Crafting Dynamic Lesson Plans: Designing Differentiated Learning Approaches for Teaching Reading Skills in the Philippines

. This study investigates the difficulties encountered by educators in the Philippines when devising differentiated lesson plans for teaching reading skills. The study employed qualitative research methods, including interviews and document analysis with ten Filipino English teachers from the province of Iligan. The collected data were analyzed using thematic analysis to identify patterns and themes. The findings emphasize common challenges in content differentiation, accommodating diverse learning styles, implementing effective grouping strategies, managing time, and assessing individual progress. These difficulties are consistent with prior research on differentiated instruction in diverse educational contexts. Factors such as limited access to diverse resources and the need to align differentiated content with curriculum standards increase the difficulty of content differentiation. Time constraints present obstacles in terms of planning, resource adaptation, and time management. Identifying individual requirements and modifying text complexity are additional obstacles to content differentiation. Educators face complex challenges in accommodating diverse learning preferences and employing effective grouping strategies. When designing lecture plans based on differentiated learning, time management and evaluating individual progress are crucial considerations. The study provides practical guidance for the creation of differentiated learning-based lesson plans that are tailored to the unique needs of Philippine students. This study's findings cast light on the common challenges educators face when differentiating content, addressing diverse learning styles, implementing effective grouping strategies, managing time, and assessing individual progress. This study contributes to the improvement of literacy instruction in the Philippines by addressing these obstacles and proposing evidence-based practices.


Introduction
Reading instruction is an essential component of language education because it equips students to comprehend and analyze texts effectively.To promote inclusive and effective learning in the Philippines, where English is taught as a second language, it is essential to devise lesson plans that cater to the diverse needs and abilities of students.However, the development of differentiated learning-based lesson plans that are specifically tailored for teaching literacy skills in the Philippine context remains an area requiring additional research.
[1] and [2] emphasize the significance of differentiated instruction and its positive impact on student engagement, motivation, and achievement.Differentiated learning approaches acknowledge the unique strengths, learning styles, and readiness levels of each student, enabling teachers to adapt their methods and materials accordingly.Differentiated instruction has shown the potential to foster meaningful and personalized learning experiences in the domain of teaching reading skills.
However, there is an obvious gap in the literature regarding the design and implementation of differentiated learning-based lesson plans within the specific domain of teaching literacy skills in the Philippines.Few studies have examined the application of differentiated instruction in the Philippine context for teaching literacy skills [3]; [4].This research vacuum hinders the development of evidence-based practices that take into account the unique challenges and opportunities of the Philippine educational environment.
The lack of research on differentiated learning-based lesson plans for teaching reading skills in the Philippines necessitates a thorough investigation into this topic.It is essential to comprehend the challenges educators confront when designing and implementing these lesson plans, as well as to identify effective strategies for overcoming these challenges.Diverse language abilities, cultural backgrounds, and educational circumstances contribute to the complexity of teaching reading skills in the Philippines, necessitating approaches that are context-specific.
Current literature emphasizes the need for research that investigates the practical application of differentiated instruction in the teaching of literacy skills [5]; [6] in order to close this gap.In addition, recent research has highlighted the significance of integrating technology into differentiated learning environments [7]; [2].These studies emphasize the potential of digital tools and online resources to improve the design and delivery of engaging and interactive differentiated lesson plans for teaching reading skills.
This research aims to address the aforementioned gaps in the literature and contribute to the enhancement of reading instruction in the Philippines through the design of differentiated learning-based lesson plans.The following research questions will guide the study: 1. What are the main obstacles faced by educators in the Philippines when designing differentiated learning-based lesson plans for teaching reading skills?2. What strategies can be employed to effectively overcome the obstacles faced by educators in the Philippines when designing differentiated learning-based lesson plans for reading skills?The significance of this study to both educators and students in the Philippines is substantial.By focusing on the design of differentiated learning-based lesson plans for teaching reading skills, the study hopes to provide educators who seek to create inclusive and effective learning environments with practical guidance and insights.Understanding the challenges educators face in designing these lesson plans and identifying strategies to surmount these obstacles will contribute to the enhancement of reading instruction in the Philippine context.
In addition, the research will fill a void in the existing literature by providing contextspecific findings and recommendations.This study will provide evidence-based practices that can be implemented in classrooms by integrating current literature on differentiated instruction and taking into account the unique characteristics of the Philippine educational setting.Exploring innovative strategies and incorporating technology into differentiated lesson plans will pave the way for engaging and interactive reading instruction that caters to the diverse needs and abilities of students.
The ultimate goal of the research is to improve the quality of reading instruction, increase student engagement and achievement, and cultivate a passion for reading among Filipino students.By providing educators with the knowledge and tools required to devise dynamic and differentiated lesson plans, this study aims to contribute to the overall improvement of English language education and empower educators and students in their pursuit of effective reading skills development.
Reading instruction is vital to the development of students' literacy skills, comprehension skills, and overall academic success [8]; [9].In a multicultural and diverse classroom setting such as the Philippines, it is imperative that educators employ effective instructional strategies that cater to the diverse learning requirements of students [10].One such strategy is differentiated learning, which recognizes and accommodates students' differences and learning styles [11].[12] Differentiated instruction emphasizes personalized learning experiences, flexible classification, and diverse instructional strategies to maximize student engagement and achievement.
Recent studies have further demonstrated the advantages of differentiated literacy instruction.For instance, [13] examined the impact of differentiated reading instruction on elementary school students' reading achievement.Students who received differentiated instruction demonstrated substantially greater gains in reading comprehension than those who received traditional instruction.This study emphasizes the significance of adapting instruction to the specific requirements of each student, providing them with targeted assistance, and providing a variety of reading materials and activities.
In addition, recent research in the Philippines has focused on the challenges and opportunities associated with differentiated instruction.In a Philippine public school setting, [14] investigated the obstacles teachers confront when implementing differentiated learning in reading instruction.The findings revealed obstacles such as limited resources, large class sizes, and varying student readiness levels.In addition, the study identified strategies that teachers employ to surmount these obstacles, such as flexible grouping, differentiated reading materials, and ongoing assessment to inform instruction.These findings emphasize the need for educators in the Philippines to develop dynamic lesson plans that address the unique challenges they face in their context.
Despite the growing body of research on differentiated instruction, a deeper comprehension of the challenges faced by educators in the Philippines when designing differentiated learning-based lesson plans for teaching reading skills is still required.This study intends to address this deficiency by conducting a comprehensive investigation of the challenges educators in the Philippines face, taking into account recent research in the field.By obtaining an in-depth understanding of these obstacles, the study aims to identify strategies that can be used to create dynamic and effective lesson plans that are tailored to the Philippine context.
The extensive review of extant literature, which includes both classic and contemporary studies, provides a solid foundation for this investigation.By examining the benefits, challenges, and strategies associated with differentiated reading instruction, the following sections of this study will delve into the research methodology and findings, ultimately contributing to the improvement of reading instruction practices in the Philippine educational landscape.
interviews facilitates the collection of rich and detailed data, while document analysis provides insight into existing differentiated instruction-based lesson plans.

