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The whole group learns to craft differentiated questions for Group Problem Solving (GPS) on Finding Area of Triangle.

The team recap on the 5 Practices when planning of questions:

Anticipate students' response - Teacher to anticipate the possible/different solutions to solve the questions.

1) Monitor: Teacher to go around to monitor students' learning and solutions.

2) Select: Teacher to select the solutions to be presented.

3) Sequence : Teacher to sequence the presentations of solutions (Low level to High level).

4) Connect: Students can see the different methods and identify which ones they can relate to. Teacher can also facilitate the class discussion with a better flow.

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1) Will it be better to group all the active students and all the passive students together and see the dynamics of each group?

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LP cannot complete the task as they spent most of their time figuring out what to do. To provide more support and scaffolding for them. Provide individual copy of the questions for each student as it is observed that one common copy hinders the reading of the questions.

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DI encourages students' participation especially for LP & MP students. The engagement level has increased by at least 50%. It has been observed that active students for each ability group reach out to help the passive students.

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To determine a suitable date and time so that more teachers are able to attend the lesson study.

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NA

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Discussion and allocation of tasks for the P4 Lesson on Area and Perimeter.

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Standardising the format of the rubrics for the upper and lower primary lesson plans.

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Mixed-ability groupings does not work well. It is better to group the students according to the same ability for more effective communication.

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P2 teachers share their lesson on money for the LSM students. They used ice cream sticks as prompters to start their discussion in a more respectful way. Alice also shared her lesson on Area of composite figures. HP students are required to create different figures with the same perimeter.

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Relating the rubrics to the various observable behaviors of the students.

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No common free period when deciding who to observe the lesson. Determine who to be observed, whether LSM students can do the planned task.

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Date and time to implement the lesson

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NA

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Discussing on the P2 lesson plan on Money

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NA

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Allocation of tasks to prepare for the lesson package.

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NA

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Decide on the date for lesson observation.

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NA

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Standardised rubrics for teachers for data collection.

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- To discuss the classes to observe and the timetabling issue

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Decide on P2 and P4 lesson plan topic for differentiated instruction.

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Ensure that the groupings are according to their abilities rather than mixed groupings to ensure every individual has a voice.

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It is better to group students of similar ability together so they can match their pace to think and work.

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Team decided on P4 Lesson Topic is Area and Perimeter and P2 Topic as Money.
The Lesson to be carried and tried out by early Term 4.

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The lower primary team discussed on the differentiated tasks and topics to observed.
The whole group discussed on the observable traits to record

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Sharing of P2 lesson on Money that involves Talk Moves sticks. It is important to group the students according to their abilities rather than mixed groupings to ensure that the students can contribute meaningfully. The LPs usually will depend on the higher ability students.

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Standardizing the rubrics for P2 and P4 for data collection.

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Students must be paired with closer ability to ensure more effective output

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Standardization of rubrics used for lower and upper primary for the lesson study

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I learnt of the different approaches in engaging the students, such as using ice-cream stick prompt card for talk moves.

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- Use talk moves stick to help initiate discussions
- Make a change after observing the contribution of students to enable better output

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The ability grouping is not working well. Require to pair similar ability group together for better discussion.

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Sharing of P2 Money lesson using Talk Move
eg I agree, I disagree

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Do share the action plan that the team has agreed upon in session 3.

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Do share the action plan that the team has agreed upon in session 3.

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It was a fruitful discussion. All doubts were cleared there and then.

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In group work, only certain students are involved in the discussion whereas the others are not contributing. Need to create activities that even the LP students can participate.

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To develop a lesson plan incorporating group activities, differentiated in content or process to achieve mastery of skills and concepts for the students.

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Whole class discussion difficult to engage some students so could do more student-directed approach.

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Whole class discussion difficult to engage some students so could do more student-directed approach.

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DI in content and process to meet the learning needs of students in achieving mastery in Math skills and concepts and using Constructivism Approach to motivate participation and develop communication and reasoning skills in students.

