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Main Takeaways:
A) Teachers can provide differentiated instruction via content, process, product and environment to meet the learners' needs, which are their readiness levels, interest and learning profiles. This is as each brain works differently. It is important to give breaks in between for the brain to process the information as well.

B) This SDL was a good experience as it is a good exposure to methods of teaching for HBL which are becoming more essential due to the world climate now. Also, I am able to vary the pace of learning and the different pitstops to check for understanding are very timely as well.

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Take-aways
- Need to understand the students' readiness, interest and learning profile - through various ways such as formative and summative assessment, quiestionnaire & observation on how they process and make sense of the information
- teacher should put in a lot of thought and make extensive preparation to implement DI
- interesting yet challenging to consider different factors to differentiate, such as differentiating content based on the readiness levels, and using equaliser.
- There are many ways to scaffold students' learning beyond questioning, such as having visual aids, providing partially filled handouts
- Teachers to use the Bloom's Taxonomy as a basis to structure our questioning according to the student's level.

Learning Mode:
- Use of various assessment tools to check understanding (padlet, quizziz and mentimeter)
- Use of videos to reinforce teaching points

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Main Takeaways:
1. DI is important to help engage learners and we can differentiate them based on their readiness, interests and learning profiles.
2. There were many strategies presented in the videos that we can possibly try out in future. One that I really liked was to get students to get into groups based on their own judgement of their readiness levels, and allowing them to 'upgrade' themselves whenever they feel ready to do so.
3. The videos on learning centres and how they can be used effectively (different modes of learning/activities at each centre) to cater to the needs of each group of student also gave me a clearer idea on how we can employ this strategy effectively in our classrooms.

Learning Mode:
This SDL was engaging as there was a wide variety of resources provided to learn from and i can also review them at my own pace.

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My take-aways:

DI is important as our students come with different backgrounds, different prior knowledge, different learning styles and different needs. An effective teacher is one who plans and designs lessons to try to meet the needs of the students while at the same time, keeps things fun and engaging. I think the challenge would be to meet all the needs of the students as it might be difficult to execute a lesson that can really cater to all needs of students.

Thoughts on learning mode:

Again, I think this was a good introduction and exposure to what HBL/SDL could look like and how we could possibly execute such a lesson if and when we are required to - to harness the power of technology.

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-we must always Rmbr to cater to the different learning needs of our students. To do so, we need to first understand the learning profiles of our students, and subsequently differentiate the lessons conducted, through areas such as the Materials provided, the instructions given.
-scaffolding can be used to cater to the varying readiness levels of students. Some ways mentioned in the video are that we can try to build on the prior knowledge of students, and prompt the students whenever they need assistance. Other ways can include using using manipulative as well as getting students to discuss the concepts with another classmate who understand the concepts well enough (learning from other students)
-learning centres can be set up in class for students to perform various activities. Subsequently, a check in session is required so that discussions can occur for students to consolidate and share what they have learnt

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DI must be planned, not executed on a ad-hoc basis and adjusting along the way. As such, the instructions and rules must be explained clearly from the start so that students understand and do not discriminate or get judged for different readiness.

There should be flexibility for students to change according their own perception of their readiness, both upwards and downwards, and it can differ from topic to topic, since the learners profile is not universal.

Content should also be clearly distinct for the different groups so that the difficulty levels will be able to stretch yet within each group’s “+1” or ZPD. Scaffolding should be in place for the different groups as well, and removed once the group has reached their potential.

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Take-aways:
1. Remember to plan for the removal of scaffolding
2. Important to have a positive classroom culture so students do not feel uncomfortable with differentiated instruction
3.  Allows teachers to provide targeted support when students are assigned different learning groups that cater to their abilities. Also interesting to have learning groups that vary based on their learning styles and interest.

Thoughts on learning mode:
I am able to review the content at my own pace and sequence. The embedded audios also allow me to refresh key ideas as and when required, which will be helpful for future reference.

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Main takeaways:
1. Teacher can provide differentiation in terms of content, process, product and learning environment according to students' readiness level, interests and learning profiles.
2. I liked the idea of flexible grouping, such that students can choose to 'upgrade' to challenge themselves.

Reflection on learning mode:
I like this approach because I get to do it at my own pace. I am also able to rewind/rewatch certain parts of the videos. However, I would prefer a ftf session so I can clarify certain doubts.

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a) I think DI works on the same understanding that students take in information differently because of how each brain works. I do agree that in an ideal learning environment incorporates DI so that it caters to every profile of learners - all children have the right to learn.

b) While I appreciated the change in learning environment and the use of different engagement tools (quizziz, mentimeter etc), I would have preferred to attend a face-to-face session.

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A) many useful learnings! Best could be the one that I think might be “easiest” to execute. By using Interactive Games that are tiered to stretch students accordingly, which gives them immediate feedback, and is an engaging format across different learner abilities. This then allows teacher to pull small groups out (those that need more help in certain concepts) for small group tutoring.

Another best takeaway in terms of something I didn’t think of/exposed to before, is that of providing stations that are varied according to different Intelligences/modes of receiving information - visual, kinesthetic, audio, interactive games, and even social interaction (with the teacher)! Very insightful.

