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Chapter 4 Types OF Assessments
Understanding The Self (Urdaneta City University)
Studocu is not sponsored or endorsed by any college or university
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IV.ASSESSMENT, LEARNING RESOURCES, AND INSTRUCTIONAL (INPUT)
ACCOMMODATIONS
Assessment – in education, the term assessment refers to the wide variety of methods
or tools that educators use to evaluate, measure, and document the academic
readiness, learning progress, skill acquisition, or educational needs of students.
Definition of Assessment according to its used:
Assessment judges results againts established
standards and benchmarks. This most traditional
use of assessment can reveal how the leaner and
the system are performing.
ASSESSMENT OF
LEARNING
ASSESMENT FOR
LEARNING
Assessment provides immediate feedback both to
the learner and to adults on developing
knowldege, skills, and dispositions while learning
is actually happening.
ASSESSMENT AS
LEARNING
Assessment suppports the development of
metacognition, the under standing of how
learners learn and who the learners
knowthemselves.
A.Types of Assessments:





Pre-assessments or Diagnostic assessment – are administered before
students begin a lesson, unit, course, or academic program. Students are not
necessarily expected to know most, or even any, of the material evaluated by
pre-assessments.
Formative assessment - are in-process evaluations of student learning that are
typically administered multiple times during a unit, course, or academic program.
Summative assessment - are used to evaluate student learning at the
conclusion of a specific instructional period—typically at the end of a unit, course,
semester, program, or school year.
Placement assessment - are used to “place” students into a course, course
level, or academic program.
Screening assessment - are used to determine whether students may need
specialized assistance or services, or whether they are ready to begin a course,
grade level, or academic program.
Learning Resources – are any resource – including print and non-print materials and
online/open-access resources which supports and enhances, directly or indirectly,
learning and teaching.

Impact of learning resources – it helps the student to understand and enjoy the
lesson which the teacher teaches them. It helps students understand the object
of the lesson the teacher is conveying.
Example of Traditional Learning Resources and Online Learning Resources
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TRADITIONAL LEARNING RESOURCES
 Textbooks
 Dictionary
 Encyclopaedia
 Charts
 Flash Cards
ONLINE LEARNING RESOURCES
 Google Docs
 YouTube
 Wikipedia
 IXL
 Quizlet
Instructional Accommodation - Accommodations are changes in the way a student
accesses learning, without changing the actual standards a student is working toward.
Using accommodations can be complicated - the goal is to find a balance that gives
students equal access to learning without "watering down" the content.
Four Categories of Instructional Accommodation:
Presentation
Accommodation
Response
Accommodations
allow students to access
instructional materials in ways
that do not require them to
visually decode standard print.
1
2
allow students to record their work
in alternate ways or to solve or
organize their work using some
type of material or device.
Timing/Scheduling
3
4
Setting Accommodations
Accommodations
change the location in which
instruction is given or the
conditions of the setting.
change the allowable length of
time for assignments, projects,
and tests, and may also change
the way the time is organized.
How accommodations can address barriers presented by a student’s disability
Disability Category
Barrier
Visual disability
Specific
disability
Example accommodations
Reading printed text
learning
ADHD



Audio version of text
Large-print materials
Braille materials


Audio books
Text-to-speech software


Allow frequent breaks
Mark answers directly in
the test booklet vs. on a
bubble answer sheet


