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Are there any strategies adopted to cater for learner diversity in the English Language subject in your school? If yes, share the strategies with other.

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1. With reference to what have been covered (i.e. cognitive factors, learning styles, affective factors, etc.), what are the related teaching implications?

2. What can we as teachers do to respond to these individual differences?

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At my school, we use two sets of teaching materials. Set A is much easier and set B is more challenging. Some questions are designed for high achievers.

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For the cognitively strong learners, teachers would do good by first completing the bare-minimum expected of these gifted students based on the prescribed school curriculum. To avoid boredom, they can be exposed to a few higher-order-level thinking questions which involve more of concept application and critical thinking, to retain the atudents’s interest in the subject. During class discussions, such students could contribute by sharing their ideas for their peers to learn from. Pairing up cognitively brighter students with the average students could also help facilitate classroom learning.

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For the cognitively strong learners, teachers would do good by first completing the bare-minimum expected of these gifted students based on the prescribed school curriculum. To avoid boredom, they can be exposed to a few higher-order-level thinking questions which involve more of concept application and critical thinking, to retain the atudents’s interest in the subject. During class discussions, such students could contribute by sharing their ideas for their peers to learn from. Pairing up cognitively brighter students with the average students could also help facilitate classroom learning.

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For the affective strategies to be adopted by teachers, focus should be mainly on overall learning and enjoying the process of learning. Over-correction of errors should be avoided. A combination of movement-based activities with good visuals and traditional lecture mode could offer variety to students.

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For weakers students, we tend to use more visual aids to help them learn the language item. 

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For weakers students, we tend to use more visual aids to help them learn the language item. 

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Teachers have to be sensitive to different learning styles of students. Teachers should adopt a variety of teaching strategies every now and then.

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For students with communicative learning styles, teachers could encourage students to do more discussion and share their own points of view with others. Debates and role plays can also be done in the lessons.

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There needs to be a range in the design of the materials that is tailored to different learners in the classroom.    

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There needs to be a range in the design of the materials that is tailored to different learners in the classroom.    

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In response to students' different learning styles, e.g. communicative-styled learners.Teachers can consider devise strategic approaches e.g. role play, drama to enhance students' interactive skills.For concrete learners, teaching with visual aids, authentic subjects for demonstration will be advised.

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In response to students' different learning styles, e.g. communicative-styled learners.Teachers can consider devise strategic approaches e.g. role play, drama to enhance students' interactive skills.For concrete learners, teaching with visual aids, authentic subjects for demonstration will be advised.

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We can have some classroom activities for kinesthetic and interpersonal learners and some videos and images to show for visual and auditory learners, then we can cater for different learners' needs.

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We can have some classroom activities for kinesthetic and interpersonal learners and some videos and images to show for visual and auditory learners, then we can cater for different learners' needs.

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teachers design differentiate worksheet to cater for individual needs of students

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For extrovert students, learning activities which are communicatively oriented should be conducted. For introvert students, individual work can be provided more frequently.

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For higher achievers, teacher provides less hints for students, whereas, for lower achievers, teacher will give more hints for students. E.g. teacher will provide the first alphabet in a fill-in-the-blanks question, or provide example and demonstration to less capable students to make sure they understand the question

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I will prepare 3 sets of mateirals, namely basic, intermediate and advanced. Students will all do the basic level together and fast learners can then move on to higher levels in order to challenge themselves.

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Teachers should try to break down each lesson into smaller parts, so that students possessing different strengths can maximize their uptakes. For example, in a 35 minute lesson, a video can be played in the first 5 minutes, so as to draw attention and allow visual learners to learn more effectively. Then in the next 5 minutes, teachers can do some lecturing, auditory learners can maximize their uptakes in this 5 minutes. And then 5 minutes on individual work, logic styles can learn better in this part.

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Teacher should

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teach.

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More input should be provided to weaker students

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As a professional teacher, we should identify their learning styles first then apply responding learning strategies to individual learners in order to improve their learning effectively.

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Teachers may devise the following approaches:
-graded worksheets according to students' levels
-extra supports to lower achievers:remedial classes
-For dyslexic students, metacognitive strategies such as picture matching games to improve their spelling and phonological skills

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What electives are offered at your school?
What decisions did your school make when deciding what electives to offer?