Differentiated instruction is the intentional practice of adjusting teaching methods, content, and assessment to meet the diverse needs of learners in a single classroom. Students differ in readiness levels, interests, language backgrounds, and learning profiles, and a one-size-fits-all approach inevitably leaves some behind while others disengage. By using differentiated strategies, teachers create equitable access to learning, ensuring that every student has a meaningful pathway to understand and apply new concepts.
The importance of differentiation extends beyond academic performance. When students experience instruction that matches their needs, they develop confidence, motivation, and a stronger sense of belonging in the classroom. Differentiation also supports inclusive education by valuing diversity as a strength rather than a challenge. In this way, teaching becomes more responsive, more humane, and ultimately more effective.
In Grade 3, the academic shift toward more complex reading, writing, and problem-solving makes differentiation especially important. Students may differ significantly in their ability to analyze texts or apply mathematical strategies. Using tiered assignments, small-group instruction, and multiple ways to demonstrate understanding helps ensure that all learners can access grade-level standards while progressing at their own pace.
GRADE 3 DAILY LESSON LOGS (DLL)
Q4 WEEK 5: February 23-27, 2026
Q4 WEEK 4: February 16-20, 2026
Q4 WEEK 3: February 9-13, 2026
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COMPLETE DAILY LESSON LOGS
QUARTER 3
SUMMATIVE TESTS
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MATATAG CURRICULUM GUIDES (CG)
MATATAG CURRICULUM GUIDES (CG)
GRADE 3 DAILY LESSON LOGS (DLL) Q4 WEEK 5, FEBRUARY 23-27, 2026
Reviewed by DepEd Click
on
February 19, 2026
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Reviewed by DepEd Click
on
February 19, 2026
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