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False, products can be different. Can also give students options to maximise their potential

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False. The students can be doing the the same task but the scaffolding instructions can be different.

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False. The students can be doing the the same task but the scaffolding instructions can be different.

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Vanan

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False. The instruction may be the part that is differentiated, not necessarily the activity. The materials given can be different as well.

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Products can be different.
False
Wan Churn

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False. The activities can be banded according to the varying learning styles or learning abilities.

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Undecided.

I've experienced both types of parents. It really depends on how ready are the parents in accepting that their child has a different approach to learning

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May not be true as I think DI is to engage the learner better at their best interest, instead of just levering them up

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to a certain extend it is true.

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False.
The purpose of DI is to let the learner learn at his pace and readiness level and not to catch up with others.

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Not quite true. with the differentiated activities, struggling learner may be able to catch up with the right intervention

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True. They may have the mindset that if the lessons are different, their child may be losing out. This may come from the mindset that there's only one way to learn something.

False. Parents may want differentiation as the value the customisation of the learning to their child.

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Agree.

However, students can be uncomfortable if they perceive that they are being given "simpler" work than their peers.

Ideally we would want them to be comfortable with differentiated learning processes.

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Yes. I agree that most parents are averse to differentiation. As eventually, the students take the same assessment thus they are afraid that they might lose out.

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False

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False. In a LP class, parents might not know what differentiation is. Anyway, if they have concerns it is our responsibility to enlighten them on how their child will benefit from differentiation.

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False
Not necessary as students can produce varied levels based on their capabilities.

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True. If students are uncomfortable, then they would not be able to learn well.

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False.
It can cover any form, be in core or non-core curriculum. e.g. in PE & PAL . It is about the task, the audience and the intended outcome.

- Jennifer

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I disagree. Teachers can differentiate through content, process and product. When differentiating by product, teachers can allow students to choose how they would like to demonstrate their understanding of what is being taught.

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False. Given that we have at least 20 and up to 40 students at once, we can instead have 3 groups of students and 3 sets of instructions/tasks for these groups. As the learning outcome for everyone is still the same, they should all be working towards the same goal. They could be doing similar tasks with different levels of scaffolding.