2 Participants
This study's participants were ten English instructors from schools in the Illigan province of the Philippines.Participants with experience teaching literacy skills and familiarity with the concept of differentiated instruction were selected using purposeful sampling (Creswell, 2013).The following were the inclusion criteria for participants: (1) were presently instructing English language or literacy skills; (2) had at least two years of teaching experience; and (3) employed or had knowledge of differentiated instruction strategies.

Data Collection
This study's primary method of data acquisition was semi-structured interviews.Semistructured interviews allowed adaptability while ensuring that research questions were addressed (Bryman, 2016).The interview protocol consisted of open-ended questions that explored the challenges educators faced when designing differentiated learning-based lesson plans for teaching reading skills and the strategies they used to overcome these challenges.The interviews were conducted face-to-face and via WA application interview.
In addition to interviews, ten sample lesson plans based on differentiated instruction approaches underwent document analysis.The lesson plans were obtained from the participants, who were asked to provide examples of lesson plans that they had used or developed in their teaching practice.The analysis focused on identifying the lesson plan components, instructional strategies, and differentiation techniques.

Data Analysis
The process of data analysis involved multiple stages.First, the interviews were audiorecorded and transcribed verbatim with the participants' permission.To facilitate data administration and organization, the transcripts were imported into qualitative MS Word.The data was subjected to thematic analysis to identify patterns, themes, and categories [15].The analysis involved open coding, the creation of initial codes, and the subsequent organization of these codes into overarching themes and subthemes.
Sample lesson plans were methodically examined as part of the document analysis.The analysis identified common elements, strategies, and approaches used in the design of differentiated lesson plans for teaching literacy skills.The findings from the interviews and analysis of the documents were triangulated to provide a comprehensive understanding of the obstacles encountered by educators and the strategies used to design these lesson plans.This study's methodology conforms to established qualitative research approaches in education and the social sciences.Literature supports the use of qualitative interviews and document analysis to investigate the challenges and strategies related to designing differentiated learning-based lesson plans [16]; [17].As a data analysis technique, thematic analysis has been extensively utilized to extract meaning and patterns from qualitative data [15].
In addition, the literature emphasizes the significance of context-specific research to address the unique challenges and opportunities of the Philippine educational context [5]; [6].This study seeks to fill a gap in the literature by focusing on differentiated learning-based lesson plans for teaching reading skills in the Philippines, providing evidence-based practices that take the local context into account.
In conclusion, the chosen research design, data acquisition methods, data analysis procedures, and ethical considerations are consistent with established qualitative research approaches and address the identified gaps in the literature.This study's findings will contribute to the improvement of reading instruction in the Philippines and provide practical guidance for the development of differentiated learning-based lesson plans tailored to the specific requirements of students in the Philippine context.

