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In answering Qn 5 on the evaluation skill, students are first shown a sample of a good answer as an end product. Explanation is done on the different parts of the answer that makes it a good one. Students then work in pairs/groups to study 3 different samples of wrong answers and were required to detect the missing parts to the answer. This will force students to identify the different parts required in answering. In closing the lesson, students will be shown another good answer to solidify their understanding.

Yuslina

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Sec 3 EL teachers have dabbled with DI, especially in Content and Product these few years but this term, we differentiated how the students learn summary by providing 3 different sets of handouts -- providing very structured scaffolds for the Low Readiness students, and the teacher explicitly going through each step for this group of students. While similar handouts were prepared previously, this is the first time that the level is doing it together and the teachers put in effort to group the students based solely on their readiness in summary writing based on their results in Sec 2 EYE exam. While all teachers have the handouts, each teacher further adapted them for their class. For instance, for the most scaffolded hand-out, the students can collaborate with a friend doing the mid-readiness handout. Another teacher set a diagnostic for her class instead of using results from CASA. Currently, we are in the midst of reviewing how the students have benefitted from this form of learning. Quantitatively, the WA3 results will also be testament if this process of breaking down information for the more needy students work.

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In geography, SLS practice questions are presented in increasing levels of difficulty which the student can move on to when they feel ready. For example level 1 is recall of facts while level 4 is synthesizing different geographical facts to answer a question. Allowing students to move on when they are ready means they are able to take greater ownership of their own revision as well as proceed at their own time. Starting off with level 1 questions also gives weaker students greater confidence in experiencing success before being challenged by higher order questions.

Adam

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In history, content is important to understand (and convey). After a chapter is over, I often allow students a few ways to communicate how they've learnt:
(1) making memes - these require heavy contextual knowledge to make a good one
(2) Mind maps
(3) short essays

I usually allow students to use a medium they're comfortable with as long as they can show that they've learnt the content. Sometimes I also use freeze frames.

Weiyang

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Sequencing is of great importance in SS especially when approaching higher order skills such as evaluation of sources based on reliability or utility of source.
Agree that we need to start with the end product and be clear about it. For example, students need to know what type of answers they should in the end delivered. But to reach that point, students need to learn how to break it down into relevant “steps”. That is taught to students initially as scaffolds provided in class in the form of various guiding questions which may start as simple as just simple reading of a source. From this simple question, we build upon this and lead students to the end point. In traveling from point A to point B, students may need to pass through points C, D or even E and the correct sequencing would help guide students and direct them along the way.

Kim Gin

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I have attempted to invert sequence by starting with the end result of a topic and then giving an inquiry question to students on how the history of that country/personality ended that way hence giving students the chance to explore historical developments that allowed it to happen.

It is observed that most students are comfortable in following a chronological approach, helping in their sense-making in a sequential manner but a small group of students can handle a thematic approach that challenges the linear sequence however they tend to be more able, mature and those willing to think deeper.

This confirms that sequencing is very important for the majority of our students but we can challenge the more able to learn by making connections across learnt and new content through their inquiry.

Yati

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I provide a range of guiding questions, from general to more specific for students of varying abilities to provide different levels of scaffolding. For stronger student, general guiding question is provided, e.g. 'As you watch the video, jot down 3 strategies used by the city and describe how they make the city a more sustainable one'. For students who require more scaffolding, an eg is given above.  It would require students to tick and/or write brief descriptions.

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I have used graphic organisers (Coggle) for students to construct a mind-map personalised to their own understanding. It helps them to understand concepts better. It is a student-focused way of thinking.

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Use DI strategies to design the learning of 1E Unit 3. For the 1st text, use " tiered assignments " to carte students different learning needs. For the 2nd and 3rd text, use the " escape room" to facilitate students thinking and close the gaps. 

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Use DI strategies to design the learning of 1E Unit 3. For the 1st text, use " tiered assignments " to carte students different learning needs. For the 2nd and 3rd text, use the " escape room" to facilitate students thinking and close the gaps. 