Differentiated Instruction (General)
46
Yeap Ban Har Marshall Cavendish Institute Slides are available at www.banhar.blogspot.com The slides combined the materials for the two workshops. DIFFERENTIATED INSTRUCTION WOODLANDS PRIMARY SCHOOL
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Woodlands Primary School had an introduction to differentiated instruction. Examples from different subjects were discussed.
Transcript of Differentiated Instruction (General)
Yeap Ban Har
Marshall Cavendish Institute
Slides are available at www.banhar.blogspot.com
The slides combined the materials for the two workshops.
DIFFERENTIATED INSTRUCTIONWOODLANDS PRIMARY SCHOOL
Yeap Ban Har
Marshall Cavendish Institute
Slides are available at www.banhar.blogspot.com
DIFFERENTIATED INSTRUCTIONWOODLANDS PRIMARY SCHOOL
PROGRAMME
• An Overview of Differentiated Instruction
• Models for Differentiated Instruction
• Differentiated Instruction and Professional Learning Communities
• Differentiated Instruction in Different Subject Areas
• Conclusion
“The idea of differentiating instruction is an approach to teaching that advocates active planning for and attention to student differences in classrooms, in the context of high quality curriculums.”
www.caroltomlinson.com
Goh’s Report (1978) recommended a
differentiated education system for Singapore.
We want to make our education
system even more student-centric, and sharpen our focus in holistic education – centred on values and character development.
Heng, 2011
Model of Differentiated Instruction
the content of instruction
the processes and techniques used to help make sense of a
given topic
the products produced by students that demonstrate their
learning
differentiation for the entire class
differentiation for groups within a class
Why do you think the writer
mentioned the pen in this article?
Differentiated instruction is reflected in the Professional Learning Communities
(PLC) four critical questions
Richard DuFour 2004Educational Leadership
May 2004 | Volume 61 | Number 8 Schools as Learning Communities Pages 6-11
what is it that the teacher wants
students to learn
how does a teacher know when students
have learnt it
what if students do not learn it
what if they already learnt it
MODELS FOR ADVANCED LEARNERS
• Acceleration model
• Enrichment model
Differentiated assessment at PSLE
and N(T) Examination
Subjects Assessment Components
Computer Applications Written ExaminationPractical ExaminationCoursework
Elements of Business Skills
Written ExaminationCoursework
Differentiated instruction in concept
learning
Social Studies
Concept of National Identity (P2)
Use of a JournalWhat did your family do on Hari Raya? What did your family do on National Day?
By reading selected journal entries, students learn that although we are diverse, there are certain practices that make us a nation.
Use of VideosShow students videos of how people in different nations expressed their love for their own countries.
Have them think of a way to show their love for their countries on special occasions as well as on a daily basis.
Concept of The “ASEAN Way” (P6)
Language ApproachA way to unify the region “based on the ideals of non-interference, informality, minimal institutionalisation, consultation and consensus, non-use of force and non-confrontation.”
Role Play ApproachThree of you are best friends. Two of you had a disagreement and a quarrel. Try to resolve the quarrel. What should both of you do? What should the third friend do?Immersion ApproachA teacher runs her class in the style of “consultation and consensus” to help her primary six students learn this concept.
Concept of Nationalism (Secondary)
Language ApproachNationalism is a political ideology that involves a strong identification of a group of individuals with a political entity defined in national terms, i.e. a nation.
Role Play ApproachFrom tomorrow onwards, I want all of you to stop using the names your parents gave you. Instead, use a name that consists of only consonants and no longer than six letters. I decided that we will be part of a new nation called cnsnnt.
Science
Mathematics
Using concrete experience to make meaningBritish Year 2 students using toothpicks to learn division of whole numbers
Using visuals in differentiated instructionBritish Year 7 students using model method to teach solution of linear equations
Concrete and Visual Approaches
Differentiated instruction in applying
learning
Languages
send drive
How are they similar
How are they different How are they different
I will send you to the airport.
Semantic Analysis Approach
terjejas merosot
How are they similar
How are they different How are they different
Mereka harus sedar bahawa perbuatan berjaga malam untuk jangka (17) __________ yang panjang boleh menyebabkan kesihatan mereka (18) __________.
Semantic Analysis Approach
