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

1. why a student learns
2. how he learns it, and how
    the student demonstrates
3. wha...
Main Factors


 Pupils      Objectives
 P1 CL


Strategies
             Evaluation
Objectives
1. We used video clip to
   help our pupils
   understand the content
   of the story.

2. Students acted out i...
Bruner’s Theory
The 3 stages of a child’s cognitive development:


(1) Infancy:
                                      Lang...
Sign Pyramid
Method of teaching
Chinese words and
phrases in sign           Analogies 类推
language according
to age and lev...
Multiple Intelligence

              Linguistic



 Spartial                       Musical

                    MI




   ...
Process

                Three little pigs story




paper cutting
paper cutting                             Script practi...
Evaluation


               Story Telling




HA STudents    Ma Students     La Students
Advantages
1. To enhance understanding through the use
   of video and audio media. This could help
   students better und...
Limitations
1.The video clip of “The three little pigs”
  lacks of dialogue.

2. Lack of curriculum time so not everyone
 ...
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...
Multiple Intelligence

             Linguistic



  Spartial                 Musical
                MI



    Interperson...
Process


   Group
              Whole class
performance




      Group
      practice
About differentiating instruction, Carol
 Ann Tomlinson says
       “ it okay to start slowly…
just as long as you start.”
Di Wsp Ppt
Di Wsp Ppt
Di Wsp Ppt
Di Wsp Ppt
Di Wsp Ppt
Di Wsp Ppt
Di Wsp Ppt
Di Wsp Ppt
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Di Wsp Ppt
Di Wsp Ppt
Di Wsp Ppt
Di Wsp Ppt
Di Wsp Ppt
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Di Wsp Ppt

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Using differention instruction in three little pigs story

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Di Wsp Ppt

  1. 1. why what what how how 《The three little pigs》 《The three little pigs》 三只小猪 三只小猪
  2. 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. 3. Main Factors Pupils Objectives P1 CL Strategies Evaluation
  4. 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. 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. 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
  7. 7. Multiple Intelligence Linguistic Spartial Musical MI Interpersonal Bodily- Kinesthetic
  8. 8. Process Three little pigs story paper cutting paper cutting Script practicing Picture drawing Creation of Story Telling Puppets
  9. 9. Evaluation Story Telling HA STudents Ma Students La Students
  10. 10. 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.
  11. 11. 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.
  12. 12. 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/
  13. 13. Multiple Intelligence Linguistic Spartial Musical MI Interpersonal Bodily- Kinesthetic
  14. 14. Process Group Whole class performance Group practice
  15. 15. About differentiating instruction, Carol Ann Tomlinson says “ it okay to start slowly… just as long as you start.”

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