Finding 1
The main obstacles faced by educators in the Philippines when designing differentiated learning-based lesson plans for teaching reading skills When designing differentiated learning-based lesson plans for teaching reading skills in the Philippines, teachers encounter the following obstacles including differentiating content, addressing diverse learning styles, grouping strategies, time management, and assessing individual progress:

Differentiating Content
Teachers encountered difficulties in differentiating content when devising differentiated learning-based lesson plans for teaching reading skills in the Philippines, as evidenced by the interviews and document analysis of the lesson plans.Content differentiation refers to adapting instructional materials and resources to satisfy the unique needs and abilities of each student.The following are participant revelations regarding barriers to differentiated content.These findings are consistent with the existing literature, which highlights the significance of resource availability [19], alignment with standards [20], time management [4], assessment of individual needs [2], appropriate text adaptation [1], addressing diverse learning preferences [13], and balancing individualized instruction with larger class sizes [20].Examples of participant transcriptions reflect this concordance with existing literature: One of the issues I face when creating a lesson plan is diversifying content while ensuring it adheres to curriculum standards.I must carefully examine the learning objectives and standards in order to determine how I may change or adapt the content to fit the needs of all of my various learners.Striking a balance between differentiation and curriculum requirements can be difficult, but I feel it is critical to deliver relevant and interesting training that responds to the specific needs of each student (P4).
When I'm planning a reading lesson, I keep in mind that each of my kids has different needs.But, let's be honest, it's difficult to give customized attention to every single student, especially when I have a large class to manage.So, I do my best to differentiate the subject and make it accessible to all students, whether in group activities or when we're all together as a class.It'll be a challenge, but I'm up for it!(P7).
When I'm planning a reading lesson, I realize it's not simply about changing up the resources.I want to keep things fresh and relevant for my students.But, let's be honest, it's not always easy to create courses that are truly relevant to their interests, experiences, and cultures.Making the message meaningful and relevant to their life requires some imagination.But, hey, I'm game for a challenge!Let us make reading fun for everyone!(P3) These obstacles highlight the need for policymakers, administrators, and opportunities for professional development in order to effectively implement differentiated instruction and satisfy the diverse needs of students.

Addressing diverse learning styles
When devising differentiated learning-based lesson plans for teaching reading skills in the Philippines, interviews and analysis of lesson plans revealed that teachers face difficulties in accommodating diverse learning styles.Diverse learning styles refer to the various methods students prefer to learn and process information.The following are some points elaborated by participants regarding the difficulties of accommodating diverse learning methods.Figuring out how each student learns best can be difficult when I'm constructing a lesson plan to teach reading.Some of them may have a combination of learning styles, while others may not even be aware of their inclinations.So I'll have to employ various tactics, such as closely monitoring them, conducting assessments, and soliciting feedback, to gain a better understanding of how they prefer to study.It's like trying to crack the code of their learning patterns as a detective!This results in the importance of the provision of individualized instruction, as pointed out by P6: I will admit that developing a lesson plan for teaching reading is not always a piece of cake.Trying to handle all of those different learning styles in a classroom situation can be difficult.Let's face it, we educators are frequently pressed for time and resources to provide tailored instruction to each student.Figuring out how to personalize our teachings to match the needs of the entire group can be a difficult undertaking.

Grouping Strategies
Teachers encountered difficulties in implementing effective grouping strategies when devising differentiated learning-based lesson plans for teaching reading skills in the Philippines, based on interviews and document analysis of lesson plans.Grouping strategies refer to the methods used to organize students into instructional groups.Here are the responses of the participants to this question.Monitoring Progress Implementing effective grouping strategies in differentiated instruction for teaching reading skills presents challenges related to varying skill levels (P5), limited resources (P10), classroom management (P2), differentiated instruction (P8), group dynamics (P3), individual attention (P7), group size (P2), and monitoring progress (P1).Related to the variety of skill levels, P5 pointed out the term heterogeneous skill levels as a significant obstacle in the grouping strategy.As he asserted: When I prepare my lesson plan for teaching reading, I know I'll be dealing with a diverse range of pupils with varying reading abilities and skills.And believe me, figuring out how to group them efficiently can be a genuine challenge.I mean, I have to make sure I account for the various degrees of reading proficiency, you know?It's like attempting to strike the appropriate balance between helping struggling readers and delivering extra difficulties to advanced readers.It's a difficult nut to crack, but I'm ready for the challenge!(P5) As a result of various skill levels among students, another obstacle namely providing individual attention followed, as mentioned by another participant (P7): I believe it can be difficult for educators to deliver individualized attention to each student in a group situation.Students may have specific issues or areas in which they require further assistance, but educators may only have a limited amount of time to meet these individual needs.It is a continuing challenge to strike a balance between addressing individual issues and promoting group instruction (P7).
According to one participant (P3), the key for grouping strategy is the group dynamic.However, this also became another challenge acknowledged by teachers when creating the lesson plan.P3 said: Group dynamics, in my opinion, can influence the success of grouping techniques.Some students may collaborate successfully, while others may struggle to collaborate or be disruptive in a group situation.When constructing groups, educators must examine the social dynamics and interactions among students in order to promote a healthy and productive learning environment (P3).

