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Deliver lessons at different levels of difficulty based on the learning style of each student.

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Deliver lessons at different levels of difficulty based on the learning style of each student.

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we did diagnostic test first then we will see their level of language. After that, we will use different strategies.

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We have started differentiated learning on students who have special needs by adjusting their assessments and done peer coaching for weak students.

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We have started differentiated learning on students who have special needs by adjusting their assessments and done peer coaching for weak students.

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Further input: Differentiated learning is key to young learners through the monitoring of their progress and enthusiasm. With the correct amount of support and individual aiming of tasks at ability, the variations of learning progress can be countered without having a negative effect upon the student's mental wellbeing. 

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Further input: Differentiated learning is key to young learners through the monitoring of their progress and enthusiasm. With the correct amount of support and individual aiming of tasks at ability, the variations of learning progress can be countered without having a negative effect upon the student's mental wellbeing. 

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Before starting the lesson, teachers need to know their competence and skills first. Then, group them and teachers can design the lesson plan afterwards. Teachers need to adjust the lesson objectives based on students' skills.

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Working conventionally by giving extra time to specific student to provide in-depth explanation as needed by the student.

Multistage worksheet to identify the level of understanding for each student.

Working with peer teaching. Focus more on strong student, and giving supervised special slot for student to make discussion and collaborative learning.

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We can do differentiation in project work by assigning strong students to work with weak students so that their tasks on the project are differentiated. However, in some  cases it helps to put weaker students together with each other so that they are obliged to assume leadership and creative roles, which otherwise they tend to avoid. Thus, students cannot hide in a fixed mindset, in which they believe that they are forever destined to do simple and undemanding tasks.

In assigning reading texts, we already take care to ensure that the level of the text is appropriate for the student, so that each student will be working in her or his Vygotskian Zone of Proximal Development.

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Using same material for students but provide extra support or time as needed.
Language skills are challenging even for good second language learners so vocabulary consolidation a constant feature of instruction.
Different types of activities that appeal to different types of learners but no consistent program for specific learners.

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Teaching the same material to all students using  different instructional strategies( Games, Investigation, Skit, and others)

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Teaching the same material to all students using  different instructional strategies( Games, Investigation, Skit, and others)

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In art class, we tailor everything to each individual taste and skills. Each individual will try to explore their own imagination within the boundary of academy honesty.

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When designing a lesson, we need to consider student’s individual learning style and levels of readiness.

For it to be effective a lot of students with different learning styles or learning disabilities should benefit from it. For instance, different project/product for one topic. One group with members who are good in writing can create an article, one group makes a short video, another group with visual learners makes a poster or infographics. Different final products, different styles used, same objectives met.

Techniques: group students by abilities, shared interest, topic

Adjust lesson content to meet students’ needs.

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Teachers differentiate content, process and expected outcomes according to student's readiness, interest and learning profile.

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Differentiated learning is not just for SEN students but for all types of learners.

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Students are grouped according to their abilities.

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Students are grouped according to their abilities.

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In groups, we discussed how to apply differentiated learning approaches to our classes in order to cater to different learning styles and abilities. Some of us say that this is already being practiced. Aside from the same material that is used for all learners in a class, different approaches are used, e.g., prints, slides, videos, mathematical formula, answering worksheets, group discussion, mentor-mentee pairing, scaffolding and the like. Learners are also asked to communicate their feedback to the class. The semester assignment is one assessment task that makes use of differentiated learning. Extension activities are also given to challenge strong students. In JC1 and JC2, we occasionally link TOK and CAS with the lessons. Still, this is an aspect of teaching that needs to be refined.

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Have a mix ability of students within a group to get students learning from other students

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Differentiated learning is important. It needs a thorough understanding of the zone of proximal development. Scaffolding is also important.

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Differentiated learning is important. It needs a thorough understanding of the zone of proximal development. Scaffolding is also important.