This document discusses differentiated instruction for a story called "The Three Little Pigs". It describes how teachers: 1. Used a video clip and role playing to help students understand the story. 2. Had students act out different roles from the story in front of the class. 3. Evaluated students on their storytelling and puppet making to apply what they learned.

1. why
what
what how
how
《The three little pigs》
《The three little pigs》
三只小猪
三只小猪

2. Differentiated
instruction
1. why a student learns
2. how he learns it, and how
the student demonstrates
3. what he has learned is
match for that student’s
readiness level, interests,
and preferred mode of
learning.

3. Main Factors
Pupils Objectives
P1 CL
Strategies
Evaluation

4. Objectives
1. We used video clip to
help our pupils
understand the content
of the story.
2. Students acted out in
front of the class being
three little pigs and the
wolf.

5. Bruner’s Theory
The 3 stages of a child’s cognitive development:
(1) Infancy:
Language
Action-based
动作表征期
(2) Early Childhood: Image
Image-based
形象表征期
Action
(3) Early Youth:
Language-based
符号表征期

6. Sign Pyramid
Method of teaching
Chinese words and
phrases in sign Analogies 类推
language according
to age and level. Character 构字法
Radical 偏旁部首
Pictorial: Age 7–8
Action: Age 7-12 Action
Radical: Age 8-12 演示法
Chinese Character: Age Pictorial图像法
9-12
Analogies: Age 11-12 Intellectual Property
Chim Lih Yieng 2008
6

8. Multiple Intelligence
Linguistic
Spartial Musical
MI
Interpersonal Bodily-
Kinesthetic

9. Process
Three little pigs story
paper cutting
paper cutting Script practicing
Picture
drawing
Creation of
Story Telling
Puppets

10. Evaluation
Story Telling
HA STudents Ma Students La Students

11. Advantages
1. To enhance understanding through the use
of video and audio media. This could help
students better understanding the
content of the story.
2. The combination of story and hands on
practical strengthens the memorization of
the sentences.

12. Limitations
1.The video clip of “The three little pigs”
lacks of dialogue.
2. Lack of curriculum time so not everyone
have the chance to perform.

13. 1. When song start do action of “gou gou shou”.
2. Ask your friend what is her plan in this holidays?
http://www1.moe.edu.sg/dir/cl/

23. Multiple Intelligence
Linguistic
Spartial Musical
MI
Interpersonal Bodily-
Kinesthetic

24. Process
Group
Whole class
performance
Group
practice

25. About differentiating instruction, Carol
Ann Tomlinson says
“ it okay to start slowly…
just as long as you start.”