Permit oral response
Speech-to-text software
Decoding text
Remaining focused
Orthopaedic impairment
Writing out responses (due
to inability to hold a pencil)
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What is an Observation Checklist?
An observation checklist is a set of questions that assist an observer evaluate the
performance and behavior of an individual's skills. A teacher and classroom observation
checklist helps an observer to identify skill gaps and problem areas to further improve
teaching strategies, classroom settings, and student learning development.
Teacher Observation Checklists
A teacher observation checklist is used by school administrators to evaluate the overall
performance and teaching strategy of the educator. Common observation checklist
items include:
 Conduct an observation check on different key areas such as planning, teaching
techniques, and student/ teacher relationships.
 Add detailed notes or comments
 Add comments and recommendations
 Complete the checklist by capturing electronic signatures of the instructor and
observer.
Anecdotal record
Definition: An anecdotal record (or anecdote) is like a short story that educators use to
record a significant incident that they have observed.
 An anecdotal record is descriptive of incidents or events that are important to the
person observing
 Informal device used by the teacher to record the behavior of students as observed by
him from time to time.
Characteristics of anecdotal record
 Simple reports of behavior
 Result of direct observation
 Accurate and specific
 Gives context of child’s behavior
 Records unusual and typical behaviors.
Purpose of anecdotal record
 The teacher is able to understand his/her pupil in a realistic manner
 It provides an opportunity for healthy pupil- teacher relationship
 It can be maintained in the areas of behavior that cannot be evaluated .
Items in anecdotal record
 The first part of an Anecdotal Record should be factual, simple and clear
 Name of the students
 Unit/ward/department
 Date and time
 Brief report of what happened.
Advantage of anecdotal record
 Needs no special training
 Use of formative feedback
 Open ended and can catch unexpected events
 Easy to develop.
Disadvantages of anecdotal record
 If carelessly recorded, the purpose will not be fulfilled
 Incidents can be taken out of context
 It can be subjectively recorded
 Difficulty in scoring
 Limited application.
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Uses of anecdotal record
 Record unusual events, such as accidents.
 Record children’s behavior, skills and interests for planning purposes.
PORTFOLIO ASSESSMENT
A portfolio assessment is a collection of student works that are associated with
standards you are required to learn. This collection of work is often gathered over a
long period of time to reflect what you have been taught as well as what you have
learned. Each piece in the portfolio is selected because it is an authentic representation
of what you have learned and is meant to demonstrate your current knowledge and
skills. A portfolio by nature is a storybook capturing a student's progression of learning
as they move through the year.
What Goes Into a Portfolio?
A portfolio can include classwork, artistic pieces, photographs, and a variety of other
media all demonstrating the concepts that you have mastered. Each item that is
selected to go in the portfolio is chosen within the parameters of the purpose of the
portfolio itself.
Many teachers require their students to write a reflection that correlates with each piece
in the portfolio. This practice is advantageous for the student as they self-assess their
work and may set goals to improve.
Finally, the reflection helps reinforce the concept for the student and it provides some
clarity for anyone reviewing the portfolio. Ultimately, the most authentic portfolios are
built when the teacher and student work collaboratively to decide which pieces should
be included to demonstrate mastery of a specific learning objective.
The Purpose of Developing a Portfolio
A portfolio assessment is often deemed an authentic form of assessment because it
includes authentic samples of a student's work. Many advocates of the portfolio
assessment argue that this makes it a superior assessment tool because it is
demonstrates learning and growth over an extended period of time.
They believe it is more indicative of what a student's true abilities especially when you
compare it to a standardized test that provides a snapshot of what a student can do on
a particular day. Ultimately, the teacher guiding the portfolio process helps determine
the purpose of the final portfolio.
The portfolio may be used to show growth over time, it may be used to promote a
student's abilities, or it may be used to evaluate a student's learning within a specific
course. Its purpose may also be a combination of all three areas.
The Pros of Using a Portfolio Assessment


A portfolio assessment demonstrates learning over the course of time rather than
what a student knows a particular day.
A portfolio assessment provides an opportunity for a student to reflect on their
learning, to self assess, and to formulate a deeper understanding of the concepts
they are learning beyond a simple surface explanation.
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
A portfolio assessment requires a great level of individual interaction between the
student and teacher wherein they are always collaborating about the
requirements and components going into the portfolio.
The Cons of Using a Portfolio Assessment