Time Management
According to the interviews and document analysis of the lesson plans, educators in the Philippines face the challenge of time management when producing differentiated learningbased lesson plans for teaching reading skills.Effective time management is essential for ensuring that all students receive the instruction, practice, and support necessary to develop their reading skills.Here are the participants' perspectives on this issue.When developing a lesson plan for teaching reading, I discovered that varied instruction is critical.I must tailor my teachings and activities to each student's specific needs.It might be time-consuming because I need to prepare and present content at various levels, as well as provide customized comments and assistance.Managing my time efficiently to meet the different requirements of multiple groups or individual pupils can be difficult at times (P4).
However, balancing differentiated instruction is not an essay task, as acknowledged by P7.Hence, planning and preparation are crucial although it also becomes a challenge.As she stated: When I develop a lesson plan for teaching reading, I recognize the value of rigorous planning and preparation.I take the time to develop particular learning goals and objectives, taking into account the needs of each student group.I carefully select tactics and materials that are appropriate for their various skills and learning styles, while also anticipating and modifying any obstacles that may develop.I can confidently ensure that instructional time is maximized and utilized in the most effective way possible by devoting adequate time to planning and preparation (P7).Another challenge related to time management that should be addressed in creating lesson plans is scheduling and flexibility as pointed out by P3: When I'm making lesson plans for teaching reading, I realize how important it is to have a well-structured schedule that allows for individualized instruction.I am responsible for assigning sufficient time for whole-group instruction, coordinating small-group activities, offering chances for individual work, and encouraging independent practice.As students' needs change or unforeseen challenges develop, I appreciate the importance of being flexible and adaptable in my approach.I strive to establish a supportive learning environment that allows each student to grow and make progress in their reading abilities by carefully developing and altering the timetable as needed (P3) instructional time is maximized and utilized in the most effective way possible (P7).

Assessing individual progress
According to the interviews and document analysis of the lesson plans, educators in the Philippines encountered difficulties assessing individual development while developing differentiated learning-based lesson plans for teaching reading skills.The following are some of the points raised by the participants.Assessing individual progress in a differentiated learning environment presents challenges related to diverse needs, varying reading levels, differentiated instruction, multiple assessments, individualized goals, ongoing monitoring, authentic assessment, individual feedback, and collaboration with students.Regarding varying reading levels, for example, P1 explained: As I construct my reading lesson plans, I keep in mind that my students will have a range of reading abilities, from struggling readers to expert readers.My role is to evaluate each student's progress, and I approach it by assessing their starting place and measuring their progression over time.To provide accurate and useful data, I carefully choose assessment instruments that adapt to the diverse reading levels in my classroom.I may acquire useful insights into each student's development and customize my lesson accordingly by employing these tools, providing a supportive learning environment that matches the needs of every individual (P1).
For this reason, individualized goals were deemed important by another participant (P8), which also presented another challenge.He pointed out: As I create my reading lesson plans, I realize that in a differentiated classroom, my students will have individualized goals that are targeted to their specific needs and learning plans.It is now my obligation to evaluate their success by connecting these objectives with appropriate examinations that appropriately measure their improvement in specific reading skills or competencies.I can successfully track each student's development and make informed instructional decisions to support their customized learning path by carefully selecting and implementing these tests.Different types of assessment were also regarded by participants as challenges, including multiple assessments and authentic assessments.When it comes to multiple assessments, P2 mentioned: As I create my reading lesson plans, I acknowledge the importance of utilizing many modes of evaluation to assess individual growth.To gain a full knowledge of each student's development, I use a variety of evaluation methods, which is difficult and likely becomes an impediment for many teachers.I actively participate in formative evaluations, such as observations, reading conferences, and regular check-ins.In addition, I use summative evaluations such as quizzes, examinations, and projects.I can gain a comprehensive view of each student's progress by using a range of tests, allowing me to provide targeted support and alter my lesson to fit their specific requirements.

Finding 2
When designing differentiated learning-based lesson plans for reading skills, educators in the Philippines employ strategies to effectively surmount the challenges they face.In designing differentiated learning-based lesson plans for reading skills, based on the findings of the interviews, participants employed a number of strategies to overcome obstacles, including strategies for addressing differentiating content, diverse learning styles, grouping, time management, and assessing individual progress.