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The sharing is clear-cut and all doubts were clarified.

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Students having difficulty expressing and articulating their problem solving currently

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In my class, the middle group students do not discuss and work by themselves individually to do the questions. Students in this group does not make use of group discussion to clear their misconceptions. I can encourage discussion by getting the students to present to their peers.

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Fruitful discussion

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All my doubts have been clarified and I know what to do next.

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I have clarified my doubt with Alice.

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Very good. It is clear. All doubts cleared.

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The current challenge is that students may be used to explicit teaching and it requires teachers to think through the processes of carrying out group activities thoroughly, so that the group activities are productive. The students are also not forthcoming in clarifying their doubts or lack the opportunities in communicating their metacognition.

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Goal: The teachers will reflect on our teaching approaches so that we can meet the needs of diverse learners, helping them to achieve success in content mastery at their own pace/ability and being motivated self-directed learners.

Action Plan:  To conduct group activities that have incorporated differentiated process and content that will promote communication and reasoning.

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DI is planned according to the learning needs of the students. For example, teachers can use differentiated processes or contents,  so that every student can reach his maximum learning potential, while meeting the learning objective of the lesson.

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Students have difficult expressing themselves. Giving sentence starter to guide them. Structure a think time for student to work on the task, practise round robin so that each child has a chance to speak. Conclude the lesson by sharing the student’s work.

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Differentiated instructions should allow students to be engage in group activity and master the concept to achieve success.

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Students might not be performing the tasks or discussions needed

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DI is to have different processes or content in group work to help all students meet their learning goals for Maths.

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Dear Teachers,

Thanks for sharing your questions. They are all very pertinent ones and reflect your care and concern over students' learning and holistic development.

I have purchased books entitled "Advancing Differentiation" by Richard Cash whom I had a chance to attend his masterclass during the 2019 DI Summit in Sg. The book contains all the strategies that can target different students and questions related to DI principles and concepts. There's also digital content links with a variety of resources in the book that can come in handy.

Hope you will find the resource useful. You can keep the book till the end of the PLC/TLC cycle just to note. Happy learning.
Love,
Teresa :)

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How can we incorporate DI in our lessons to cater for the diverse needs of our students? How do we cope with students who had been absent from school for long periods?

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The session went very well. Teachers shared their views openly and the discussion was very fruitful.

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Our group has decided to embark on Lesson Study using Differentiated Instructions to cater for the diversed needs of the students in the class.

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What are the various challenges when implementing DI? How can we manage these challenges?

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How to use DI to engage a diverse group of learners with constructivism approach.

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How can to make learning more meaningful and engaging to our students.
How to incorporate the "constructivitism theory" in our lesson and the learning experiences

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Good sharing by the teachers.

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How can differentiated instruction be used in class that engages learning?

For students who have been absent for long period, how can lesson be tailored to support them?

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The session was fruitful as we had a good discussion and had a better understanding of how DI can be applied. It was a session where the teachers could openly share our views in a non-threatening way.

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- How can we conduct DI in class that engages the students and make learning more meaningful?

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Everything went well. Teachers are forth coming with the concerns and expectations

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- Everything went well in this session. We had a good discussion.

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There’s a good discussion to bring about the concern of how to carry out differentiated learning.

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I learnt there are many areas we can explore using DI. The lesson study will enable me to explore beyond what I am using currently using and analysis what is important for the learning of the student.

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Understanding of the different angles on how teachers view Differentiated Instructions (DI) can be applied in classrooms e.g. DI in terms of multiple intelligence, DI in terms of learner profiles, and not just DI in terms of achievement level (HP/MP/LP)

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Understanding the needs of the teachers in the delivery of Math lessons and the challenges they face

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Differentiated instruction is necessary to tailor to the needs of the students.

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-Sharing of our expected outcome from the PLC
- Know the outline of the path we are going to take for this PLC