Developing and assessing a portfolio is time-consuming. It takes a lot of effort
from both the teacher and the student and is a demanding endeavor in which you
can quickly fall behind.
Portfolio assessments are very subjective in nature. Even if the teacher utilizes a
rubric, the individualized nature of a portfolio makes it difficult to remain objective
and stick to the rubric. Two students working on the same learning standard may
have two totally different approaches thus learning may not be the same.
B. LEARNING RESOURCES AND INSTRUCTIONAL ACCOMODATIONS
1. Special Education Programs
Special education, also called special needs education, the education of children who
differ socially, mentally, or physically from the average to such an extent that they
require modifications of usual school practices. Special education serves children with
emotional, behavioral, or cognitive impairments or intellectual, hearing, vision, speech,
or learning disabilities; gifted children with advanced academic abilities; and children
with orthopedic or neurological impairments.
HISTORICAL BACKGROUND
Pedro Ponce de Leon
In the mid-1500s, succeeded in teaching deaf pupils in Spain to speak, read and write.
It is assumed that his methods were followed by Juan Pablo Bonet, who in 1620
published the first book on the subject.
Charles-Michel, abbe de l’Epee (1712-89)
changed the nature of communication for deaf and hard-of-hearing individuals by
developing the natural sign language they used into a systematic and conventional
language for more universal use.His work was developed by Roch-Ambroise
Cucurron, Abbe Sicard, and gave rise to the manual system, or silent method, of
teaching people with hearing impairments.
Friedrich Moritz Hill (1805-74)
a leading educator of the deaf, developed this method in relation to the concept that
education must relate to the “here and now” of the child - known as the “natural
method.”
Valentine Hauy
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known as the “father of apostle of the blind”, opened the National Institution of Blind
Youth (Institution Nationale des Jeunes Aveugles) in Paris in 1784, with 12 blind
children to read soon spread to other countries.
IMPLEMENTATION OF PROGRAMS
Children with a particular kind of disability do not necessarily form a homogeneous
group, so diagnosis must go beyond merely classifying the children according to their
major deviation.
Children who have learning disabilities are assessed primarily by psychoeducational
diagnosticians who, through education and psychological diagnostic tests, determine a
child’s potential for learning and achievement.
PATTERNS OF INSTRUCTION ADAPTATION
The goals of special education are similar to the educational goals for ordinary children;
only the techniques for attaining them are different. An effort is made, for example, to
teach all children with special needs (except those unable to profit at all from school
experience) to read.
GROUPING PATTERNS
Special classes for children who have above-average intelligence, who have intellectual
disabilities, who have visual or hearing impairments, or who have been diagnosed with
other disabilities are found in many school systems throughout the world.
“The eventual goal (beyond developing skills and imparting information) is to prepare
these students for life in the larger society.”
INCLUSION PROGRAM
INCLUSION - Inclusion is seen as a universal human right. The aim of inclusion is to
embrace all people irrespective of race, gender, disability, medical, or other need. It is
about giving equal access and opportunities and getting rid of discrimination and
intolerance (removal of barriers). Inclusion in education refers to a model wherein
students with special needs spend most or all their time with non-special needs
students.
Inclusion education program is defined as a learning environment that promotes the full
personal, academic and professional development of all learners irrespective of race,
class, colour, gender, disability, sexual preferences, learning styles and language.
EDUCATIONAL POINT OF VIEW

Needs of all students are met – preparing them for life.

Teachers improve their professional skills.

Society takes conscious decisions to operate according to social views.
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PRINCIPLES OF INCLUSIVE EDUCATION

No discrimination with students.

Equal educational opportunity to all.

School adapt to the need of the student.

Equal educational benefits for all students.

Individual differences between students are a source of richness and diversity,
and not a problem.
NEED AND IMPORTANCE

For the development of healthy citizenship.

For social equality.

Self-reliant.

Developing feeling of self-respect.

For achieving the universalization.
COMPARISON










INCLUSIVE EDUCATION
Education for all.
Flexible individualized teaching.
Learning in integrated settings.
Emphasis on learning
Child centred.
Holistic approach
Equalization of opportunities.
Curricular view
Planning is made on ability
Label free










