Abstract

Teaching science to a diverse class of learners requires a variety of approaches and strategies to accommodate all levels in the science classroom. With this in mind, an effective teaching strategy according to Jared Lewis (2009) is not so much a single one size fits all approach as an armory of ideas, activities, thought provoking questions, experiments and demonstrations. To become a good teacher, you need to put yourself in the shoes of your students and attempt to understand their learning styles. Incorporating various methods of teaching in your classroom can stimulate learning for many different students who may benefit from a variety of instructional methods. This study focused on the proficiency levels of teachers in developing multi-modal strategy in teaching science. Specifically, it looked into profile and proficiency of teachers as perceived by the coordinators, the students, and the teachers themselves. It made use of the descriptive method or approach to describe the variables. The teachers and coordinators who were chosen in total enumeration, and the students who were chosen by Slovins sampling method come from the different high schools in Tuguegarao City. The results revealed that teaching of science is dominated by females and not all them have attended trainings especially along pedagogy. The science teachers perceived themselves as proficient in developing all multimodal strategies. Regardless of their profile, science teachers perceive themselves as highly proficient in developing multi-modal strategies in teaching science along visual, aural, read/write, and kinesthetic study strategy

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