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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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ALL OF THE FOLLOWING SHOULD BE COMPLETED BY 25 FEB. (Please note that you'd need to complete the self-paced Nearpod lessons in one sitting, so DO NOT close the browser before you have finished.)

FOR THE GENERAL SESSION (DAY 1)
To access the following tasks, join at join.nearpod.com or key in the code 9HF4E.

Complete the Pre-Course Survey.

Read the case study of Esa and answer the questions that follow.

Study the Differentiated Model of Giftedness and Talent.

FOR THE SUBJECT-SPECIFIC SESSION (DAYS 2 & 3)
Refer to the posts below for the materials and links.

Complete the DIFFERENTIATED INSTRUCTION Readings (1 & 2) and attempt the Quiz.

Complete the CRITICAL & CREATIVE THINKING Nearpod lessons.

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No mobile devices in your classroom? No worries! You can enjoy Nearpod from any web browser :) Create, engage, and assess your students in every lesson!

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Please find your breakout room groupings here, as well as your roles for the discussion activities. Your groupmates will be the same as in Day 1, but your roles may be different.
Ensure that you are logged in to your Icon account to view this page.

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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Complete this reading before Day 1 (4 Mar).

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Complete this reading before Day 1 (4 Mar).

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Attempt this quiz before Day 1 (4 Mar).

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You can also access this with Nearpod Class Code BXZHJ

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No mobile devices in your classroom? No worries! You can enjoy Nearpod from any web browser :) Create, engage, and assess your students in every lesson!

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Creative Thinking Nearpod Lesson (Class 1) 

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Creative Thinking Nearpod Lesson (Class 1) 

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You can also access this with Nearpod Class Code GE5UQ

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No mobile devices in your classroom? No worries! You can enjoy Nearpod from any web browser :) Create, engage, and assess your students in every lesson!

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Breakout Room Discussion 1: Differentiated Units Discussion

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Breakout Room Discussion 1: Differentiated Units Discussion

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Please find the document with the name of your group. Your Projector/Scribe may choose to share it on their screen.
You have 10 minutes to read the STELLAR plan and the Differentiated Unit (DU) and 15 minutes to annotate the DU and capture the following points as a group:

1. Analyse what the lesson plan is trying to accomplish (You may use the Forms of Differentiation (Maker) or Tomlinson’s Differentiated Instruction  framework, or describe how the activities allow for differentiation.)

2. How does the lesson plan better meet needs of HALs?

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Breakout Room Discussion 1: Identifying Verbal Talent

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Breakout Room Discussion 1: Identifying Verbal Talent

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Please find the slide with your group number. Your Projector/Scribe should share their screen with the rest of the group to record the discussion.

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Please find your breakout room groupings here, as well as your roles for the discussion activities.
Ensure that you are logged in to your Icon account to view this page.

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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Breakout Room Discussion 2: Sample Texts Activity

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Breakout Room Discussion 2: Sample Texts Activity

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Please find the document with the name of your group. Your Projector/Scribe may choose to share it on their screen.
You have 5 minutes to read the two texts and 15 minutes to annotate the text and answer the following questions as a group:
Which text is better-written, and why?
From your discussion, what defines a good writing piece?

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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This is a parking lot for questions you may have from today.  You may also wish to park any observations or insights (ahas!) that you gained.

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Breakout Room Discussion 2: Differentiated Assessment Tasks

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Breakout Room Discussion 2: Differentiated Assessment Tasks

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Please find the slide with your group number. Your Projector/Scribe should share their screen with the rest of the group to record the discussion.
You have 5 minutes to look at your assigned pupil product sample and 5 minutes to discuss how the task is differentiated.

You should capture the following in your discussion:
Summarise the task shown in this sample.
How do these products stretch learners?
How are they differentiated from regular classroom assignments?

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What have you learnt today about differentiation and/or how to differentiate instruction for the HALs?
(please post something to start the conversation!)

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I understand how different resources can be used to provide differentiation in the classroom.

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I understand how different resources can be used to provide differentiation in the classroom.

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The different models and how we can differentiate by content, process, product and the environment. The sharing by the different teams were useful too.

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I learnt that we can build on and provide inductive learning and autonomous learning opportunities for DI and cultivate a more learner-centred environment.

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I learnt that we need to be flexible in using the same differentiated resources depending on how mixed our class profile is. If our class is very diverse, we could use flexible groupings such that the MP students can learn from the HP students' explanations / ideas.

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DI can be applied flexibly to cater to students' readiness, interests or learning profiles. It can also be applied easily if students are aware of the purpose of the differentiated activities/groupings.

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Please find your breakout room groupings here, as well as your roles for the discussion activities. Your groupmates will be the same as in Days 1 and 2, but your roles may be different.
Ensure that you are logged in to your Icon account to view this page.

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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Breakout Discussion 1 - Paul's Model Application Practice

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Breakout Discussion 1 - Paul's Model Application Practice

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Please find the document with the name of your group. Your Projector/Scribe may choose to share it on their screen.

You have 15 minutes to respond to and annotate the forum letter as a group, with reference to Paul's Reasoning Model.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Breakout Room Discussion 2 - Use of SCAMPER Strategy

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Breakout Room Discussion 2 - Use of SCAMPER Strategy

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In your groups, think about Little Red Riding Hood and find ways to use SCAMPER to adapt elements of the well-known story to create a fractured fairy tale.

Title your posts with your group name. You have 10 minutes to generate ideas using as many different parts of the strategy as you can.

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Please download this template and complete either Task 1 or Task 2.
Upload the completed template into the folder for Class 1 (link provided in the template).

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Feedback, Days for FIDLHA II and HOMEWORK brief

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Dear Lei Ying,
Would like to confirm that we only need to complete either task 1 or 2, not both? Am slightly confused by the sentence shown in the picture above as I thought we only had to submit one assignment by 27 May.

Also, for our assignment, is it alright to modify a lesson from the differentiated unit (E.g.: Ride On) provided by this course? For example, can we modify the vocabulary lesson / worksheets from Ride On DU to suit a mixed progress class profile for our homework?

Thank you.

Regards,
Eunice

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Write questions that you have (unanswered or new ones that arose from our time together these 3 days) here!