TRADITIONAL EDUCATION
For some
Static or rigid
Collective teaching
Emphasis on teaching
Subject centred
Diagnostic
Opportunity limited by exclusion
Disability view
Disability wise
Labels children
INDIGENIZATION AND CONTEXTUALIZATION OF CURRICULUM
Contextualization - refers to the educational process of relating the curriculum to a
particular setting, situation or area of application to make the competencies relevant,
meaningful, and useful to all learners.
The degree of contextualization may be described and distinguished into the following:
A. Localization - refers to the process of relating learning content specified in the
curriculum to local information and materials in the learners’ community.
EXAMPLES OF LOCALIZATION
1. Examples used in lessons start with those in the locality
2. Names, situations, setting needed to give context to test questions or problemsolving exercises are those of the immediate community
3. Local stories are used as often as possible in making instructional materials.
4. Local stories are used in the language learning areas.
5. Translating a story written in another language to the language of one’s learners
for use in MTB-MLE
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B. Indigenization - refers to the process of enhancing curriculum competencies,
education resources, and teaching-learning processes in relation to the biogeographical, historical, and socio-cultural context of the learners’ community.
Indigenization may also involve the enhancement of the curriculum framework,
curriculum design, and learning standards of subject areas, guided by the standards
and principles adhered to by the national curriculum.
EXAMPLES OF LOCALIZATION AND INDIGENIZATION OF THE CURRICULUM
Curriculum design; NKCG
Localization
 Use local information and materials while maintaining the suggested structure,
themes and activities in the NKCG
Indigenization
 Enhancing the themes and activities of the NKCG by modifying, reorganizing, or
highlighting certain aspects in relation to the community context.
Competency; visualize the ration of two given numbers (M5NS-llh-22)
Localization
 Use easily observable examples of ratio in the community
Indigenization
Community activities or cultural practices that inherently use the concept of racurr
CURRICULUM CONTEXTUALIZATION
Contextualized curriculum
Learning spaces
and environment
Teaching
methodologies and
strategies
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LEARNING RESOURCES
WHAT IS ALTERNATIVE LEARNING SYSTEM OR ALS?
It is a parallel learning system in the Philippines that provides a practical option to the
existing formal instruction.
WHO ARE THE TEACHERS IN ALS?
As defined in the new ALS Act, these are:
ALS teachers - DepEd-employed teachers who implement the ALS programs
Community ALS implementors - persons engaged either by DepEd or any local
government unit (LGU) to deliver ALS programs to out-of-school children and adults
Learning facilitators - teachers financed by the private sector (NGOs, CSOs, or
individuals) who implement ALS programs
WHAT LEARNING MATERIALS ARE USED?
The ALS primarily uses learning modules for its learners. Each module contains
learning activities, and pre- and post-assessments. Modules for basic levels include a
facilitator’s guide, while modules for advanced levels are designed for self- or
independent learning. These are provided by the ALS teacher to the learners.
Supplementary materials like text and non-text modules, self-learning instructional
materials, learning activity packages, online or digital modules, textbooks, e-modules, or
blended technology learning materials from the home or other sources may also be
used.
WHY IS THERE A NEED FOR ALTERNATIVE LEARNING SYSTEM IN THE
PHILIPPINES?
Many Filipinos do not have a chance to attend and finish formal basic education
(Grades 1-6 and Year 1-4) due to many reasons. Some drop out from schools while
some do not have schools in their communities. Since every Filipino has a right to free
basic education, the Government establishes ALS to provide all Filipinos the chance to
have access to and complete basic education in a mode that fits their distinct situations
and needs.
WHAT IS THE BASIS OF ALS IMPLEMENTATION IN THE PHILIPPINES?
The 1987 Philippine Constitution provides for the recognition and promotion of other
forms of education other than formal education. Article XIV, Section 2, Paragraph (1)
declares that the State shall establish, maintain and support a complete, adequate and
integrated system of education relevant to the needs of the people and society; and
paragraph (4) concisely encourages non-formal, informal and indigenous learning
systems as well as self-learning, independent and out-of-school study programs
particularly those that respond to community needs.
The Governance Act for Basic Education otherwise known as the Republic Act 9155