B) this mode of learning is also DI at work for post-graduate students who are more independent learners. I liked that I could jump to explore videos first before going through the ppt. So I get to make use of my cognitive space to first learn what interests me most, and spend more time taking down notes and even re-playing videos as and when I need to.

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a) My takeaway from what I have learnt is that students can be independent about their learning and all of them have a different learning speed as well as different modes of learning. It is our role to try and have varied approaches to cater to everyone as well as to make it engaging for our students.

b) This session was engaging as there are varied modes of checking for understanding and I was able to learn at my own pace.

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DI is important to vary learning for our students as they all have different learning styles or abilities. We need to scaffolds to cater to different readiness levels.

This online lesson was engaging due to the use of padlet, mentimeter and quizziz.

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A) My best takeaway from the SDL is the different ways information are presented to get key ideas across.

B) This SDL was enjoyable as it allows us to learn at our own pace and the different ways to input our learning and ideas (DI)

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a) Differentiated learning is essential as every student learns at a different rate and has a different prior knowledge to make sense of the content taught in class. It is vital for teachers to be aware of how much their students know so that the right difficulty of work can be given to each student.

b) Creating an online lesson allows students to learn at the own pace but it may not be the best mode to transfer knowledge. Hearing and seeing the teacher in real time helps to enforce nuances and important points which may be missed through an online lesson.

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Differentiated instruction is important in the classroom so that ALL students can learn.
My best takeaway is that providing necessary and appropriate scaffolding is important in catering to students' different learning profiles and readiness levels.
I enjoyed this self-directed learning session because it allows us to review the materials at our own pace.

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It is important to take into account the students' readiness levels, interests and learning profiles so that we are better able to determine the type of DI that the students require. What resonated with me is that it is important to include activities that involve the 5 senses so that every type of learner has the opportunity to learn in the method that the prefer.

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It is important to note that the need for DI in this generation is especially vital as the learning profiles of students are becoming more varied. The challenge for educators is the ensure that the needs of all the different learning profiles are met, no one should be taught at the expense of the other. This topic has highlighted the importance of that.

Creating an online session is a good change once in a while, it allows individuals to learn at their own pace (can even be considered a form of DI in this case) without being pressured to keep up with the rest of the class.

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DI should take into account the following

1) importance of scaffolding to cater to different readiness levels

2) presenting a variety of ways for students to explore and make sense of information --  tapping on their differing interests and learning profiles!

3) brain-breaks are essential, especially so for children.

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A) DI encourages students to take charge of their learning, assess themselves (especially when they have to group themselves based their their self-assessment of readiness levels)

DI requires a lot of pre-lesson preparation by the teacher but it facilitates a smooth lesson flow during the actual task because class operates almost independently (dependent on routines that are set in place of course)

B) I liked this mode of learning because it allows me to learn at my own pace and zoom in on areas that are of interest to me.

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I feel that differentiated Instruction helps to avoid unintended and continued marginalisation or exclusion of particular groups of students and differentiation helps us as teachers to appreciate the diversity of learning needs in our classrooms. What really resonated with me was the text by Sparapani - that the responsibility of the teacher to have enough variety in the lesson so that during instruction each “brain” has sufficient opportunity to learn the material being presented.

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a) My best takeaway from DI is the strategies I can use to ensure that the different profile of my students can still follow through the lessons at their own pace. The brain is unique and teachers can utilise different approaches.

b) It is convinient as I am able to go through the online resources at my own pace. The use of Quizziz is also interesting.

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a) Slide 23 - teachers can meet subject and assessment needs by varying CPPE, and meet learners needs depending on their Readiness levels (assessments), Interests (surverys) and Learning Profiles (observed/self-reported).
At the start of the term, I should try to know more about my students.

b)  Good for learning at own pace.

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a) I found the portion on gathering information for DI the most useful. Besides just considering our learners' readiness levels, I learnt that we must also take into account their interests and make observations about how they learn and process concepts and skills. It is only when we have sufficient information gathered that we can truly execute DI effectively.

b) The online lesson was fruitful as I could watch the slides and videos at my own pace. Furthermore, the use of Padlet, Mentimeter and Quizziz were beneficial in checking for understanding.

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a) DI caters to the individual levels of learning needs. We should vary our lesson to the learner profile - the ways that the learner processes information.

b) This online lesson allowed me to learn at my own pace and it gave me the autonomy to choosing how I want to process the information provided to me.

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a) My best takeaway is learning the different scaffolding methods as i used to struggle with coming up with effective scaffolding methods during my contract teaching. I am now clearer of what are some of the scaffolding methods I can adopt and therefore more prepared for my future classes.

b) Even though this lesson is entirely online, it still feels interactive and engaging enough due to the use of padlet, menti and quizziz. The use of those platforms allow us to self-regulate our learning.

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DI is important for teachers to know so that they can help their students learn better.

By looking at the student profiles, we should come up with different activities to cater to their current level of knowledge.

Learning centers or group work is one way to get students to work together and help each other learn
- Marcus