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Knowing our students well, Differentiation, differentiate activities,

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Differentiated Instruction

Providing suitable scaffolds

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Maintaining their love for learning using various strategies. 

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Careful planning of lesson so as to cater to the diverse needs of the class. The learners must be able to complete the tasks, even if it means differentiated product.

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We need to build a good relationship with the child and also build a community to collect information about the child from the parents, other subject teachers and even teachers that taught the child before. With a better understanding of the child, we can understand his/her needs, and then we can cater to the needs.

Differentiation: Allowing students to choose how they engage and what to engage in. Encourage students to develop a growth mindset, so that each student believes that every student has room to improve.

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Ensure high achievers are given more challenging tasks and weak learners are helped in every way.

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Aiming for learner equity by using differentiated instructions at appropriate junctures and activities. Spending time to connect with students beyond the surface to understand them better.

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Apply DI and additional challenging work for the HA students. Assist the LA only when they have completed their own work.

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Have a buddy system whereby the fast learners will teach/help the weaker ones.

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1. By giving them DI tasks. Eg., additional challenging worksheets when they hv completed their work.
2. By ensuring that the weaker ones have understood on a regular basis/ scaffolding.

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Find out the learning needs and preference of each child, cater to their needs as much as you can through DI, grouping, customise support

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Get them to help the weak pupils and be involve in the decision making in class and set a good example in learning.

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1. Know our learners well.
2. Prepare a variety of materials so that multi-modal learning takes place. Does not have to be every lesson but make the effort to try something different to engage learners.
3. Assess their progress regularly and remediate.  ----ya li

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*Differentiated instructions

- Have tiered instruction so that those who have completed can reach out to these resources.
- Also to have a variety of work for them to do and cater to their needs.

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Know the student

Tailored Q&A according to their needs

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Assess their underatanding frequently and tweak next lesson accordingly.
Have in mind different approches to solve qns as different learners learn differently.

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(1) Ensure that all students have a chance to participate in the discussion (within the week).
(2) Get them to help the low progress student(s) who fail to respond to questions posted.
(3) Paraphrase should we notice the students fail to understand the questions

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During any activity in class i would use the wheel, class dojo or classroomscreen app to randomly select students to answer or ask questions. I would also use ice cream sticks with students name to select students to answer

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Physical Education
1) General assessment to have a sensing before grouping students based on their abilities
2) Differentiated tasks for different groups students of differing ability

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We can use differentiated instructions eg. by process. For example, in a Science lab session, students can be grouped according to their level of readiness (assessed by their work or mini-quiz). High achievers given tasks like drawing the possible set-up given the apparatus and aim whereas the weak leaners can be given the step and they have to rearrange the steps.

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1. By building positive TSR and understanding the needs of the learners.
2. Knowing what kind of learning best suits them and cater to their learning style in your lesson.

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Cater to the different profiles of students through effective differentiation. Stretching the high progress students while scaffolding those who need extra support. Also provide choices for activities and presentation modes to cater to different interest groups.

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Pitch the teaching to target the middle group of the class which forms the majority. Provide additional scaffolding to support students who require more assistance. Stretch the better students by giving them more challenging or creative task which require them to put on their thinking caps.

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Just like establishing a thinking routine, it does take time to plan, practise and reflect on the part of the practitioner. DI is a way of thinking. How we collect info about our learners and make use of these different forms of info will be important too as assessment will be ongoing.

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DI. leave my instructions open-ended so students can interpret it according to their readiness levels. which leads to a differentiated product

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High achievers: teach them to be independent learners, and provide more challenging practices with less supervision.

Weak learners: need more time and explicit teaching to help understand concepts and procedures.

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Understand each child’s learning needs and address them when we teach...

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I would provide scaffolding for the weak learners and at the same time challenge the high achievers to provide the answer and share them with the peers during class discussion. I also conduct remediation class for the weak learners to reinforce their learning so that I can bridge the learning gaps.

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I would provide scaffolding for the weak learners and at the same time challenge the high achievers to provide the answer and share them with the peers during class discussion. I also conduct remediation class for the weak learners to reinforce their learning so that I can bridge the learning gaps.