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 4, students encounter increased content demands across subjects such as science and social studies, along with more advanced literacy expectations. Differentiated instruction supports students by adjusting reading materials, providing varied learning tasks, and offering strategic supports for organization and comprehension. This flexibility helps students manage higher expectations without sacrificing depth of understanding.
GRADE 4 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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QUARTER 3
SUMMATIVE TESTS
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MATATAG CURRICULUM GUIDES (CG)
MATATAG CURRICULUM GUIDES (CG)
GRADE 4 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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