Strategies for overcoming differentiating contents
Here are some suggestions according to the participants to overcome the challenge of differentiating content when designing differentiated learning-based lesson plans for teaching reading skills in the Philippines.To effectively overcome the challenge of differentiating content when designing differentiated learning-based lesson plans for reading skills in the Philippines, educators employed various strategies suggested by the participants.These strategies include conducting a needs assessment (P1), utilizing varied texts (P9), differentiating text complexity (P2), providing multiple formats (P8), adapting and modifying materials (P4), incorporating multimodal strategies (P3), offering choice and flexibility (P7), collaborating with colleagues (P10), leveraging technology (P4), and seeking professional development (P5).
In terms of conducting a needs assessment, for example, P1 explained: As I prepare my reading instruction lesson plans, I conduct a comprehensive needs assessment of my students.I am aware of the significance of analysing students' literacy levels, interests, learning preferences, and cultural backgrounds.By acquiring a thorough comprehension of the various needs of my students, I am able to effectively tailor the content of my lessons to meet their particular requirements.This allows me to create an engaging, pertinent, and inclusive learning environment for all students.By proactively addressing their unique needs, I hope to overcome obstacles and promote a positive and effective reading learning environment.
To address the differentiated contents, P9 emphasized the utilization of varied texts: I make it a priority to include a wide variety of texts in my reading instruction lesson plans.I choose texts from a variety of categories, including fiction, nonfiction, poetry, articles, and digital sources.By doing so, I ensure that my students are exposed to a variety of literary genres, catering to their diverse reading interests and preferences.In addition, I consider the local culture and context of the Philippines when selecting texts, allowing students to identify with the material on a deeper level.By providing a diverse selection of texts, I hope to engage my students, foster their love of reading, and help them surmount any potential obstacles along the way.
Incorporating multimodal strategies was used by participants to address the diverse learning styles.As P3 stressed: I appreciate the need to implement a variety of instructional tactics and activities that cater to different learning styles when I construct my lesson plans for teaching reading and seek to overcome hurdles.Recognizing that each student has different reading preferences and strengths, I make sure to present a variety of options to keep them engaged.To help visual learners understand, I provide visually attractive elements such as charts, graphs, and pictures.I modify different educational tactics for other students who have varied learning styles.

Strategies for addressing diverse learning style
Here are some suggestions from the participants to overcome the challenge of addressing diverse learning styles when designing differentiated learning-based lesson plans for teaching reading skills in the Philippines.The data shows that the participants used several strategies to overcome the students' diverse learning styles in designing the lesson plan as demonstrated in the above table.Assessing learning style was deemed important by P5.She assessed the reading abilities and preferences of her students to gain valuable insights into their individual reading levels, interests, and learning styles.By understanding the learners' diverse needs, he explained that it could tailor her reading instruction to provide targeted support and select appropriate reading materials that align with learners' abilities and capture their interests.
In addition to assessing students' learning styles, multimodal instruction was also considered critical to address the diverse learning styles.P3 provided substantial comments on this issue: I appreciate the need to implement a variety of instructional tactics and activities that cater to different learning styles when I construct my lesson plans for teaching reading and seek to overcome hurdles.Recognizing that each kid has different reading preferences and strengths, I make sure to present a variety of options to keep them engaged.To help visual learners understand, I provide visually attractive elements such as charts, graphs, and pictures.I also provide particular options for learners with different learning methods.
The incorporation of technology was another strategy employed by the participant to address the diverse learning styles when designing lesson plans.P1 well describes this notion: As I design my reading lesson, I recognize the need to incorporate technology tools and digital platforms to improve my students' reading experiences.Online resources, interactive reading apps, digital libraries, and e-books can all provide a diverse selection of reading materials to suit a variety of interests and reading levels.
Other strategies to address the diverse learning styles in designing lesson plans were also mentioned by participants.Those include flexible grouping, differentiating instruction, providing choices, personalizing learning, enhancing professional development, encouraging self-reflection, and collaborating with colleagues.

Strategies for overcoming problems in grouping
Here are some participants' suggestions to overcome the challenge of grouping strategies when designing differentiated learning-based lesson plans for teaching reading skills in the Philippines.

Differentiated assignments Reflection and monitoring
The data show that different strategies were employed by the participants to address the problem of grouping strategies when designing lesson plans for teaching reading.Assessing individual needs was considered the most important.This can be captured by an experience shared by P2: One of the first actions I take when constructing a lesson plan is to analyze my students' needs, talents, and learning preferences.To gain a clear knowledge of their strengths, areas for growth, and preferred learning styles, I like to collect data through evaluations, observations, and talks.This useful information then helps me to construct successful and balanced groups for my lecture (P2).
The assessment of individual student requirements served as the basis for group management by teachers.Examples include the use of flexible grouping, which included both homogeneous and heterogeneous groupings in the instructional strategy.Students could also be rotated and regrouped to maximize their reading experiences (P9).Additionally, a group based on students' interests was formed, allowing them to choose their reading materials, which fostered a sense of ownership and engagement (P3).Recognizing the significance of grouping students according to their specific reading requirements (P8), a skill-based group was implemented.
Other participants focused on employing instructional strategies to resolve issues associated with grouping strategies.These strategies included peer instruction and mentoring, as well as collaborations and the exchange of knowledge between students of varying abilities.To assist struggling readers, proficient readers were allocated the role of tutors or mentors (P10).Another strategy involved implementing small group instruction in which groups were formed based on the reading abilities and objectives of individual students.This allowed for individualized instruction and the provision of resources tailored to the specific requirements of each group (P10).
To further individualize the educational experience, individualized learning stations were implemented.This method entailed the establishment of multiple stations, each of which was devoted to specific reading skills or objectives.At these stations, students engaged in activities tailored to their individual needs and interests (P6).Differentiated assessments were used to provide individualized feedback and engage students actively in the assessment process (P9).In addition, the importance of monitoring and evaluation was recognized.This required regular reflection on instructional efficacy and monitoring of student progress (P4).

