Contextualized differentiated instruction in contemporary issues vis-à-vis the development of its COVID-19 model
DOI:
https://doi.org/10.37134/jrpptte.vol10.2.2.2020Keywords:
Contemporary issues, Contextualized Differentiated Instruction (CDI), COVID-19 Model of Contextualized Teaching and LearningAbstract
The study analyzed the effectiveness of Contextualized Differentiated Instruction (CDI) in the teaching of Contemporary Issues, a Social Studies subject in Grade 10 with these of objectives by: (1) Determining its pre-post-test results; (2) Testing its significant mean difference; (3) Analyzing its learning competencies and identifying appropriate strategies; and (4) Formulating an enhanced CDI Model of Contextualized Teaching and Learning (CTL). A one group quasi-experimental design, using pretest-and-posttest, determined the respondents’ performance on Contemporary Issues. A significant difference in the pre-posttest demonstrated an increase of proficiency manifested by an increase in the mean scores and enhanced qualitative equivalents. An above proficiency level revealed in the posttest was attributed by the engagement of the respondents in the learning process using contextual differentiated learning activities. Matching the learning competencies with the three learning domains of Gardner’s multiple intelligences resulted in a substantial utilization of the interactive and prospective teaching strategies, except on the analytic teaching strategies that were found inadequate. Hence, the creation of the COVID-19 Model may juxtapose the essence of an enhanced CDI Model of CTL. The findings have social and practical value to support differentiation of instruction in the 21st century education.
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References
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Satriani, I., Emilia, E. & Gunawan, M.H. (2012). Contextual teaching and learning approach to teaching writing. Indonesian Journal of Applied Linguistics, 2(1), 10-22.
Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 2006, 7(7), 935-947.
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Tomlinson, C. A., & Allan, S.D. (2000). Leadership for differentiating schools & classrooms. Virginia, USA: Supervision and Curriculum Development (ASCD).
Access Center (2010, August, 27th). Differentiated instruction for reading (blog post). Retrieved from
https://www.readingrockets.org/article/differentiated-instruction-reading
Armstrong, T. (1999). Kinds of smart, identifying and developing your multiple intelligences. New York, USA: Penguin Putnam, Inc.
Badway, N., & Grubb, W. N. (1997). A sourcebook for reshaping the community college: Curriculum integration and the multiple domains of career preparation, Vols. 1 & 2. Berkeley, National Center for Research in Vocational Education.
Baker, E. D. L., Hope, L. & Karandjeff, K. (2009) Contextualized teaching and learning: A faculty primer. Retrieved from
http://www.cccbsi.org/Websites/basicskills/Images/CTL.pdf
Bransford, J. A. D., Brown, A. L., & Cocking, R. R. (Eds.), (2000). How people learn: Brain, mind, experience, and school. Washington DC, USA: National Academy Press.
Bonganciso, R. (2016). Effects of contextualization on the reading comprehension performance of Filipino learners. Asia Pacific Higher Education Research Journal, 3(1), 1-13.
Chernus, K., & Fowler, D. (2010). Integrating curriculum: Lessons for adult education from career and technical education. Retrieved from
https://lincs.ed.gov/publications/pdf/IntergratingCurriculum2010.pdf
Concordia, A. L (2007). Differentiating instruction: what does it look like when utilized in a kindergarten classroom? (Master’s Thesis, Rowan University, Glassboro, New Jersey). Retrieved from
https://rdw.rowan.edu/cgi/viewcontent.cgi?article=1785&context=etd
Cook, T. D. & Campbell, D. T. (1963). Quasi-experimental designs. In L. Cage (Ed.), Experimental and quasi-experimental designs for research (pp. 34-61). Boston, USA: Houghton Mifflin Company.
Crawford, L. M. (2001). Teaching contextually: Research, rationale, and techniques for improving student motivation and achievement. Texas, USA: CCI Publishing, Inc.
Department Education Order 42, Series (2016). Policy Guidelines on daily lesson preparation for l-12 basic education program. Department of Education, Manila, Philippines.
