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Group 1 PE
Group 2 PAM
Group 3 SS
Group 4 EL
Group 5 MT(CL)
Group 6 MT(CL)
Group 7 MT(CL)
Group 8 MT(TL)
Group 9 EL
Group 10 EL
Group 11 MT (TL)
Group 12 MA
Group 13 MA
Group 14 MA
Group 15 MA
Group 16 SC

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3 considerations

resources that can be used and shared

topics that are suitable for DI

segments of lessons for the need for DI

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Learner's profile
Classroom culture
Determining success criteria

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1. Grouping of students can be done according to different ways, such as ability, interest

2. Relatedness with the students: to connect with the students at the personal level.

3. Help the students to have a sense of belonging to the class by giving them opportunities to work in groups and set group routines and expectations

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The understanding of our students' readiness, diverse needs, learning profile and the ability of the students so that we can purposefully practise the flexible groupings effectively in a DI lesson to cater to their diverse needs to bridge the gaps in learning.

The DI resources that the various dept can prepare to help teachers cater to the interest or ability of the students.

Identify which guiding principle of DI we are using for our lessons and the rationale.

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to know the profile of the Lasallians in class better to cater to increasing relatedness better

To decide which element of DI which we want to enact in the classroom to help to students better

To cater to more autonomy in the class when possible.

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- Focusing on Empathy in addition to CAR to achieve learning thro DI.

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1 time consideration
2 students profile
3 readiness

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3 considerations
-Is it meaningful, necessary. DI cannot be just implemented brutally
-Does it address learning needs, look into
different aspect of Students Profile
(Relatedness)
- Does it empowers students (autonomy) and scaffold learning to meet success criteria

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1. By having a better understanding of success criteria, to have differentiated and appropriate success criteria for different groups of students so that they can achieve the criteria suited for them.
2. To craft better groups taking into considering motivation, interest, passion, current seating arrangements, etc.
3. To have DI as and where possible, as from my new understanding, DI does not need to be elaborate or a full lesson, but can fit in as and where possible. Small steps towards continuously improving our lessons.

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1. Learning about each child's needs is important as it shows that we care to their needs and want them to matter

2. Interest based mode can be useful to ensure the fluency of processes as students will be more engaged

3. Prior knowledge
Knowing where the students are will help in getting the basics across and ensuring that help is rendered by teachers when there is a need

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3 considerations
1) learners’ readiness
2) activities that DI can be applied
3) resources available for lesson planning with DI

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1. Important to have clear learning outcomes.
2. Align activities to the LO
3. Have an appropriate success criteria.

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Class dynamic and student profile. How do the lesson cater to the interest of the students.

Readiness of the students. How much prior knowledge do they have.

Lesson objectives as to what is the purpose of the lesson, what do you want the lesson to achieve. Decide on whether to differentiate content, process or product. What choices to provide for the students?

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1) Students Profile in planning lesson
2) To be able to relate to my students
3) Having different activities for my students’ interests and preferences ( giving them the autonomy)

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1. Reach out to make every child feel important and necessary.

2. Find out students’ current readiness

3. Match processes, instructions, product to students’ current learning needs

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1. Resources for DI lesson
2. Topic to infuse DI lesson. May not be feasible to do for every lesson.
3. Understand pupils' readiness and profile.

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1. Learner profile/ Class dynamics
2. Readiness of pupils for the specific topic
3. Which aspect is suitable to be differentiated for the topic

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1. Mindful of class dynamics

2. Mindful of students learning disposition and learning style

3. to have achievable manageable success criterias that align with the learning objectives

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DI can always be tailored, based on content and class profile. However, not all lessons/ content can be DI in terms of its process or product. At the back of our minds, as long as we are conscious and aware of C-A-R-E ~ DI is always happening

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- Varied activities to cater to different needs
- Giving the students room to explore, while feeling confident
- Setting meaningful tasks

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1 efficient vs effective - which is more important for students' learning?

2 how to more effectively weave in relatedness in our lessons

3 while giving students choices, how do we ensure that the choices are meaningful and meets learning outcomes?

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1. Setting tasks that cater to student’s preference.
2. Differentiate process based on student’s readiness

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Considerations when enacting DI

students’ background knowledge

time

content of lesson