Strategies for overcoming problems in time management
Here are some suggestions as pointed out by participants to overcome the challenge of time management when designing differentiated learning-based lesson plans for teaching reading skills in the Philippines: Reflect and Revise The data revealed that participants employed a number of strategies to overcome the problems related to time management to be considered in designing lesson plans to teach reading.The most significant stage mentioned by the participants was prioritizing learning goals.The essence and the reason of doing the stage was well captured in P8's statement: I believe I should clearly identify students' learning objectives and prioritize the main reading skills and concepts I wish to cover in your lesson plans.This allows me to concentrate my time and resources on the most critical areas of reading education (P8).
The subsequent crucial step is establishing reasonable deadlines.P9 demonstrated this by estimating the amount of time required for each activity and task in his lesson plan.When determining timelines, he was to consider the varying skills and requirements of his students.Consequently, participants also utilized time-saving strategies to address the time management problem.According to P7, this method allowed him to maximize his instructional time."I explore various options, such as utilizing technology tools, streamlining transitions between activities, utilizing pre-prepared resources, and ensuring clear instructions are provided, in order to reduce confusion and time waste," he said.P1 utilized the same strategy, chunking lessons by dividing lesson plans into smaller, more manageable portions.
Other time management strategies involved the implementation of pedagogical aspects included in the lesson plans, such as differentiating instruction (P2), providing opportunities for independent learning (P4), and utilizing formative assessment (P5).Intriguingly, in addition to designing the lesson plan independently, participants collaborated with colleagues (P7) so that they could divide the burden, share valuable ideas, and pool resources.
Reflection was the concluding step in addressing the time management issue.P8 articulated the reflection phase well: "In my lesson preparation process, I always take time to reflect on my lesson plans and teaching practices.It is essential that I identify areas where I can improve efficiency and modify my instructional strategies to better manage my time.

Assessing individual progress
Assessing individual progress can indeed be a challenge when designing differentiated learning-based lesson plans for teaching reading skills in the Philippines.However, there are several strategies that educators can employ to overcome this obstacle.Here are some suggestions proposed by the participants:

Obstacle
Types of strategies to overcome the obstacle Pre-assessment

Assessing individual progress
Formative assessments Running records Checklists and rubrics One-on-one conferences Peer assessment Technology-based assessments Parent involvement Ongoing data analysis As revealed in the data findings based on interviews and document analysis of lesson plans, several strategies were incorporated to address the problem of assessing individual progress.The early stage of the strategies was pre-assessment.This was considered important by P7 as he said: "It's a critical step because it allows me to determine where each student stands in terms of reading ability."I can tailor my classes to their specific needs after I understand their strengths and shortcomings.Personalizing their learning experience is critical, and the pre-assessment tool is extremely helpful in this regard.It all comes down to laying the groundwork for effective instruction and ensuring that every student has the best chance of succeeding and growing in their reading ability" (P7).
Other strategies involved the application of diverse assessment techniques.These included regularly integrating formative assessments into lesson plans (P1).Students' reading fluency, accuracy, and comprehension were evaluated with the assistance of running records (P10).In addition, individual conferences were held to administer individual reading assessments, facilitate guided reading sessions, and provide personalized feedback (P9).Peer assessment was also utilized, enabling students to evaluate and provide feedback on the reading tasks or projects of their peers (P3).Finally, technology-based reading assessments were investigated using tools and applications designed specifically for reading assessments (P8).
Interestingly, P4 involved parents in providing feedback in assessing student's individual progress to be put in the lesson plan.He said, "I actively engage parents by sharing individual student progress reports, organizing parent-teacher conferences, and recommending at-home reading activities."I believe that parental input is vital since it can help me have a better grasp of my pupils' reading ability." All information is pertinent to the evaluation of student progress was continuously analyzed.As he elaborated, P7 provided compelling justifications for this strategy: "I can identify trends and patterns in student performance by continuously analyzing assessment data."This information enables me to modify my educational tactics, differentiate more, and deliver targeted interventions to students who require extra assistance."

