DifferentiatedInstruction Bernice Lee (3) Elizabeth Chua (6) Teo Lisa (36) Isabel Yeo (42) Heather Yew (44)
Tier I – Differentiated Instruction • Effective practices • Focuses on the core curriculum • Scientifically research-based strategies and materials • Universal screening assessments • Multilevel opportunities for learning • Grouping children based on their levels • Designing an inclusive classroom
Tier II – Supplementary Instruction • Working to identify ways to respond to individual student’s needs • Can be within or outside general classroom • More frequent progress monitoring • Small group teaching for students who need more support than others • Identifies and addresses challenges that individual students’ have as a result of learning difficulty
Tier III – Individualized Instruction • More explicit and intense instruction • Similar interventions to Tier II but more intensified in focus, frequency and duration • Outside the classroom • Individualized educational programme (IEP)used • Strategies planned to support Tier I and II • Formal referrals for services during school
What is Differentiated Instruction? • Teaching and learning for students of differing abilities in the same class. • Responding to the differing needs of children to create the best learning experience possible for the learner. • Maximizes the learning and growth of every student by taking into consideration their characteristics and differences.
Differentiated Instruction? Content Process Product Environment
Differentiation: creating everything to all individuals all the time create a reasonable range of approaches to learning, so that students find learning a fit most of the time
Content • Instruction is concept-focused and principle-driven • Instruction based on student’s readiness, interest and learning profile • Foundational Transformational • Concrete Abstract • Simple Complex • Single Facet Multiple Facets • Small Leap Great Leap • Structured Open • Less Independence More Independence • Slow Quick
Process • Instruction based on student’s readiness, interest and learning profile • Encouraging peer support and independence • Smooth transition and regulated system
Product • Evaluation and assessment • Every child will become active and responsible explorers • Making sure that every student is challenged
Environment • Delineating optimal learning spaces • Open Ended Materials (catering to different learning levels) • Anchor Activity (Learning corners)
Role of the Teacher • Organizers of learning opportunities • Mentor • Reflector
How do we implement? Strategies Challenges Varying levels of skills
Singapore context • How do we make use of all the examples above and implement in a local centre? • What are the challenges faced? • What can we do to make it better?