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Our 1.5-hour Differentiated Instruction (DI) facilitation focused on adjusting learning experiences to accommodate students' varied needs. We started by introducing the DI framework and going over its three main principles: learning profile, interest, and readiness. A discussion of useful strategies teachers can use to differentiate instruction in terms of content, process, product, and learning environment came next.

In order to identify DI strategies in actual classroom settings, our peers worked through scenarios. We emphasized how crucial it is to continuously assess students and modify instruction in response to their changing needs. Lastly, we conducted a reflection session, allowing our peers to share insights and consider how DI could be applied in their own educational contexts. We had also had a game of Kahoot! The facilitation aimed to equip educators with actionable methods for creating more inclusive and effective learning environments.

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Differentiated Instruction (Renuka & Nashara)

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Understanding what is Differentiated Instruction

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Understanding what is Differentiated Instruction

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A reading for our peers before our facilitation session.

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A reading given to peers before our facilitation session.

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Differentiated Instruction (DI) _ SingTeach _ Education Research for Teachers _ Research within Reach

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During our facilitation, we organized an interactive activity to explore the five key principles of DI in depth. Each group received a concept map and took turns spinning a wheel to determine which DI principle(s) they would work on. If a group was fortunate, they were assigned a single principle; less fortunate groups tackled two.

Groups were given ample time to engage in meaningful discussions, drawing on their understanding and prior knowledge of DI. Afterward, each group presented their findings, providing insights on principles that other groups hadn’t worked on. This collaborative setup allowed for a richer, peer-based learning experience as participants learned from each other’s perspectives and approaches.

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In our “DI Strategy Relay,” each group was assigned a unique classroom scenario to analyze and develop targeted strategies that address students' diverse needs. Together, group members brainstormed differentiated approaches for content, process, product, and learning environment to create a more engaging and meaningful learning experience for students in their scenario.

In addition to developing strategies, each group crafted specific learning objectives and shared with the class how their tailored approaches would support student success. This activity encouraged collaboration, strategic thinking, and reflection on how and why each strategy would be effective in meeting various student needs.

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We wrapped up our facilitation session with DI Quickfire!, an engaging game of Kahoot! designed to gauge our peers' understanding of Differentiated Instruction. The fast-paced quiz kept everyone on their toes, sparking friendly competition and enthusiastic participation as peers tested their knowledge on the topic. The energy was high as everyone vied for the top spot, making for an enjoyable and memorable conclusion to our session.

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We kicked off the session with a short video by Carol Ann Tomlinson, providing an introduction to the concept of Differentiated Instruction (DI). Before playing the video, we gathered insights from our peers, encouraging them to share their prior understanding of DI, as well as perspectives gained from the readings we shared beforehand. By hearing directly from Tomlinson herself, we set a strong foundation for the session, connecting theory with real-world expertise.

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Carol Ann Tomlinson - What is Differentiated Instruction

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At the end of the our facilitation, Dr Heng shared insights on how Tomlinson's framework for DI evolved over the years, reflecting a deeper emphasis on student-centered teaching and adaptability in response to classroom diversity.

In 2011, Tomlinson’s framework emphasized the foundational elements of DI: differentiating content, process, product, and learning environment based on students' readiness, interests, and learning profiles. This version provided educators with strategies to address varying student needs while maintaining a consistent curriculum standard. The focus was on adjusting teaching approaches to better align with student diversity, essentially creating flexible pathways within structured learning goals.

By 2013, Tomlinson’s approach placed even greater emphasis on responsive teaching, underscoring the importance of teacher-student relationships and the need for continuous assessment. While the 2011 model introduced the DI basics, the 2013 update refined this approach by integrating ongoing formative assessments and feedback loops, allowing teachers to adjust strategies more dynamically. Tomlinson emphasized that teachers should not only adapt the four core DI elements but also cultivate a supportive, growth-oriented classroom culture where differentiation is a seamless, ongoing process.