Example: Delivering lectures about key concepts that lead to student discussions
● Elaborate - Applying what they have learned in more diverse contexts.
- Extend students’ understanding and further connect the topic to the real world.
- Example: Role-playing activities
Debates and discussions
● Evaluate - apply skills and concepts they have learned throughout the entire lesson and
receive feedback from the teacher about their learning.
- Assess students’ understanding and evaluate student progress to determine whether
lesson objectives have been met.
- Teachers can also use this stage of the lesson to further differentiate their instruction.
- Example: Use several types of assessments
6. 7 E's
This model is rooted in constructivist learning theory, focusing on inquiry-based learning
and student engagement.
● Elicit
- Activating prior knowledge and uncovering students’ preconceptions about a topic.
Example:
The teacher will ask students if they have any idea about swimming and aquatics or
What they already know about any swimming skills, types of strokes, types of floats etc.

●Engage
- Activity capturing students’ attention and interest in the topic.
Example:
 The teacher will show an interesting video about professional swimming video or
known athlete swimmers.
● Explore
- Providing students with hands-on activities to think and investigate/solve problem and or
collect information.
Example:
The teacher will let the students explore different strokes or floats through hands-on
activity..
 Explain
- Explaining the concepts associated with the student's exploration and giving students
the opportunity to share what they learned, and the teacher helps clarify or correct any
misconceptions about the lesson.
Example:
The teacher will provide explanations and proper demonstrations of types of
strokes and floats.

● Elaborate
- Extending students' understanding by applying the concept in new ways.
Example:
The teacher will let the students perform the proper execution of strokes and floats
letting them apply their knowledge in a more complex ways.
● Evaluate
- Activity assessing students’ understanding through various means like quizzes,
presentations, or reports with criteria and rubrics.
Example:
The students will be evaluated by letting them apply their techniques. They will swim
from the starting line of the swimming pool up to the bottom of the pool using their
knowledge of the types of strokes and floats.
● Extend
- Encouraging students to apply the concept to real-life or more complex situations.
- Provides students with opportunities for further learning and exploration beyond the
initial lesson.
Example:
The students will be in groups and will be tasked to research different strokes (such
as freestyle, breaststroke, and butterfly). Each group will prepare a demonstration of
their chosen stroke and explain the technique and its purpose to be presented in the next
meeting.

Other Types of Teaching Methods:

EXPERIENTIAL LEARNING
- it is the process of learning by doing. By engaging students in hands-on experiences and
reflection, they are better able to connect theories and knowledge learned in the classroom to
real-world situations.
Example: Topic: Spatial Awareness or also known as Spatial Perception, is the ability to
understand the relationship between one's movement and the objects in one's surrounding
environment. In relation to experiential learning, gather the learners at the center and let them
play a recreational game of tag called “Shadow Tag” wherein the learners will try to step on
each other’s shadow rather than tagging them directly by hand. It is a fun way of letting the
learners know about spatial awareness.
GAMIFICATION
- Game-based learning is an active learning technique that uses games to improve
student learning. Game-based learning can be achieved through digital or non-digital games
and simulations that allow students to experience the learning firsthand.

Example: Scoring System. A scoring system also inspires them to do their best to improve their
scores and aim for higher point totals so they can climb up the leaderboard. For example , you
can use the points to reward correct answers or progress. Just like a player would receive for
the activities within a game.
DISCUSSION BASED LEARNING
-a learning style that challenges students to be responsible for their own education.
Example: Students are required to sit around an oval-discussion table and are tasked to find
new information together, talk, wait for answers, and ultimately think for themselves. The
teacher plays the role of facilitator as the students engage in dynamic discussions and
questions about the subject matter.
LECTURE-BASED LEARNING
-characterized by a more traditional approach, where instructors primarily deliver information,
and students receive it passively.
Example: A professor delivers a lecture on climate change, using slides to present data and
case studies, while students take notes and ask questions at the end.