Discussion
This study's findings cast light on the challenges educators in the Philippines face when developing differentiated learning-based lesson plans for teaching reading skills.The identified challenges in differentiating content, addressing diverse learning styles, implementing effective grouping strategies, managing time, and assessing individual progress are consistent with prior research on differentiated instruction and its application in diverse educational contexts [1]; [2]; [3]; [4].
Several factors contribute to the difficulty of differentiating content when instructing reading skills.First, educators struggle to gain access to a variety of resources that cater to the diverse requirements and abilities of students.This finding is consistent with the literature, which emphasizes the need for a variety of materials and resources to support differentiated instruction [1].Educators can use textbooks, online materials, authentic texts, and multimedia resources to ensure that students have access to content that is appropriate for their literacy levels and areas of interest.
The challenge of aligning differentiated content with curriculum standards is another aspect of differentiating content.The findings emphasize the need to strike a balance between differentiation and curriculum requirements, ensuring that all students have access to fundamental reading abilities while allowing for individualized instruction.This difficulty is consistent with prior research, which emphasizes the significance of integrating differentiated instruction into the extant curriculum [1]; [4].
Time constraints are a significant obstacle when it comes to differentiating content, as educators must allocate sufficient time for planning, collecting resources, and adapting materials.[1] and [4] acknowledge the significance of effective time management in differentiated instruction.Educators can surmount this challenge and maximize instructional time by chunking lessons, prioritizing learning objectives, and employing time-saving techniques.
Identifying individual requirements and adjusting text complexity are additional challenges associated with content differentiation.The findings highlight the significance of assessing the reading abilities of students and tailoring reading materials accordingly.This result is consistent with the literature, which emphasizes the importance of individualizing instruction and adapting content to students' proficiency levels [1]; [4].
Lesson plan development based on differentiated learning presents a complex challenge in accommodating diverse learning preferences.The findings suggest that due to limited resources and time constraints, educators struggle to accommodate diverse learning styles.This challenge is consistent with the literature, which acknowledges the significance of taking into account students' learning preferences and employing multimodal strategies to effectively engage them [1]; [4].[19] and [7] recommend incorporating technology, providing options, and personalizing learning experiences to surmount the challenges associated with addressing diverse learning styles.
According to previous research on differentiated instruction, the difficulty of employing effective grouping strategies is in line with this challenge.In this study, educators reported difficulties in managing diverse skill levels, limited resources, classroom dynamics, and individual attention.Literature highlights the significance of flexible grouping, in which students are organized according to their requirements and abilities [1]; [4].The use of skillbased groups, interest-based groups, and small-group instruction can assist educators in overcoming the difficulties associated with grouping strategies and promoting differentiated instruction.
Time management arose as a significant challenge when designing lesson plans based on differentiated learning.Educators reported the need to strike a balance between differentiated instruction, effective planning and preparation, and maximization of instructional time.Literature acknowledges the importance of time management in differentiated instruction and suggests time-saving strategies such as prioritizing learning objectives, utilizing small-group instruction, and chunking lessons [1]; [4].
Individual progress evaluation is complicated by varying reading levels, diverse student requirements, and the implementation of differentiated instruction.The findings indicate that continuous monitoring, authentic assessment, and collaboration with students can assist educators in overcoming these obstacles.Literature highlights the significance of continuous assessment and individualized feedback in differentiated instruction [1]; [4].Educators can use formative assessments, rubrics, portfolios, and conferences to evaluate student progress and provide targeted assistance.
In conclusion, this study's findings provide valuable insights into the challenges encountered by educators in the Philippines when developing differentiated learning-based lesson plans for teaching reading skills.The identified challenges align with the existing literature on differentiated instruction, highlighting the importance of addressing these challenges with strategies such as utilizing diverse resources, incorporating multimodal instruction, implementing flexible grouping, managing time effectively, and utilizing ongoing assessment.Educators in the Philippines can improve literacy instruction and create inclusive learning environments that meet the diverse needs of their students by drawing on the literature and employing these strategies.