stipulates the establishment of the Alternative Learning System (ALS) to provide out-ofschool children, youth and adults population with basic education.
HOW DOES ALS WORK?
There are two major programs on ALS that are being implemented by the Department of
Education, through the Bureau of Alternative Learning System (BALS). One is the Basic
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Literacy Program and the other is the Continuing Education Program – Accreditation
and Equivalency (A&E). Both programs are modular and flexible. This means that
learning can take place anytime and any place, depending on the convenience and
availability of the learners.
WHAT IS THE DIFFERENCE BETWEEN THE FORMAL EDUCATION SYSTEM AND
THE ALTERNATIVE LEARNING SYSTEM (ALS) NON-FORMAL EDUCATION?
Formal Education system is classroom-based, managed by trained formal school
teachers.
ALS Non-formal Education happens outside the classroom, community-based, usually
conducted at community learning centers, barangay multi-purpose hall, libraries or at
home, managed by ALS learning facilitators, such as mobile teachers, district ALS
Coordinators, instructional managers at an agreed schedule and venue between the
learners and facilitators.
(OSY) OUT-OF-SCHOOL YOUTH – refers to members of the population who are 15 to
30 years old, who are not in school, not gainfully employed, and have not finished
college or a post-secondary course.
The rate of out-of-school children and youth in the Philippines is growing. In fact, the
Department of Education stated that this rate has reach four million in number this 2021
due to the pandemic. Apart from COVID-19, the most common reasons among youth
for not attending school were the following:
•Poverty
•Bad peer pressure
•Family issues
•Bad vices
•Natural disasters
•Child labor
•Lack of interest
•Child marriage
•Financial problem
•Pregnancy
•Work
•Violence
•Illness
This upward trend of out of school is detrimental to these youth. Some of its effects are:
• Increase in child maltreatment
• Pregnancy; and
• Crime rate
• Exposure to illegal drugs.
Thankfully, the government provides solutions for out-of-school youth in the country. And
that is:
Opportunity 2.0: Second-chance Opportunities for Out-of-school Youth
A project that launched by the United States Agency for International
Development (USAID). It is their first collaboration with government efforts that
aims to help at least 180,000 out-of-school youth across the country, providing
schooling, work, and business assistance. This tie-up between USAID, DepEd,
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and TESDA is called the Opportunity 2.0: Second-chance Opportunities for Outof-school Youth project. Through this five-year project that costs PhP1.9 billion,
they believe to bring hope and future to the youth.
Magna Carta of the OSYs
As chairman of the Senate Committee on Youth, Senator Angara is pushing for
the establishment of a Magna Carta of the OSYs as proposed in his Senate Bill
1090. The bill seeks to strengthen the State’s mandate of instituting policies and
programs for the development of OSYs in the country and to encourage them to
seek out the various opportunities available to them. Of course, the whole-ofgovernment approach will be needed to effectively address the needs and
concerns of OSYs, with the DepEd, TESDA, CHED, DOH, DSWD, DOLE, and
DTI as the agencies leading the charge.
Apart from ensuring OSYs get a proper education, the government will also see
to it that they receive all health benefits under the law, as well as the appropriate
social services. The government will also be tasked to help OSYs get employed
or find a viable source of livelihood by providing them with the skills or livelihood
support.
ALTERNATIVE LEARNING SYSTEM (ALS)
It is another project launched by DepEd that brought light to out-of-school youth.
It is a parallel learning system that boosts learning chances not only for out-ofschool youth, but also for adults and children. Since many Filipinos do not have
the privilege to attend and complete basic education, ALS is a powerful option for
them. How does it work? DepEd through BALS provides two major programs:
Basic Literacy Program and the Continuing Education Program. Both programs
are modular and flexible, which means learners can take them up anytime and
anywhere.
DISADVANTAGED CHILDREN
 Are those whose family, social, or economic circumstances hinder their ability to
learn at school.
 Are those who have hindrances to excelling in school because of detrimental
circumstances beyond their control
The term “ Disadvantage” mean children, who come from socioeconomic background
section of the community who cannot profit from school because of deprivation of one
sort or another, and student who are seen in interior tribal and rural areas of country
where educational facilities have not reached in the way we find.
Disadvantaged are more likely to:
 Lack in ambition
 Depressed
 Anxiety




