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Connect: applied what was learnt for solo taxonomy and DI, as well as ideas from engaging HAL, in the class based on PLT lesson ideas.

For daily tasks, to challenge the students at higher readiness, open/more challenging questions are given to supplement and extend their learning as a form of content extension and acceleration

Extend: Trying to differentiate by choice (think tac toe) as a form of content acceleration to reinforce mastery in heuristics for those at lower/mid readiness and provide opportunities for open-ended exploration for the learners who are at higher readiness.

Challenge: Creating a more powerful product environment to better engaged learners at different readiness.

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Connect:
Used PLC resources (writing strategies) to engage different ability groups of students last year. Even though it's a high progress class, the students' ability varied. I found the resources effective and helpful.

Extend:
Continue to prepare DI lessons and to also use multi sensory strategies to capture most of their attention in order for T&L to be effective as I feel that every learner has different learning style. To me, this is also considered DI.

Challenge:
-It is not easy for trs to carry out DI all the time as it takes time to prepare lessons and resources. Trs can still be able to perfom the above but I think most importantly, we have to know where the students are at (readiness, ability etc) for the different components/skills. Same/Different students may have different start point for different components/skills.
-Can the equalizer work for MTL? If so, how?

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Connect - Generally all my students are in the high-support group. But within the small grouping I have set up, I find there are students who can be the 'knowledge other' to support their peers. For the Science experiments, I group the students in a way they will be able to tap on one another's knowledge. I came up with the group from the daily work they do and their ability to respond to questions in class.

Extend - I encourage the students to extend their learning by asking them do the tasks in the Junior Science Explorer card. As this is independent work, I can see the extend and transfer of their knowledge from classroom to individual work.

Challenge - The challenge I face is, these students need support and monitoring to complete the tasks. As they do not get the support at home, many are reluctant to attempt the tasks on their own.

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Connect - I have used my PLT group's DI resources for my science lessons and have found it quite interesting as to how my students react to the different activities. Though I grouped them according to their WA1 results while teaching a new topic, a couple of 'high readiness' students were not able to complete their worksheets while a couple of 'low readiness' students could even help their high readiness friends. So it made me learn that students' readiness may differ for different topics.

Extend - I would need to observe my students' mood, pre knowledge and interest for a topic before I plan DI lessons.

Challenge - How to effectively get students to choose their own DI activities to suit their learning.

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Connect
Use of resources designed during PLT sessions on the students based on their learning needs on scientific concepts. For example, crossword puzzles for students with high needs while student with low needs will complete fill in the blanks worksheet.

Extend
Allow the students to choose their tasks they want to work on.

Challenge
Getting students to 'sign up' for the remedial lessons as it requires self-discipline.

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Connect:
We have looked at different ways of incorporating DI in our lessons in our PLT. For my lessons, have grouped the students in the different ability levels and do the tasks according to their level.
Extend:
Give more opportunities for students to do tasks according to their ability levels.
Challenge:
Currently with the SMM measures, it is a challenge to group students according to their ability level as we may not have all 3 groups in one form class. Also would like to know more about the equalizer.

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Connect
Most often I use tiered tasks in terms of either content or product. I have used it for pre-writing activity for Composition Writing, Comprehension OE, interactive component, e-oral practice.
I practice flexible grouping as per students’ readiness or ability level in the various skills (Speaking, reading, writing).

Extend
Instead of just keeping to pen& paper kind of end product, I have created opportunities for students to present their work in their own way according to their interest/ expertise (multiple intelligence).

Challenge
To avoid inter-mingling, I always kept grouping as per their form class only. It would be more effective for collaborative learning, if students can move freely.

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Connect:
I have used flexible groupings and tiered tasks in my classroom. When teachers in my level come together to brainstorm for ideas during PLT, we try to ensure that we engage the different readiness groups during for different lessons. E.g. Stretch the High Readiness Group in 1 lesson and Support the Low Readiness Group in another.

Extend:
I would like to try to allow my students to sign up for the remedial sessions that they feel they need help in.

Challenge:
I wish to learn more about the Equalizer and how to go about using it effectively during lesson planning.

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Connect:
In our PLT discussion, we explored ways to engage different groups of students. We discussed about we can do to conduct DI more effectively in our lessons. We are taking turns to try out the lessons that we have designed.

Extend:
Allow my students to choose the task that best suit their learning style. I hope that my students can take ownership for their own learning.

Challenge:
To understand how the equalizer works. Do not quite understand how to apply this concept.

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Connect
As for my PE lessons, I will usually do a general task with the whole class (i.e. passing and receiving a chest pass from a partner) to gauge students ability to pass and receive a ball. From here, I would group the students according to their skill ability and assign differentiated tasks to the groups to complete.

Extend
Vary my tasks(i.e. complete 15 passes (high ability grp) to 5 passes (low ability grp)) to challenge students' ability and create opportunities to push themselves and successfully complete their challenge.

Challenge
To maintain students' level of enthusiasm and focus throughout the lesson through passing drills. and to get students from the low-ability grp to upgrade themselves to the next tier grp.

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Connect:
I have tried to tiered tasks in my classrooms for the different readiness groups in my class. For example, challenge activities for the High Readiness students.

Extend:
Allowing my students to choose their tasks for the challenge activity.

Challenge:
How I can select my students for Remedial. Can I get them to 'sign up"?