# data[].attributes.body
We can consider

Pre-grouped the students based on teachers' observation.

Wishlist (Students take charge of their own learning): We can allow students to group according to their abilities after a game play.

# data[].attributes.body
The students came in with very different level of psychomotor skills so the rate of the mastery of new skills and concepts varies and these can affect their game play (application of learning) especially in team sports. Differentiated environment allows modification of games space and rules to level the play so that every student feels confident to apply what they learned.

# data[].attributes.body
Differentiating the environment set up to teach the same skills/concept to make it less "threatening" for the lower ability learners yet meeting up to the challenges of the higher ability learners.

Eg. To teach possession, we can have simple throw and catch/dribbling for beginners, same activity with passive defenders for intermediate and dynamic defenders for high ability learners.

# data[].attributes.body
We can use this to conduct HCL/CL oral practice.

# data[].attributes.body
Explore different venues outside of the CR, and allow students to take on the role of a designer or musician in a problem based task.

# data[].attributes.body
2024 PLT initiative on collaborative learning in small groups in class. Mixed ability grouping of students

Facilitating perspective-taking through role-playing can be applicable to socio-ethical discussions in Bio. Guiding students to examine and shifts in thinking

# data[].attributes.body
Useful for discussions on eithical issues in Bio e.g. gene therapy, genetic modification

# data[].attributes.body
Suitable enviroment and seating layout will make learning more effective and fun for learners and teachers

# data[].attributes.body
Change of environment, or configuration & perspective taking, promote a more conducive and inspiring setting

# data[].attributes.body
Differentiation by student interest

Out-of-classroom experience to create a new environment to do their presentation and discussion

# data[].attributes.body
Proper seating arrangment and spaceful enviroment to facilitate the discussion and presentation

Allow studnets to showcase their points in the way they are good at or interested

# data[].attributes.body
The set up, task differentiation & role play simulating authentic scenario for learning enabled students to experience and make sense of how the knowledge skills n content is applied in real world setting

# data[].attributes.body
Allowing students to present according to their preferences and doing role play to allow students to think from different perspectives so that they can produce better arguments.

# data[].attributes.body
We can allow students to design for their preferred users and allow students to curate their own recipes based on interest.

# data[].attributes.body
Students are motivated to explore their ideas and present in a way they are comfortable with.

# data[].attributes.body
Different students have different preferences of learning style/method or absorption rate. To engage students of different ability and interests. Space is important to do DI. Using Role Play and points system to motivate students to achieve the goal of assignment. Spilt into Delegate, Journalists and Press Corps with different guiding questions. Students can use their own ways of presentation eg. Rapping etc.

# data[].attributes.body
varied seating arrangement to cater to whole class/group discussions

at the same time it is applicable to have the students to debate on content based on the different specific themes

share the researched content onto padlet for easy access and revision

# data[].attributes.body
Being able to understand students' learning preferences and styles can help to inform our instructional strategies. While it might be challenging to think about how we can address ALL the varied needs, it helps us be more intentional about the variety we provide in our activities.

# data[].attributes.body
In Geography, there has been a few "wicked problems" that can allow students to explore different perspectives, e.g. Should Pulau Ubin be developed into a tourist destination?

Students can adopt views of different stakeholders.

# data[].attributes.body
Changing the environment to be less threatening and more conducive to the learning objectives

Changing the environment can help students make connections to the external world or help them think/ interact more freely.

We've brought students to the track for cloud-watching, and to Garnet/ Limelight for more collaborative discussions and dramatisations. Hope to continue exploring playing around with space. Would also be good to have rooms with movable furniture for easier classroom re-configurations.

# data[].attributes.body
Students will have more buy-in for their learning if empowered with choices.

# data[].attributes.body
There is a choice given to students to display their conceptual understanding - role play, rap etc, increasing their level of interest in the subject and engagement in class.

# data[].attributes.body
The use of the physical space for the activity was interesting. We realised that it could affect the learning environment and students' readiness to engage in the activity. Perhaps we can think about we can apply to larger class groups as well.

# data[].attributes.body
We can apply it in terms of PRWC questions and test students on applying conceptual understanding into real world applications.

# data[].attributes.body
The non-typical artefact outcome of a song through roleplaying makes the lesson more engaging and interesting.

# data[].attributes.body
When choice is given to students, they will have opportunities to improve the required skills based on their interests

# data[].attributes.body
The role playing helps student to take a different perspective (like a role of identity), testing students on the application of concepts in relation of the context.

It enhances students' engagement as they are able to relate theory and context to authentic experiences.

# data[].attributes.body
This is directly applicable for upper IP EL because there is a stronger emphasis on content knowledge for EL. However, we are concerned about the time it will take to do one lesson like this, as well as the motivation of the students to do a good job out of it. Theoretically, if all the students play their part, the lesson will be good. But in reality, that may not happen.

Also, for SEC track, there is a stronger emphasis on various language skills. It is harder to design a lesson like this if the focus in on skills.

# data[].attributes.body
What was interesting was the choice given to students to either respond as a delegate or a journalist.

The positioning of the tables also allowed for access to each other that can make the lesson more engaging since it is a discussion

# data[].attributes.body
When students are exposed to multiple perspective taking, it fosters deeper understanding of concepts.

students learn better when they have the autonomy to choose the type of product that wish to present their learning.

# data[].attributes.body
Joy of learning is very important for the students. And a link to real-world makes it authentic for them so that they know why they are learning certain things. The different roles allows differentiation both by interest and personality.

# data[].attributes.body
The change in physical settings is interesting as this allows students to have a more conducive space for discussion.

increases student engagement, especially role play, allows students to adopt different perspective more effectively.

# data[].attributes.body
The role playing was interesting. The students seem very engaged. They were having a lot of fun while learning.

# data[].attributes.body
The differentiation of learning environment by allowing the students to do a role-play was interesting - it helped the students to adopt the mindset of the key actors, and in the process to learn what the motivations for each stakeholder was which resulted in the decisions/actions taken in that time period.

# data[].attributes.body
One example in which we can differentiate by product is to give students a more open-ended question such as "write what you know about sodium chloride". In a class of 30+, this should generate enough responses for a teacher to do an overview. For example, some students might prefer to draw diagrams (dot-and-cross) to represent the substance. Some students might prefer to list out the physical properties of the substance.

# data[].attributes.body
When students are put in the right frame of mind due to the role assigned, their interest will motivate them to want to learn more about the topic. Getting the students to self reflect is important for their learning and helps them strive for improvement on their own without constant reminders from the teachers.

# data[].attributes.body
Use of the re-configuration of physical environment in the form of seating arrangement to enable different learning experience and to interact cognitively with the content material.

Differentiation of product delivery - showing their understanding via different modes.