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To implement differentiated instruction, I'll start by assessing students' individual needs and learning styles maybe even through gamification to determine their strength, then design activities that cater to these variations. Feedback will guide adjustments, and we'll engage in professional development and collaboration with colleagues to enhance these strategies, e.g. D&T and FCE has advisors from Art teachers.

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Can cater to more students' needs with teacher's limited time

Help support students based on where they are at and want to be

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Prepare set of resources for students to refer to as support/scaffolding

Apply DI padlet for revision purposes

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We can perhaps offer students a choice of interest for essay genres. Perhaps try something like the music Padlet where there're different resources offered for each genre and students can refer to them for self directed learning and offer their brainstorming plans. Different feedback forms for different genres can be offered for students. Varied prompts given to help them shape their feedback.

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Having more intentional discussions amongst Bio teachers on how to customise and use DI. How to bring across concepts in a differentiated manner to students.

Opportunity to adapt a planned differentiated lesson, and individual teacher can offer the relevant support during lesson implementation

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Choice board, giving students options based on interest/readiness/area of focus (for revision

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Differentiated instruction addresses diverse learning styles and levels, enhancing engagement, participation, and achievement. It fosters inclusivity and supports individual growth, ensuring all students can access and benefit from Art education even if they are not confident.

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We can allow students to choose varying levels of difficulty in answering argumentative essays. To help the students with the content, we can also provide oral and essay resources for them to read and choose.

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First find out the needs of the students by doing pre-lessons questions so that we can better address and bridge the gap of their learning.

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Students’ needs are addressed, and they are more motivated to learn.

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·       Create lessons based on the needs and ability of different students by giving them choices and differentiated instructions using Choice boards to achieve their goals.

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Various pathways for students to access content, engage with material, and demonstrate understanding. This method often involves adjusting the curriculum, teaching strategies, and learning environments to optimize student engagement and achievement.

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Meeting students with different needs, and with increasing diverse learning needs of students. for example students who are more prepared and more ready don't get bored

Student autonomy, makes lessons more engaging, lesser discipline actions needed from teacher

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Moving forward, we intend to incorporate and explore more gamification to increase students' engagement & motivation.

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Choice board:

Students can take control of their learning, they are able to choose their task based on their readiness. This will make them more motivated to learn.

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1. Progressive levels of attainment. Their art work got more complexed as they progressed

2. Self-Directed Learning in their revision of topics. The students have the autonomy to choose the topic they are weak in and focus on it. There are also exemplars for them to refer to.

3. Choice of interest in Music for students.

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Reduces students' anxiety because learning is catered to their specific needs.

Easier for students and teachers to monitor their learning and progress.

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DI is based on students' needs

DI is student-centric, teacher can be more of a facilitator

Collaboration to plan the lesson amongst a team, rather than just one individual teacher doing DI. Collaboration helps to reduce inertia to start using DI

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It encourages student ownership so that the teachers are able to facilitate & feedforward across a range of abilities, addresses diverse learning needs, at the revision stage, tailoring instruction to assessment indicated student needs

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(Art) The choice board is student friendly, offers a choice to spark interest, step by step to allow students to improve their work. Deeper infusion of options with the rubrics.

(Biology) Supporting students during the revision phase. Students are given the autonomy to choose the topics according to their revision needs. Students need to be clear of their learning so metacognition and self regulation is at play.

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We can provide specific reading materials to provide context and content for our oral videos. Using the choice boards, students will be able to improve on their own responses based on the options.

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Playlist and choice boards - we have tried these two approaches this year and student response has been positive. We would like to explore the design of choice boards as a way of structuring the student's task/ skills progression so that they eventually reach a common learning objective.

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It helps us anticipate the challenges students might face when they are planning their responses. It would also help us increase motivation in learners. The idea of 'traps' would help engage learners and overcome initial inertia they might experience.

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Our students have different capabilities and this enable each student to choose based on their strengths and abilities

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The choice board stood out to us. We considered how we can use it for Essay Writing. We were thinking about how we can apply Process Writing to a choice board. Typically, process writing is a structured writing process that starts with planning, , drafting, writing and re-writing.

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Choice Board - Art: enables students to create their product based on the different processes as outlined by the teacher

Revision - Biology: tailored support based on different students's needs and readiness

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Allow students to select activities align with their learning styles, interest & level of readiness. Allow students to know the current state of competency and be able to move forward to the next level.

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We can also consider provision of student choice during revision period using similar framework as the choice board.

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I would like to apply this method especially during revision period where the students get to choose the topic they want to revise and revise what they have learnt by having peer discussion while learning more about question requirements.

Provide reflection opportunities: Perhaps at the end, can ask students to reflect why they chose specific tasks and what they learned. This promotes metacognition and self-directed learning.

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if used in Geography, it can promote deeper learning and enhance student engagement.

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Potential to apply in:

revision context like how it was done for Biology

alternative assessment where students work on Science projects

experimental design / planning where students decide how to proceed for their investigation

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Provision of student voice through task differentiation is an avenue for student engagement and ownership of learning.

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The choice board allows students to explore the content based on their interests, readiness and preferred learning styles.

This method catered to students at different levels and not restricted to lower or upper sec students. This method is also possible for regular and revision lessons.

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Our high ability learners can have a greater agency over their learning and can progress with a greater level of independence, promoting self-directed learning.

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I appreciate that the choice-boards was used to differentiate how students review their work and not necessarily to introduce a new topic. It gives students autonomy and a framework to learn trouble-shooting skills and reflect on their progress.

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Choice Board

Board has task differentiation, categorising based on increasing level task complexity from left to right.

And students have the voice to decide on the level of complexity based on personal interests and readiness.

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Summary / Choiceboard for DI