Crafting Dynamic Lesson Plans: Designing Differentiated Learning Approaches for Teaching Reading Skills in the Philippines

Abstract

Abstract. This study investigates the difficulties encountered by educators in the Philippines when devising differentiated lesson plans for teaching reading skills. The study employed qualitative research methods, including interviews and document analysis with ten Filipino English teachers from the province of Iligan. The collected data were analyzed using thematic analysis to identify patterns and themes. The findings emphasize common challenges in content differentiation, accommodating diverse learning styles, implementing effective grouping strategies, managing time, and assessing individual progress. These difficulties are consistent with prior research on differentiated instruction in diverse educational contexts. Factors such as limited access to diverse resources and the need to align differentiated content with curriculum standards increase the difficulty of content differentiation. Time constraints present obstacles in terms of planning, resource adaptation, and time management. Identifying individual requirements and modifying text complexity are additional obstacles to content differentiation. Educators face complex challenges in accommodating diverse learning preferences and employing effective grouping strategies. When designing lecture plans based on differentiated learning, time management and evaluating individual progress are crucial considerations. The study provides practical guidance for the creation of differentiated learning-based lesson plans that are tailored to the unique needs of Philippine students. This study's findings cast light on the common challenges educators face when differentiating content, addressing diverse learning styles, implementing effective grouping strategies, managing time, and assessing individual progress. This study contributes to the improvement of literacy instruction in the Philippines by addressing these obstacles and proposing evidence-based practices.