Dolati, Z., & Tahriri, A. (2017). EFL teachers’ multiple intelligences and their classroom practice. SAGE Open, 7(3), 1-12.
https://doi.org/10.1177/2158244017722582
EFFTIPS, (2012). What is contextualized instruction? Retrieved from
https://efftips.wordpress.com/2012/05/29/faqwhat-is-contextualized-instruction/
Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. e-book edition, New York, USA: Basic Books.
Goh, P.S.C. (2018). Improving teacher competence through the new Malaysian Teacher Standards: Exploring the challenges for teacher educators. Journal of Research, Policy & Practice of Teachers and Teacher Education, 1(1), 88-99.
Inocian, R.B. (2015). Quadrant modelling in teaching (QMT): Responding to RA 10533 salient provisions. Asia Pacific Journal of Education, Arts and Sciences, 2(4), 71-78.
Inocian, R.B. (2015). 21st century skills in teaching economics: K to 12 Spiral Instructional Modelling (SIM) in the Philippines. Asia Pacific Journal of Education, Arts and Sciences, 2(4), 1-11.
Johnson, M. (2007). The effect of multiple intelligences on elementary student performance (Master’s Thesis, Dominican University of California, San Rafael, California). Retrieved from
https://files.eric.ed.gov/fulltext/ED497741.pdf
Kiong, T., Yunos, J., Heong, Y., Hj. Hussein, A., & Mohamad, M. (2018). Thinking skills for secondary school students in Malaysia. Journal of Research, Policy & Practice of Teachers and Teacher Education, 2(2), 12-23.
Kalchik, S. & Oertle, K. M. (2010). The theory & application of contextualized teaching and learning in relation to programs of study and career pathways. Retrieved from
https://www.researchgate.net/publication/234684911
Korkmaz, S. & Korkmaz, S.C. (2013). Contextualization or decontextualization: Student teacher’s perception about teaching a language in context. Procedia-Social and Behavioral Sciences (93)(21), 895-899.
Merrill RM, Aldana SG, Garrett J, and Ross C. (2011). Effectiveness of a workplace wellness program for maintaining health and promoting healthy behaviors. Pub Med.gov (53) (7),782-787.
https://doi.10.1097/JOM.0b013e318220c2f4.
Miller, R. D. (2016). Contextualization instruction for English language with learning disabilities. Teaching Exceptional Children, SAGE Open Journals, 9(1), 58-65.
Morales, S. (2016). Differentiated instruction-Philippine contextualization [slide share]. Academia.edu. Retrieved from
file:///C:/Users/Sir/Downloads/Contextualizing_Differentiated_Instructi.pdf
Perin, D. (2011). Facilitating student learning through contextualization: a review of evidence. Community College Review SAGE Open Access Journal, 39(3), 268-295.
Republic Act 7836 (1994). Philippine Teachers Professionalization Act of 1994. Republic of the Philippines, Congress of Manila. Retrieved from
https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnx0aGVyaW1sZXNzc3BlY3RhY2xlc3xneDoxOGY1NzVlNzBhMDU1YjM4
Robb, L. (2002). What is differentiated instruction? 100 Scholastic. Retrieved from
https://www.scholastic.com/teachers/articles/teaching-content/what-differentiated-instruction/
Satriani, I., Emilia, E. & Gunawan, M.H. (2012). Contextual teaching and learning approach to teaching writing. Indonesian Journal of Applied Linguistics, 2(1), 10-22.
Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 2006, 7(7), 935-947.
Tomlinson, C. A. (2006). How to differentiate instruction in academically diverse classrooms (3rd Edition). Retrieved from http://www.ascd.org/ASCD/pdf/siteASCD/publications/books/HowtoDifferentiateInstructioninAcademicallyDiverseClassrooms-3rdEd.pdf
Tomlinson, C. A., & Allan, S.D. (2000). Leadership for differentiating schools & classrooms. Virginia, USA: Supervision and Curriculum Development (ASCD).
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Published
2020-11-18
How to Cite
Saguin, E. D., Inocian, R. B., & B. Un, J. L. (2020). Contextualized differentiated instruction in contemporary issues vis-à-vis the development of its COVID-19 model. Journal of Research, Policy & Practice of Teachers and Teacher Education, 10(2), 18–31. https://doi.org/10.37134/jrpptte.vol10.2.2.2020
