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Not individualized instruction

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one worksheet for all abilities

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different level of difficulty within one worksheet

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Same material for everyone

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varying the amount of work

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time fillers

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varying the tasks

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Complex. Gauging readiness level of each ability group accurately before lesson planning.

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Complex. Gauging readiness level of each ability group accurately before lesson planning.

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Yani

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TCY- Tiered worksheets. Personalised instruction

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Flexible grouping

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ability
worksheets
levels

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Providing more support for the lower progress students / stretching the higher progress students with more challenging tasks

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Similar instructions

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Ability, progress, process, content

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One size fits all

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Giving more questions for advanced learners to complete
Giving fewer questions for weaker learners to complete

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Providing scaffolding for low progress learners

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Providing scaffolding for low progress learners

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Yani

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product, process, environment, planning, design

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More scaffolding for lower-progress learners, allowing choice in product creation for e.g. a project

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Student readiness

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TCY- customised, personal interest

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Yani

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Pitching instructions to students of different abilities

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Pitching instructions to students of different abilities

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Having students create different products
Providing necessary scaffolding, e.g. in writing lessons

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Appropriate

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Parallel Task - Jennifer

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more challenging tasks for HA learners and less challenging for LA ones

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Time filler to engage different students

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Expert stations

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Customised materials to scaffold students to support their learning of a concept

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Parallel Task

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targetted at different learning  abilities within the same classroom

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Smaller groups, scaffolding

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Letting students choose the questions they wish to do in a worksheet

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Being able to tailor the lesson to the needs (e.g. readiness, learning styles) of the students

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differentiating activities based on the  content  of your lesson

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differentiating activities based on the  content  of your lesson

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Changing learning pathway based on students needs

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Changing learning pathway based on students needs

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Saravana

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giving tasks that allow student to choose based on their interest / confident level

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giving tasks that allow student to choose based on their interest / confident level

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content / process

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learning stations

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student centred in the design of the lesson

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Scaffolding
Varying complexity

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Tailoring to students' needs

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ccateri

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content, product, learning environment, process, assessment

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banded approach, smaller learning groups

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Math tasks that are pitched to ability but achieving the intended outcomes

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Designing lessons based on the readiness levels of students.

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Sze Han: Giving advanced homework on topics not covered in class

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Sze Han: Giving advanced homework on topics not covered in class

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tailoring instructions to    meet individual student's needs

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tailoring instructions to    meet individual student's needs

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Shiamala

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Targetted, Customised, Tailored

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Catering to different needs / interests / preferred modes of learning

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Aishah - Using different pedagogy for students of different progress

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Aishah - Using different pedagogy for students of different progress

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Sze Han: Readiness, content, process and product

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Sze Han: Readiness, content, process and product

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Catering to different learning needs/abilities through modifying parts of a lesson/assignment to achieve a common learning outcome

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An activity that could be used in different manners to cater to different learning needs. - Jennifer

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different activities with the same learning objectives to cater to different learning styles

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different activities with the same learning objectives to cater to different learning styles

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Yani

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Adjusting teaching to meet the needs of individual students

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different tasks catered to different ability

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different tasks catered to different ability

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Catering to the needs of students with diverse learning abilities

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Hans                     Understanding DI requires us to look at 4 main components : content, process, product and the environment.       

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Hans                     Understanding DI requires us to look at 4 main components : content, process, product and the environment.       

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Example for reading, the HP can read independently, the MP can have shared reading and the LP can get teacher to read to them.

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Customisation of learning activities to suit needs

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TCY To teach effectively by providing learners a range of different ways to understand new information-

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Different activities to cater to different students' needs

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Teaching based on readiness of the students

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Teaching based on readiness of the students

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Meeting different learning profiles and needs.

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Ability to design lesson based on the learning style and level of readiness of your students.

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Ability to design lesson based on the learning style and level of readiness of your students.