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The integration of gender-sensitive teaching strategy remains to be a challenge among educators. This social issue requires more in-depth exploration especially in the classroom to promote its significance and determine its applicability and effectiveness. This study aimed to apply the Gender and Development (GAD) approach in teaching Filipino Literature among Grade 8 learners. It specifically employed gender-based differentiated instruction (GBDI). GBDI pertains to a teaching approach where the teacher assigns group to students based on their gender, multiple intelligences and learning style. Quasi-experimental research design was used to assess the academic performance of the students while correlated t-test for the comparison of the pre-test and posttest result of the students. This study revealed that there is an increase in the pre-test scores when the students were exposed to the gender-sensitive teaching approach. The learners are also encouraged based onthe interviews and observation conducted. The study suggests the gender-responsive teaching approach be integrated in the classroom to promote gender equality and contribute to the improvement of learner’s academic performance. Keywords: gender equality, awareness, GBDI, gender-sensitive, academic performance

Integrating Gender and Development (GAD) in the Classroom: The Case of Lucsuhin National High School, Department of Education-Philippines