Differentiated Instruction (General)


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Woodlands Primary School had an introduction to differentiated instruction. Examples from different subjects were discussed.

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Differentiated Instruction (General)

  1. 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. 2. DIFFERENTIATED INSTRUCTION WOODLANDS PRIMARY SCHOOL Yeap Ban Har Marshall Cavendish Institute Slides are available at www.banhar.blogspot.com
  3. 3. PROGRAMME• An Overview of Differentiated Instruction• Models for Differentiated Instruction• Differentiated Instruction and Professional Learning Communities• Differentiated Instruction in Different Subject Areas• Conclusion
  4. 4. “The idea of differentiatinginstruction is an approach toteaching that advocates activeplanning for and attention tostudent differences inclassrooms, in the context of highquality curriculums.” www.caroltomlinson.com
  5. 5. Goh’s Report (1978) recommended adifferentiated education system for Singapore.
  6. 6. We want to make our educationsystem even more student-centric, and sharpen our focus inholistic education – centred on valuesand character development. Heng, 2011
  7. 7. Model of Differentiated Instruction
  8. 8. the content of instruction
  9. 9. the processes and techniques used to help make sense of a given topic
  10. 10. the products produced bystudents that demonstrate their learning
  11. 11. differentiation for the entire class
  12. 12. differentiation for groups within a class
  13. 13. Why do you think the writermentioned the pen in this article?
  14. 14. Differentiated instruction is reflected inthe 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
  15. 15. what is it that theteacher wants students to learn
  16. 16. how does a teacherknow when students have learnt it
  17. 17. what if students do not learn it
  18. 18. what if they already learnt it
  19. 19. MODELS FOR ADVANCED LEARNERS• Acceleration model• Enrichment model
  20. 20. Differentiatedassessment at PSLEand N(T) Examination
  21. 21. Subjects Assessment ComponentsComputer Applications Written Examination Practical Examination CourseworkElements of Business Written ExaminationSkills Coursework
  22. 22. Differentiatedinstruction in concept learning
  23. 23. Social Studies
  24. 24. Concept of National Identity (P2)Use of a Journal Use of VideosWhat did your family do Show students videos ofon Hari Raya? What did how people in differentyour family do on nations expressed theirNational Day? love for their own countries.By reading selectedjournal entries, students Have them think of alearn that although we way to show their loveare diverse, there are for their countries oncertain practices that special occasions asmake us a nation. well as on a daily basis.
  25. 25. Concept of The “ASEAN Way” (P6)Language Approach Role Play ApproachA way to unify the region Three of you are best“based on the ideals of friends. Two of you hadnon-interference, a disagreement and ainformality, minimal quarrel. Try to resolveinstitutionalisation, the quarrel. What shouldconsultation and both of you do? Whatconsensus, non-use of should the third friendforce 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.
  26. 26. Concept of Nationalism (Secondary)Language Approach Role Play ApproachNationalism is a political From tomorrow onwards, Iideology that involves a want all of you to stop usingstrong identification of a the names your parents gavegroup of individuals with a you. Instead, use a name thatpolitical entity defined in consists of only consonantsnational terms, i.e. a nation. and no longer than six letters. I decided that we will be part of a new nation called cnsnnt.
  27. 27. Science
  28. 28. Role Play Approach Model Approach
  29. 29. Mathematics
  30. 30. Using concrete experience to make meaningBritish Year 2 students using toothpicks to learn division of whole numbers
  31. 31. Using visuals in differentiated instructionBritish Year 7 students using model method to teach solution of linear equations
  32. 32. Concrete and Visual Approaches
  33. 33. Differentiatedinstruction in applying learning
  34. 34. Languages
  35. 35. Semantic Analysis Approach send drive How are they similar How are they different How are they differentI will send you to the airport.
  36. 36. Semantic Analysis Approach terjejas merosot How are they similar How are they different How are they differentMereka harus sedar bahawa perbuatan berjagamalam untuk jangka (17) __________ yang panjangboleh menyebabkan kesihatan mereka (18)__________.