1 Conclusion
In conclusion, differentiated instruction is a promising strategy for addressing the varied requirements of students in today's classrooms.Recognizing that students have diverse learning styles, abilities, and interests enables educators to individualize instruction and create meaningful learning experiences.This exhaustive and analytical discussion has highlighted a number of significant findings.
Personalized learning is a potent instrument that encourages student engagement, autonomy, and mastery.It empowers students to take responsibility for their learning, encourages self-direction, and enables a more personalized educational experience.The literature demonstrates that personalized learning positively affects student achievement and motivation.
Second, differentiation strategies, such as tiered assignments, flexible classification, and varied instructional materials, effectively engage all students.These strategies recognize the diverse learning profiles of students and ensure that instructional content, process, and product are adapted to meet their specific requirements.Numerous examples from the literature demonstrate how differentiation fosters academic development and a positive classroom environment.
In addition, leadership is essential for supporting differentiation efforts.Principals must provide teachers with opportunities for professional development, foster a culture of collaboration and continuous improvement, and allocate resources to support differentiated instruction.Literature highlights the significance of distributed leadership and stakeholder participation in the implementation of differentiation practices.
Assessment and evaluation in a differentiated classroom must also be carefully considered.In evaluating student performance, fairness, and equity are indispensable tenets.Educators should employ a variety of assessment strategies, provide timely feedback, and modify grading practices to reflect the progress and development of each student.The research emphasizes the significance of formative assessment and the application of rubrics to ensure accurate and meaningful evaluation.
Overall, differentiated instruction has the potential to improve student learning outcomes and foster classroom inclusivity.Educators can create a rich and engaging learning environment that meets the diverse needs of all students by adopting personalized learning approaches, implementing differentiation strategies, nurturing effective leadership, and aligning assessment practices.
Notably, while this discussion has presented key findings and literature connections, additional research and ongoing professional development are required to fully investigate and refine the implementation of differentiated instruction.Educators can create more equitable and effective learning experiences for all students if they continue to explore innovative instructional practices and remain abreast of current research.
Several recommendations can be made to facilitate the effective implementation of differentiated instruction based on the findings and insights presented in this paper.
Professional Development: Schools and educational institutions should prioritize opportunities for instructors to enhance their understanding and skills in differentiated instruction through ongoing professional development.This can include workshops, seminars, and collaborative learning communities where educators can share and learn from each other's best practices.
Leadership Assistance School leaders play a crucial role in fostering an environment conducive to differentiated instruction.They should allocate resources, allot time for collaboration, and foster a culture of continuous improvement.Administrators should model differentiation strategies in their practices and assist teachers in instituting differentiated instruction.
Data-Informed Instruction: Educators must collect and analyze student performance data to inform their differentiation strategies.This can include information from formative assessments, student feedback, and academic progress.By effectively utilizing data, teachers are able to identify areas of strength and those in need of additional support, allowing them to adapt instruction accordingly.
Collaboration and Co-Teaching: Encouraging educator collaboration, including coteaching arrangements, can have a significant positive impact on the implementation of differentiated instruction.Co-teaching permits the sharing of knowledge, the pooling of resources, and the enhancement of student support.To perpetually improve differentiation efforts, schools should create opportunities for teachers to collaborate, plan lessons together, and reflect on their practices.
Parent and Community Involvement: Involving parents and the larger community in the implementation of differentiated instruction can increase its efficacy.Schools should inform parents of the principles and benefits of differentiated instruction and provide them with resources and strategies to facilitate parental involvement in their child's education.Engaging community collaborators can also provide additional resources and support for differentiated instruction.
Continuing Research and Evaluation: Differentiated instruction is an ever-evolving field, and it is crucial for educators and researchers to keep abreast of the most recent literature and research findings.Schools should encourage instructors to engage in action research and contribute to the body of differentiated instruction knowledge.In addition, implementation should be evaluated frequently to assess its impact on student outcomes and modify practices as necessary.
By implementing these recommendations, educational institutions will be able to establish a supportive and inclusive learning environment that meets the diverse needs of students.When implemented effectively, differentiated instruction has the potential to enhance student engagement, academic achievement, and overall educational experiences.

Implication for further research
While this study has provided valuable insights into the implementation and effects of differentiated instruction, additional research can contribute to the field in a number of ways.These implications for future research are described in detail below: 1. Longitudinal Studies: Multiple-year longitudinal studies can provide a deeper understanding of the long-term effects of differentiated instruction on student outcomes.
Tracking the progress of students who have been exposed to differentiated instruction throughout their educational journey can cast light on its long-term effects on academic achievement, engagement, and educational attainment.2. Teacher Beliefs and Attitudes: Examining the beliefs and attitudes of instructors toward differentiated instruction can provide valuable insight into the factors that affect its implementation.Research can investigate the factors that influence teachers' beliefs, the obstacles they face when implementing differentiated instruction, and the strategies that can be used to overcome these obstacles.Examining the relationship between teacher beliefs, instructional practices, and student outcomes can expand our knowledge of effective implementation.3. Differentiation in Specific Subject Areas: While this study focused on differentiated instruction in general, future research can investigate the application of differentiation strategies in specific subject areas such as mathematics, science, and language arts.Investigating subject-specific approaches to differentiation can reveal the unique challenges and opportunities that arise in various content areas, thereby facilitating the development of targeted instructional strategies.4. Technology Integration: The function of technology in supporting differentiated instruction should be investigated further.The efficacy of various educational technologies, such as adaptive learning systems and online learning platforms, in facilitating differentiation can be investigated through research.Examining how technology can enhance personalized learning experiences and provide real-time feedback can advance differentiated instruction in the digital era. 5. Inclusive Practices: Future research must investigate the intersection of differentiated instruction and inclusive education.Investigating how differentiation strategies can be applied effectively to support students with diverse learning needs, such as students with disabilities or English language learners, can contribute to the development of inclusive classrooms in which all students flourish.6. Cross-Cultural Studies: Differentiated instruction transcends cultural boundaries, and cross-cultural studies can cast light on its efficacy in diverse educational contexts.
Comparing the implementation and impact of differentiated instruction across diverse cultures and educational systems can illuminate the cultural factors that influence its adoption and efficacy, leading to the development of more culturally sensitive instructional practices.
By investigating these areas in future research, we can continue to increase our knowledge of differentiated instruction and its effects on student learning.Such studies can inform educational policies, guide teacher education programs, and ultimately contribute to enhanced instructional practices that meet the diverse requirements of 21st-century learners.

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literature on differentiated instruction and accommodating diverse learners, the findings regarding the difficulties of addressing diverse learning styles are consistent.In relation to adapting learning approaches and content, for example, P7 stated: