DifferentiatedInstructionincorporating ratio, whole numbers and fractionsCourse Code: MAP114, MAP115 and MAP116Yeap Ban Haryeapbanhar@gmail.comMarshall Cavendish InstituteSlides are available atwww.banhar.blogspot.com
| Hanusek, Jamison, Jamison & Woessmann 2008Score 1960-1970s 1980s 1990s 2000s500’s Japan Hong KongJapanKoreaHong KongJapanKoreaSingaporeHong KongJapanKoreaSingapore400’s Thailand PhilippinesSingaporeThailandMalaysiaThailandMalaysiaThailand300’s IndonesiaPhilippinesIndonesiaPhilippines
CountryGDP per capita incurrent USD2012Singapore 60,400Malaysia 16,900Thailand 10,100Philippines 4,400Upon separation from Malaysia in 1965, Singapore wasfaced with … high levels of unemployment andpoverty. 70% of Singapore’s households lived in badlyovercrowded conditions, and a third of its peoplesquatted in slums on the city fringes. Unemploymentaveraged 14%, GDP per capita was less than $2,700,and half of the population was illiterate.
In the 1970’s, Singapore needed a way to help students, mostof whom were not performing well in mathematics, learnmathematics.CPA Approach based on Bruner’s work and a host of otherlearning theories were applied. Today, many people refer tothis approach as Singapore Math.
“The idea of differentiating instruction is an approach toteaching that advocates active planning for andattention to student differences in classrooms,in the context of high quality curriculums.”| www.caroltomlinson.com
Goh’s Report (1978) recommended adifferentiated education system forSingapore.Grade 1 to 4MathematicsFoundationMathematics
We want to make our education system evenmore student-centric, and sharpen our focusin holistic education – centred on values andcharacter development.| Heng 2011
Differentiated instruction is reflected in the ProfessionalLearning Communities (PLC) four criticalquestions| DuFour 2004Educational LeadershipMay 2004 | Volume 61 | Number 8Schools as Learning Communities
what is it that the teacher wantsstudents to learn
how does a teacher know whenstudents have learnt it