Self-esteem
Behavioral problems
Poor school achievement
Difficulty relating to their peers
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WHAT WE CAN DO:
1. Treat children equally; disadvantaged children can perform to the same standard
as their advantaged counterparts and progress to university.
2. Make sure students are signed up to get free meals.
3. Encourage all students to get enough sleep.
4. Offer counselling
5. Set up mentoring for students and teachers.
MADRASAH ALIVE
What is Madrasah?

It is an Arabic term for school

In English the word normally specifically means an Islamic institution

It functions as a privately-owned school where a religious teacher instills his
pupils with the basic tenets of Islam and the Arabic language
The main subjects of Muslim education

The Qur’an ( the holy book)

Hadith ( The Hadith is the collected traditions of the Prophet Muhammad, based
on his sayings and actions)

Fiqh (Fiqh, Arabic: “understanding”) Muslim jurisprudence—i.e., the science of
ascertaining the precise terms of the Sharīʿah, or Isl amic law.)
Madrasah in the Philippines

In the Spanish period of colonization, Madrasah was the only form of education
available to the Bangsa Moro.

During the American period, the Western system of secular education was
introduced in Mindanao, Sulu, and Palawan. However, the Moro Muslims
rejected the Western concept of education, thinking that it would “Christianize”
their children.

During the period of Moro resistance against the colonizers ( Spain and U.S.A.)
Madrasah Education was the single institution that made the survival of Islam
possible in the Philippines.
Official Definition of Madrasah in the Philippines
Madrasah ( pl. Madaris)
Generally refers to Muslim private schools with care emphasis on Islamic and
Arabic literacy.
It is a privately-operated school which relies on the support of the local
community or foreign donors, particularly form Islamic or Muslim countries.
The three general descriptive types of Madrasah in the Philippines:
1. Traditional or Weekend Madrasah
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2. Developmental or Formal Madrasah
3. Standard private or Integrated Madrasah
Two types of Muslim Educational Institutions:
1. The Enriched Curriculum for Public Elementary Schools
2. The Standard Curriculum for Private Madaris
Arabic Language and Islamic Values Education (ALIVE) is a program implemented in
public schools which aims to provide additional subjects on Arabic Language and
Islamic Values in the regular basic education curriculum.
b. ALIVE Coordinator refers to Education Program Supervisors, School Heads and
Teachers who are designated as coordinators at regional, division and school levels to
oversee and supervise MEP implementation. They are sometimes referred to as
Regional ALIVE Coordinators (RACs), and Division ALIVE Coordinators (DACs) and
School ALIVE Coordinators (SACs).
c. Accelerated Teacher Education Program (ATEP) is a customized course approved by
the Commission on Higher Education (CHED) and Professional Regulation Commission
(PRC) to be delivered by HEI partners. Through this program, the Arabic Language and
Islamic Values Education (ALIVE) teachers deployed in public schools may earn a
teacher degree and take the Licensure Examination for Teachers (LET).
d. Arabic Emergent Reading (AER) is a training program for asatidz to enhance their
skills in teaching Arabic Language focused on reading. This is usually conducted a day
after the LEaP training.
e. Arabic Emergent Reading and Culture Awareness (AERCA) is a capacity building
program for implementer to acquire basic knowledge on Arabic Language and Culture
that are essential for instructional supervision as well as in the promotion of respect and
understanding of Muslim culture.
f. Asatidz is the plural form of the Arabic word “ustadz”, a term that refers to male
teacher and “ustadzah”, a term that refers to female teacher. This is the general Arabic
term for teachers historically or traditionally used in most Filipino Muslim communities.
g. Kindergarten Madrasah is a curriculum implemented in schools with Kindergarten
classes integrating the ALIVE subjects.
h. Language Enhancement and Pedagogy (LEaP) is a training prototype which serves
as a capacity building and induction program for asatidz. It covers reading, writing,
listening, speaking, teaching pedagogy and school immersion. It aims to build English
proficiency and beginning mastery of lesson planning, teaching and assessment for the
Arabic Language and Islamic Values Education (ALIVE) teachers or asatidz entering the
public school system.
i. Madaris is the plural form of the Arabic word “madrasah” which means school.
j. Madrasah Education Program is a comprehensive program in public and private
schools that aims to provide appropriate and relevant educational opportunities within
the context of Muslim culture, customs, traditions, and interests through the integration
of the Arabic Language and Islamic Values Education (ALIVE) in the basic education
curriculum.
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k. Private madaris refers to private schools or providers of Madrasah education. These
can be categorized as: (1) traditional Madrasah that conducts ALIVE and Islamic
studies, and (2) private Madrasah that conducts regular K to 12 classes and implements
a Madrasah curriculum recognized by DepEd.
