Differentiated Instructionincorporating ratio, whole numbers and fractionsCourse Code: MAP114, MAP115 and MAP116Yeap Ban Haryeapbanhar@gmail.comMarshall Cavendish InstituteSlides are available at www.banhar.blogspot.com
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
Struggling students get to understand the idea of line of symmetry through paperfolding. Ideas such as the two parts overlap when folded at the line of symmetry makesmore sense after having actually done it. At the same time, students who already knowabout lines of symmetry get to (1) look for a pattern (2) explain the pattern.Differentiated instruction provides every student to learn what they need to learn.
There is amethod ofsolving that ismore literal andconcrete – guess-and-check.The model method is visual. The use of algebra is more abstract.Differentiated instruction provides students with methods of differentlevel of abstraction to respond.