Development of differentiated activities in teaching science: educators’ evaluation and self-reflection on differentiation and flexible learning

Abstract

This study determines the evaluation of educators to the developed differentiated activities in the learning module. Developed differentiated activities for grade-seven science class were assessed and evaluated by educators. Three academic administrators, two of which are science teachers, six junior high school science teachers of La Salle Academy and four in-service Department of Education teachers participated in this research study. Through mixed-method research design, where quantitative designs, weighted-mean, independent-sample t-test and standard deviation analysis, the comparison of evaluators’ ratings in a DI and Non-DI Learning Module were determined. Findings showed that, the developed Learning Module with Differentiated activities received very good to excellent ratings from the evaluators. Based from their ratings, teachers significantly gave higher ratings to the Developed Differentiated Learning Module compared to Non-DI Learning Module. Furthermore, results in their self-reflection indicated that educators see the Developed DI – Learning Module as opportunity and avenue of students to develop the values of patience, teamwork and safety. Thus, these results were discussed in relation to making teachers equipped in using differentiated and flexible learning teaching strategies and practices that may contribute to closing the achievement gap among Filipino students.