l. Qualifying Examination in Arabic Language and Islamic Studies (QEALIS) is an
examination administered by the Bureau of Education Assessment (BEA) to individuals
applying to be asatidz. It is the entry-level requirement for asatidz.
m. Tahderriyah is a kindergarten program for Muslim children in private madaris that
implements ALIVE and Islamic studies.
Special interest schools and specialist programs
All government schools provide a consistent core curriculum for their students. Some
schools also focus on a specific interest or talent.
Purpose:
A special interest school or special program has activities that: are a key focus in the
school and meet an identified need. are sustainable by the school over an
extended period of time. provide students extra learning opportunities (that aren't
usually available in schools).
Based from Australian Core Curriculum
-
Learning Areas
General Capabilities
Cross-Curriculum priorities
-
Parent Information
Student Diversity
Resources
What we mean by ‘special interest’ school or ‘special program’
A special interest school or special program has activities that:
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are a key focus in the school and meet an identified need
are sustainable by the school over an extended period of time
provide students extra learning opportunities (that aren’t usually available in
schools).
SPECIAL INTEREST PROGRAMS
Brighton Secondary School’s Special Interest Programs nurture the development
of students gifted in music and volleyball without requiring that the students be
separated from the mainstream education of the school.
The school has been recognized throughout Australia and overseas for its pursuit of
excellence in both the music and volleyball programs.
The Bright Programs encompass 2 strands for curriculum delivery; Think
Bright and Company Bright. The STEM Bright program will no longer be offered at
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Brighton Secondary School as STEM now forms part of the curriculum learning in
mainstream classrooms.
Each program seeks to develop successful learners, confident individuals and active
and informed citizens. The curricula and pedagogical approaches intend to fascinate,
inspire and motivate students through challenge based learning, and creative and
critical thinking.
Additional information: Special Interest Program provides educational services for all
students including those with special needs. These programs serve all children in the
regular classroom on a full-time basis. If a student requires extra services such as
speech therapy, these services are brought into the classroom.
Special Interest Program in the Philippines
The growth of special education in the Philippines has been given a relatively good
support all these years both by the government, non-government organizations and
stakeholders in response to the needs and challenges of the times. The level of
awareness of both the government and the private sector in providing equal
opportunities to children with special needs have considerably increased. One positive
development in special education is the implementation of Republic Act 7277, otherwise
known as the Magna Carta for Disabled Persons
Deped Issuances on the Different Special Interest Programs, Senior High School and
Alternative Delivery Modes
Special Interest Programs include the following: Special Program in Journalism (SPJ),
Special Program in the Arts (SPA), Special Program in Foreign Language (SPFL),
Special Program in Sports (SPS); Special Science Program (SSP) like Special Science
Elementary School (SSES) and Science, Technology and Engineering (STE) and
Special Education Program (SPED). On the other hand, the ADM covers programs like
the open high school, night high school, home education program and the rural farm
school.
Supporting the SPED Centers are other programs, namely:
● Special Day Schools
● Itinerant Teaching Program
● Residential Schools
● Resource Room Program
● Special Education Centers
● Hospital Schools
Alternative Model
In pursuance of our goals to the cause of inclusive education in the 21st century some
alternative models in the delivery of educational services for children with special needs.
What is Differentiated Instruction? Examples of How to Differentiate Instruction in
the Classroom
Definition of differentiated instruction
Differentiating instruction 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.
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Teachers who practice differentiation in the classroom may:
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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 instruction
The roots of differentiated instruction go all the way back to the days of the one-room
schoolhouse, where one teacher had students of all ages in one classroom. 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.
In 1975, Congress passed the Individuals with Disabilities Education Act (IDEA),
ensuring that children with disabilities had equal access to public education. To reach
this student population, many educators used differentiated instruction strategies. Then
came the passage of No Child Left Behind in 2000, which further encouraged
differentiated and skill-based instruction—and that’s because it works. Research by
educator Leslie Owen Wilson supports differentiating instruction within the classroom,
finding that lecture is the least effective instructional strategy, with only 5 to 10 percent
