In addition, as these essentials can be applied in different situations, teachers can utilize interdisciplinary learning. For example, for Civics teachers who would like to focus on writing - one of the marked essentials for the students to learn, the teachers can provide a literary assessment (e.g. essay writing) to the students from what they have learned of a certain historical piece. This encourages students to explore different subjects while ensuring the essentials are included.

Lastly, since essentialists are to instill the essentials in the students, they can modify it by including problem-based activities. It encourages the students to utilize the essentials they have learned to solve the problems they are given. This ensures students that what they have learned is important to solve real problems.

While the methods of essentialism are useful in certain aspects of teaching and learning, especially in providing a strong academic base, it can be challenging for students with different learning styles and abilities. This traditional approach may not always consider that students process information differently.  

To make essentialist teaching more inclusive of all learners, I believe that we, educators, can differentiate instruction, incorporate various technology tools including multimedia resources into lessons, as well as conduct peer or group activities. Utilizing diagrams, charts, and graphic organizers can help reinforce concepts while discussions and storytelling are good for engaging students. Hands-on activities, experiments, and role-playing also allow students to deepen their understanding of lessons. 

Furthermore, using flexible assessments is another way of modifying structured teaching. Offering multiple ways for students to demonstrate learning is an excellent way of assessing their understanding of the topic that suits their strengths. For students with special needs, accommodations and modifications like visual supports, guided practice (task analysis), and structured breaks can make learning more accessible. Scaffolding lessons by breaking down complex topics into manageable steps also contributes to ensuring all students can keep up at their own pace.

By adapting essentialist methods to accommodate diverse learners, I think that educators will be able to help bridge the gap and ensure that all students, regardless of learning styles, abilities, and backgrounds can access and engage with the curriculum effectively.  By addressing the learning needs of students, we aid students in succeeding in the teaching and learning process by attaining meaningful learning.

1. Differentiated Instruction

Teachers can adjust teaching strategies based on students' learning styles (visual, auditory, kinesthetic) and ability levels. For example, visual students can learn through charts and diagrams, auditory students can discuss and explain, and kinesthetic students can gain better understanding through practical activities and experiments.

2. Flexible use of teaching resources

Essentialism emphasizes core knowledge, but teachers can use diverse textbooks and resources such as multimedia courses, interactive games, and case studies to meet the needs of different students. For example, using documentaries or virtual reality (VR) technology to enhance the experience of history courses.

3. Combining inquiry based learning

Introduce opportunities for students to explore and research independently while teaching core knowledge. For example, in science courses, students can deepen their understanding of concepts through experiments or project-based research, rather than just rote memorization.

4. Provide personalized learning paths

Allow students to learn at their own pace, such as providing online courses, additional practice materials, or open-ended assignments, to help students with different abilities master the core content.

5. Combining Cooperative Learning

Through group collaboration, students can learn from each other and help students with different levels of ability progress together. High ability students can consolidate their knowledge through lectures, while low ability students can receive more support.

In a more specific context, an essentialist classroom tends to create a learning atmosphere revolving around the core subjects, like writing, math, science, and reading. As a teacher’s modification and accommodation to address the differences among learners, he or she may start with an assessment or observation as to how each student learns best and their individual characteristics. If the assessment result is already readily available, the teacher may start aligning the specific teaching and learning approach to the goal. For students who are found to be good at numbers but not so at reading, considering that both are imperative to cognitive development, the teacher may provide activities that will improve the learner’s reading skills, which could take the form of remedial classes and enrichment activities. This suggests the need for individual assessment, scaffolding, accommodation, personalization of the lesson, and employment of differentiated instruction on the basis of the formative results.

Another effective approach is the intensification of the lesson by allowing the use of multiple senses. For example, instead of just letting the student memorize the letters in the alphabet as a foundation for future reading activities, the teacher may opt to use sounds, videos, and actions to intensify the lesson for better retention, as research supports this approach. This multi-sensory approach can also be utilized when learning numbers (math) and science. This creates a more engaging lesson and lays an opportunity for stimulated learning, which benefits a wide range of students, not just those who excel at memorization.

