Abstract
This study explored the teaching strategies employed by elementary teachers in the Third Congressional District of Tarlac, aiming to develop a basis for a Differentiated Instruction Workshop. It examined the demographic characteristics of teachers, their teaching strategies, and the relationships between these factors. A total of 150 teachers participated in the study, focusing on age, gender, years of experience, and educational level. The findings revealed that teachers predominantly used Culturally Responsive Teaching, Collaborative Learning, and Classroom Management strategies. In contrast, more advanced strategies such as Differentiated Instruction and Project-Based Learning were used to a lesser extent. Significant positive correlations were found between age and gender with the use of varied teaching strategies, while years of experience and education level had no significant impact on teaching methods. Based on these findings, it is recommended that a Differentiated Instruction Workshop be designed to enhance the teaching skills of elementary teachers, focusing on more innovative and inclusive strategies. This workshop aims to empower teachers with the knowledge and tools to meet diverse learner needs effectively, thereby improving teaching outcomes across the district.