DIFFERENTIATED INSTRUCTIONS

●HISTORY
1800s
- One teacher, multiple ages, and abilities
Late 1800s-Early 1900s
- Children of same age learn similarly
1912
- The introduction of the Achievement test.
- Revealed the gaps in student abilities within grade levels.
IDEA (1975)
- The Individuals with Disabilities Education Act
- Ensured equal access to public education for children with disabilities
1983
- Multiple Intelligences Theory
2000s - PRESENT
- No child left behind
- Encouraged differentiated and skill-based instruction
- Technology Integration Research by Leslie Owen Wilson
What is differentiated instruction?
when teachers change how they teach so each student can learn in a way that works best for
them.

● CHARACTERISTICS OF DIFFERENTIATED INSTRUCTION

1. The educator picks out the most important information for learners to recall, understand,
and be able to do in a given domain.
2. The teacher attends to student differences.
3. Assessment and instruction are inseparable.
4. The teacher modifies content, process, and products.
5. All students participate in respectful work.
6. The teacher and students collaborate in learning.
7. The teacher balances group and individual norms.
8. The teacher and students work together with flexibility.
● TYPES OF DIFFERENTIATED INSTRUCTION
According to Tomlinson, teachers can differentiate instruction through four ways: 1) content, 2)
process, 3) product, and 4) learning environment.

1. Content
As you already know, fundamental lesson content should cover the standards of learning set by
the school district or state educational standards. But some students in your class may be
completely unfamiliar with the concepts in a lesson, some students may have partial mastery, and
some students may already be familiar with the content before the lesson begins. What you could
do is differentiate the content by designing activities for groups of students that cover various
levels of Bloom’s Taxonomy (a classification of levels of intellectual behavior going from
lower-order thinking skills to higher-order thinking skills). The six levels are: remembering,
understanding, applying, analyzing, evaluating, and creating. Students who are unfamiliar with a
lesson could be required to complete tasks on the lower levels: remembering and understanding.
Students with some mastery could be asked to apply and analyze the content, and students who
have high levels of mastery could be asked to complete tasks in the areas of evaluating and
creating.

Examples of differentiating activities:

● Match vocabulary words to definitions.
● Read a passage of text and answer related questions.
● Think of a situation that happened to a character in the story and a different outcome.
● Differentiate fact from opinion in the story.
● Identify an author’s position and provide evidence to support this viewpoint.

● Create a PowerPoint presentation summarizing the lesson.

2. Process
Each student has a preferred learning style, and successful differentiation includes delivering the
material to each style: visual, auditory and kinesthetic, and through words. This process-related
method also addresses the fact that not all students require the same amount of support from the
teacher, and students could choose to work in pairs, small groups, or individually. And while
some students may benefit from one-on-one interaction with you or the classroom aide, others
may be able to progress by themselves. Teachers can enhance student learning by offering
support based on individual needs.

Examples of differentiating the process:

● Provide textbooks for visual and word learners.
● Allow auditory learners to listen to audio books.
● Give kinesthetic learners the opportunity to complete an interactive assignment online.

3. Product
The product is what the student creates at the end of the lesson to demonstrate the mastery of the
content. This can be in the form of tests, projects, reports, or other activities. You could assign
students to complete activities that show mastery of an educational concept in a way the student
prefers, based on learning style.

Examples of differentiating the end product:

● Read and write learners write a book report.
● Visual learners create a graphic organizer of the story.
● Auditory learners give an oral report.
● Kinesthetic learners build a diorama illustrating the story.

4. Learning environment
The conditions for optimal learning include both physical and psychological elements. A flexible
classroom layout is key, incorporating various types of furniture and arrangements to support
both individual and group work. Psychologically speaking, teachers should use classroom
management techniques that support a safe and supportive learning environment.

Examples of differentiating the environment:

● Break some students into reading groups to discuss the assignment.
● Allow students to read individually if preferred.
● Create quiet spaces where there are no distractions.

● THE PROCESS OF DIFFERENTIATED INSTRUCTION IN PHYSICAL

EDUCATION AND HEALTH
- Differentiated instruction in physical education adapting activities to meet the needs of
students.
1. Assessment
- Teachers assess students' fitness level, skills , and interests.
2. Planning
- Teacher Plan activities that cater to different learning styles and ability levels.
3. Implementation
- Teachers implement activities and provide appropriate modifications or challenges for each
student.
4. Evaluation
- Teachers monitor student progress and adjust activities accordingly.
SAMPLE OF BEST PRACTICES OF D.I
1.Learning Centers
- Learning centers are designated areas in a classroom where students can engage in independent
or small-group learning activities. They are often organized around specific content areas or
skills.
2.Think-Pair-Share
- is a collaborative learning strategy where students first think individually about a question or
problem, then pair up with a partner to discuss their thoughts, and finally share their ideas with
the larger group.

3.Flexible grouping

- involves forming temporary groups of students based on their needs and abilities for specific
learning activities. Groups can be homogeneous (students with similar abilities) or heterogeneous
(students with different abilities).
4.Choice boards
-are visual tools that offer students a variety of learning activities to choose from. They can be
used for different purposes, such as introducing new topics, practicing skills, or demonstrating
understanding.
5.Leveled reading
- involves matching students with books that are appropriate for their current reading ability.
Books are categorized into levels based on factors like vocabulary difficulty, sentence
complexity, and text structure.

Metzler’s Compendium of 7 Instructional Models

According to Michael Metzler, a prominent figure in physical education pedagogy,

the 7 instructional models are designed to enhance physical education's teaching
and learning process. These models provide structure and various approaches to
instruction depending on the goals and needs of students. They are:
1. DIRECT INSTRUCTION MODEL (DIM) -
The term direct instruction refers to instructional approaches that are
structured, sequenced, and led by teachers, and/or the presentation of
academic content students by teachers, such as in a lecture or demonstration.
● INTRODUCTION/REVIEW
- Set the / stage for learning.
● DEVELOPMENT
- Model the expected learning outcomes by providing clear explanations
and examples.
● GUIDED PRACTICE
- Monitor and engage pupils with assigned learning tasks.
● CLOSURE
- Bring the lesson to a conclusion by highlighting what was covered.
● INDEPENDENT PRACTICE
- Provide learning tasks that are independent of teacher assistance.
● EVALUTION
- Assess pupil progress.
2. PERSONALIZED SYSTEM OF INSTRUCTION (PSI) -
is a teaching method that emphasizes individualized learning, where students
progress at their own pace through a series of instructional units.

Metzler outlines key features of PSI as follows:

1.Self-Pacing: Students have the flexibility to move through the content at
their own pace, allowing them to spend more time on areas where they need
extra help.
2. Mastery Learning: Students are required to demonstrate mastery of the
material, often through assessments or practical demonstrations, before
progressing to the next unit.
3. Emphasis on Written Materials: Instructional content is usually
provided through written materials, such as manuals or guides, so that
students can engage with the material independently.
4. Proctors and Feedback: In many PSI systems, more advanced students
or assistants serve as proctors, providing immediate feedback and support to
learners.
5. Teacher’s Role as Facilitator: Rather than delivering content directly, the
teacher in a PSI system acts as a facilitator, offering guidance and managing
the learning environment.
3. COOPERATIVE LEARNING (CL) -
involves structuring activities so that students work together in a small
groups to achieve learning goals. This approach emphasizes collaboration,
where students are responsible not only for their own learning but also for
helping their peers. It also enhances student engagement, improve academic
performance and foster a supportive learning environment.
Metzler's key features of cooperative learning include:
• Positive Interdependence: Fostering a sense of belonging and
responsibility.
• Individual Accountability: Each member is accountable for their
contribution.
• Face-to-Face Interaction: promoting communication and collaboration
skills through direct interaction.
• Interpersonal Skills Development: Cooperative learning enhances skills
such as leadership, conflict resolution, and communication.