For subjects or topics that require the use of direct instruction or lectures, or if these are seen as more effective and practical approaches, the teacher may employ interactive methods of teaching and learning, like integrating technology and utilizing the Socratic method to encourage engagement within the class and develop critical thinking skills.

What is essential yesterday may not be essential now. I believe this is the greatest challenge to the theory of essentialism. For example, modern teaching approaches have rejected the efficacy of a teacher-centered classroom and a fully standardized assessment. However, we cannot discount the strengths of essentialism such as consistency and structure of the curriculum and the integration of values such as discipline and responsibility. As a teacher, I can build on these strengths. A lot of the core subjects still maintain importance. Science and math are still considered core. A more modern approach can be employed alongside the strengths. For example, the teaching of language can be diverted from a 100% lecture-type teaching, and instead apply activities that are relevant, meaningful, and enjoyable for students.

On a personal and honest note, this is really very difficult especially when you are in the implementation of the IEP already. But we can always go back to using the essentials without forgetting other lessons like using mnemonics to remember routines, using picture cards (PECS), graphic organizers, and videos, songs, rhymes, and repeated verbal instruction, and movement-based learning. Based on experience, this is difficult because it is a challenge to make activities that can hit multiple birds in one stone. But our job requires us to squeeze our creativity to ensure that the curriculum aligns with each student's unique learning style and abilities. Repetition and reinforcement are essential to me, but I vary the presentation to maintain engagement. Furthermore, I integrate functional skills into the lessons, linking academic content to practical applications. The challenge is how we set goals that we can attain in a specific timeframe that we set. Regular monitoring and assessments help too, including observations and performance-based tasks. These allow me to monitor progress and adjust teaching strategies accordingly.

I would repeated say that this is a very difficult one and if there is one phrase that may conclude this, it is that flexibility is key. For us to reach the educational goals, we must continuously modify the pace, content, and delivery to meet the diverse needs of my students, fostering a supportive and accessible learning environment.

Teachers can incorporate activities in various manner without compromising the essential contents of a specific subject area. Differential Integration can happen in different parts of the learning process. Teachers may opt to differentiate the content, process, or the product or output. This differentiation can not only give importance to differently abled individuals but also be relevant to individuals with different learning styles.

In today's technologically advanced world, we can utilize a variety of technologies to suit students with varying learning styles and skill levels while maintaining the core learning materials.

~ LAURIE LIEN O. MONTEHERMOSO

Essentialist teaching values structure, discipline, and mastery of core subjects. I understand its intention to provide a strong foundation for learners. But when I look at my students, I don’t just see children who need discipline. I see individuals. Each one brings something different, a rhythm, a need, a way of learning. So while I appreciate the clarity that essentialism brings, I also believe it needs to breathe.

Teaching, for me, isn’t just about imparting knowledge. It’s about finding ways to meet my learners where they are in their learning journey. That way, I'd be able to know where to start teaching them. Sometimes, that means going beyond lectures and textbooks. I’ve found that when I add visual aids, movement, or group conversations into a lesson, students who normally stay quiet start to engage. One small adjustment, like allowing them to work in pairs or use colors while brainstorming, can make a big difference. These aren’t drastic changes. They’re just human ones.

I also believe in breaking lessons down. Some learners need steps, not pressure. That doesn’t mean I lower the expectations. I just make the journey gentler. We still arrive at the goal, but we do so with care.

Choice also plays a big role. When I let students choose how they want to show their understanding, maybe by writing, maybe by drawing, maybe by presenting, their eyes light up. It becomes their learning, not just mine. And when students feel seen, they grow. Not just in academics, but in confidence.

In the end, structure matters. But so does kindness. I still believe in focus and discipline but I also believe in warmth, flexibility, and listening. Essentialism can evolve. It doesn’t have to disappear. It just needs to soften, just enough to make room for every kind of learner.

That’s the kind of teacher I’m trying to become.