retention after 24 hours. Engaging in a discussion, practicing after exposure to content,
and teaching others are much more effective ways to ensure learning retention.
Four ways to differentiate 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:
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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.
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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:
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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:
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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:
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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.
Pros and cons of differentiated instruction
The benefits of differentiation in the classroom are often accompanied by the drawback
of an ever-increasing workload. Here are a few factors to keep in mind:
Pros
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Research shows differentiated instruction is effective for high-ability students as
well as students with mild to severe disabilities.
When students are given more options on how they can learn material, they take
on more responsibility for their own learning.
Students appear to be more engaged in learning, and there are reportedly fewer
discipline problems in classrooms where teachers provide differentiated lessons.
Cons
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Differentiated instruction requires more work during lesson planning, and many
teachers struggle to find the extra time in their schedule.
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The learning curve can be steep and some schools lack professional
development resources.
Critics argue there isn’t enough research to support the benefits of differentiated
instruction outweighing the added prep time.
HOMESCHOOLING
Homeschooling, also called home education, is an educational method situated in the
home rather than in an institution designed for that purpose.
ADVANTAGES
Flexibility
•The timing can be adjusted to suit your kid’s needs. Even the sequence of the lessons
can be altered. They can be taught when you and your kid are ready for it.
Freedom
•You are free to choose the entire teaching and learning experience. That means you
can travel, teach religious principles, and include whichever subjects you like, such as
science, sewing, or sailing, in the curriculum. Practical skills, traditional trades,
volunteering, and artistic pursuits can all be included in homeschooling.
Personalized Education
•Every child is unique. In homeschooling, the teaching style and the lessons can be
tailored according to each child’s needs and interests. For example, suppose your son
is interested in outer space. In that case, you can include a lesson on astronomy or if he
is having trouble comprehending fractions, give him some extra time to understand
them.
Strong Relationships
•You have the opportunity to spend more time with your children and develop closer
bonds.
Minimum Restrictions Related to COVID-19
•The physical barriers imposed due to COVID-19 can be very challenging for kids.
Homeschooling grants them freedom from masks and other restrictions related to the
pandemic.
DISADVANTAGES
Too Much Work
•Now you are not only a parent but a teacher, too. So you have to do the housework
and also run a school. Deciding the curriculum, the lessons according to the children’s
needs, keeping them occupied, and grading their academic performance involves a lot
of effort and time.
Not Enough Time for Personal Needs
•You may not have enough time left to look after your personal needs or do your favorite
exercises.
Excessive Interaction
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•Spending too much time with your kids may make them feel confined, and you may get
frustrated.
Not Able to go to Work
•Homeschooling may take up all your time, and you may not be in a position to pursue a
job and earn an income.
Missing Some Opportunities
•You may not be able to provide all the educational facilities at home. Your child may
miss the opportunity to socialize with others.
References:
Assessment Definition
iris.peabody.vanderbilt.edu.mhtml
Instruction/Instructional Accommodations | Special Connections
https://safetyculture.com/checklists/observation/?
fbclid=IwAR2DH5dpthR1dIpLWwnRae015zv5XChWccjqHehjppBbnAuL3J13kyH1ySg
https://www.thoughtco.com/the-purpose-of-building-a-portfolio-assessment3194653#:~:text=A%20portfolio%20assessment%20is%20a,as%20what%20you
%20have%20learned.
https://www.britannica.com/topic/special-education
https://www.slideshare.net/girijapanda56/inclusive-education-68018411
https://www.inclusion.me.uk/news/what_does_inclusion_mean
https://www.education.sa.gov.au/parents-and-families/curriculum-and-learning/primaryand-secondary/special-interest-schools-and-programs/special-interest-schools-andspecialist-programs
https://www.brightonss.sa.edu.au/special-interest-programs/
https://www.teacherph.com/deped-issuances-special-interest-programs/
https://resilienteducator.com/classroom-resources/examples-of-differentiatedinstruction/
https://www.britannica.com/topic/homeschooling
https://www.theedadvocate.org/the-advantages-and-limitations-of-homeschooling/
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