• Group Processing: Groups reflect on their performance, discussing what

worked well.
4. PEER TEACHING (PT) -
is an instructional model where students take on both teaching and learning
roles, helping each other to develop skills and understanding. This model
shifts some of the responsibility for learning from the teacher to the students,
encouraging collaboration and mutual support. Peer teaching can involve
one student teaching another, or small groups of students working together,
with each person having designated roles in the learning process.
Key Features of Peer Teaching:
1. Role Assignment: In this model, students are typically assigned different
roles, such as teacher, learner, or observer. The "teacher" provides
instruction or guidance to the "learner," while the "observer" may offer
feedback.
2. Skill and Concept Development: Peer teaching is often used to develop
physical, cognitive, and affective skills in physical education, as students not
only practice skills but also explain and demonstrate them to peers.
3. Social Interaction: This model promotes communication, leadership, and
teamwork as students work closely together, relying on each other to
understand and master tasks.
4. Active Learning: Students are actively engaged in the learning process
by teaching others, which reinforces their own understanding and enhances
retention of the material.
3 Types of Peer Teaching
● Class-Wide Peer Teaching - involves students within the same class
teaching one another. In this approach, all students are paired or
grouped to act as both teachers and learners at different times. It
promotes reciprocal learning where students share their understanding
of concepts, allowing them to reinforce their knowledge through
teaching while also gaining new insights from their peers. The teacher
facilitates the process, ensuring that the learning objectives are met
and that students are effectively communicating and collaborating.

● Cross-Aged Peer Teaching - pairs or groups older students with younger

ones to teach and guide them through lessons or activities. The older
students take on the role of mentors, sharing their knowledge and
experiences, which helps reinforce their own learning while providing a
supportive learning environment for the younger students. This approach is
effective in building confidence and leadership skills in the older students
while fostering a more personalized learning experience for the younger
ones, who often respond well to peer guidance.
● Peer-Assisted Learning Strategies (PALS) - is a structured form of peer
teaching that pairs students based on their ability levels to engage in
collaborative learning tasks. This method involves specific, teacher-designed
activities where higher-achieving students help lower-achieving peers, but
both benefit from the interaction. The strategies focus on enhancing reading,
math, or other academic skills through guided practice, feedback, and
repetition. PALS has been shown to improve academic outcomes by
encouraging active learning, peer collaboration, and skill reinforcement in a
structured environment.
Benefits:
- Reinforcement of Learning: Teaching others helps students solidify their
own knowledge and improve their understanding of the subject matter.
- Increased Engagement: Students tend to be more motivated and engaged
when learning from their peers.
- Development of Social and Leadership Skills: Through the process of
teaching and providing feedback, students develop communication and
leadership abilities.
5. INQUIRY BASED TEACHING (IBT) -
Encourages students to explore, ask questions, and discover answers on their
own.This model aim for students to gain deeper understanding through
investigation and collaboration.
Example scenario: Understanding the sprint speed and factors affecting it.

Problem: What affects the sprint speed?

Student exploration: Students brain storm
(starting positions, pace, or stride length)
Investigation: Groups test sprint techniques while changing one variable and
record the results.
Discussion: Students share findings and discuss what worked.
6. SPORT EDUCATION MODEL (SEM) -
is an instructional approach designed to deliver an authentic sports
experience within physical education classes
KEY FEATURES
1. Season- sports are taught over a period resembling a competitive season,
not just one-off lessons
2. Affiliation- students are assigned to teams for the entire season,
promoting collaboration
3. Formal Competition- teams engage in organized, scheduled matches
4. Culminating Event- the season ends with a final event like a
championship
5. Record Keeping- detailed stats and results are tracked during the season
6. Festivity- includes ceremonies like awards and championships to
celebrate achievements

BENEFITS
• Promotes long-term engagement with physical activity
• Encourages understanding of sports beyond physical participation
• Helps students develop lifelong physical literacy and sportsmanship
7. THE TACTICAL GAMES MODEL (TGM) -

is summarized as a physical education model where It focuses on improving

students' understanding of games by emphasizing the tactical awareness and
decision-making aspects, rather than just technical skills.
KEY COMPONENTS
● Game Form
Instruction begins with a modified game or game-like situation to create a
context for learning
● Tactical Awareness
Students are asked to recognize and analyze tactical problem within the
game.
● Skill Practice
The practice is specific to the game’s tactical needs and directly tied to
improving decision-making during play.
● Return to Game Play
students return to playing the game, Applying the skills they’ve learned to
solve the original tactical problem.
● Questioning and Reflection
Teachers use open-ended questions to guide student reflection, such as
"What worked?" or "How did you adapt your play to solve the problem?"
BENEFITS
● Student Engagement -Students are often more motivated and engage.
● Cognitive Development -The model encourages students to think
critically about tactics and strategies.
● Skill Application -Students learn skills within the context of game
play.

● Lifelong Learning - TGM encourages the development of

problem-solving and decision-making skills.