This document discusses differentiated instruction at Woodlands Primary School. It provides an overview of differentiated instruction, models for differentiated instruction including differentiation by content, process, product, whole class, small groups. It discusses differentiated instruction in relation to professional learning communities and applying the four critical questions. Examples are given of differentiated instruction in subjects like social studies, science, and mathematics using various approaches like language, role play, models. Differentiated assessment at PSLE and N levels is also mentioned.

1. DIFFERENTIATED INSTRUCTION
WOODLANDS PRIMARY SCHOOL
Yeap Ban Har
Marshall Cavendish Institute
Slides are available at www.banhar.blogspot.com
The slides combined the materials for the two workshops.

2. DIFFERENTIATED INSTRUCTION
WOODLANDS PRIMARY SCHOOL
Yeap Ban Har
Marshall Cavendish Institute
Slides are available at www.banhar.blogspot.com

3. PROGRAMME
• An Overview of Differentiated
Instruction
• Models for Differentiated Instruction
• Differentiated Instruction and
Professional Learning Communities
• Differentiated Instruction in Different
Subject Areas
• Conclusion

5. “The idea of differentiating
instruction is an approach to
teaching that advocates active
planning for and attention to
student differences in
classrooms, in the context of high
quality curriculums.”
www.caroltomlinson.com

6. Goh’s Report (1978)
recommended a
differentiated education
system for Singapore.

7. We want to make our education
system even more student-
centric, and sharpen our focus in
holistic education – centred on values
and character development.
Heng, 2011

8. Model of Differentiated
Instruction

9. the content of instruction

10. the processes and techniques
used to help make sense of a
given topic

11. the products produced by
students that demonstrate their
learning

12. differentiation for the entire class

13. differentiation for groups
within a class

18. Why do you think
the writer
mentioned the pen
in this article?

19. Differentiated instruction is reflected in
the Professional Learning Communities
(PLC) four critical questions
Richard DuFour 2004
Educational Leadership
May 2004 | Volume 61 | Number 8
Schools as Learning Communities Pages 6-11

20. what is it that the
teacher wants students
to learn

21. how does a teacher
know when students
have learnt it

22. what if students do not
learn it

23. what if they already
learnt it

24. MODELS FOR ADVANCED LEARNERS
• Acceleration model
• Enrichment model

25. Differentiated
assessment at PSLE
and N(T) Examination

26. Subjects Assessment Components
Computer Applications Written Examination
Practical Examination
Coursework
Elements of Business Written Examination
Skills Coursework

27. Differentiated
instruction in concept
learning

28. Social Studies

29. Concept of National Identity (P2)
Use of a Journal Use of Videos
What did your family do Show students videos of
on Hari Raya? What did how people in different
your family do on nations expressed their
National Day? love for their own
countries.
By reading selected
journal entries, students Have them think of a
learn that although we way to show their love
are diverse, there are for their countries on
certain practices that special occasions as
make us a nation. well as on a daily basis.

30. Concept of The “ASEAN Way” (P6)
Language Approach Role Play Approach
A way to unify the region Three of you are best
“based on the ideals of friends. Two of you had
non-interference, a disagreement and a
informality, minimal quarrel. Try to resolve
institutionalisation, the quarrel. What should
consultation and both of you do? What
consensus, non-use of should the third friend
force and non- do?
confrontation.” Immersion Approach
A teacher runs her class
in the style of
“consultation and
consensus” to help her
primary six students
learn this concept.

31. Concept of Nationalism (Secondary)
Language Approach Role Play Approach
Nationalism is a political From tomorrow onwards, I
ideology that involves a want all of you to stop using
strong identification of a the names your parents gave
group of individuals with a you. Instead, use a name that
political entity defined in consists of only consonants
national terms, i.e. a nation. and no longer than six letters.
I decided that we will be part
of a new nation called
cnsnnt.

32. Science

33. Role Play Approach Model Approach

34. Mathematics

39. Using concrete experience to make meaning
British Year 2 students using toothpicks to learn division of whole numbers

40. Using visuals in differentiated instruction
British Year 7 students using model method to teach solution of linear equations

41. Concrete and Visual
Approaches

42. Differentiated
instruction in applying
learning

43. Languages

44. Semantic Analysis Approach
send drive
How are they similar
How are they different How are they different
I will send you to the airport.

46. Semantic Analysis Approach
terjejas merosot
How are they similar
How are they different How are they different
Mereka harus sedar bahawa perbuatan berjaga
malam untuk jangka (17) __________ yang panjang
boleh menyebabkan kesihatan mereka (18)
__________.