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Complete the following sentence:

"Agency in my class today is..."

Reminder: to write your name when you submit your answer.

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What's your "AHA" moment during today's session?

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What's your "AHA" moment during today's session?

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Sample Sentence Stem: Agency grows when… because… so next week I’ll…

Reminder: to write your name when you submit your answer. Have fun applying your chosen differentiation strategy!

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Here's another useful resource that you can use to further into into differentiation strategies.

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Agency in my Year 3 class means:

Students have voice, choice, and ownership.

They ask questions and guide our inquiries.

They choose how to show their learning.

They set goals and reflect on progress

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Agency in my class today is students managing their time and resources to complete tasks in ways that work best for them.

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Agency in my class is ......

Voice: Sharing your thoughts during class discussions.

Choice: Picking how you want to show what you’ve learned (drawing, writing, presenting).

Ownership: Setting goals and working hard to reach them.

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Agency is providing students with different choices to express themselves through the inquiry process. They do this by choosing different platforms to present their understanding. This can be done from the start of the year where we collaboratively (voice) create our essential agreement through rules and goals for the year setting the foundation for meaningful actions.

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Agency in my class today is students having voice and choice in their learning, even in small ways like deciding how to show their understanding.

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Agency in my class is when my students are active participants who drive their own learning journey.

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Agency in my class is when students make choices, share their ideas, and take responsibility for their learning in fun and meaningful ways.

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"Agency in my class today is students demonstrating voice, choice, and ownership in their learning journey."

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Agency in my class today is when my students take an active role in their learning. When students have agency, they are more likely to be motivated and engaged.

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Agency in my class today is the capacity of students to act independently and make choices about their learning. It reflects students’ ability to set goals, choose strategies, evaluate outcomes, and take meaningful actions toward learning objectives.

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Agency in my class today is:

Choice – students have opportunities to make decisions about their learning and how they show their understanding.

Empathy – students listen to and respect others’ ideas, working together with kindness.

Responsibility – students take ownership of their actions, materials, and learning goals.

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Agency in my class today is where students take responsibility for their own learning by playing an active role in decision making.

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Myrna.

Agency in my class today is students use their voice to share ideas, have choice in how they learn and show their work, and take ownership by checking their progress and taking responsibility for learning.

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Agency in my class is evident when students make choices in their learning, take ownership of goals, and reflect on progress. They show initiative through questioning, collaboration, and problem-solving, while my role is to guide and create space for voice, choice, and ownership.

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Allowing learners to choices and to take ownership of the study material. Often, we would discuss a topic relevant or connected to the subject matter. Unfortunately, due to standardized assessments time is limited to explore other areas of interest.

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Agency in my class is when students take responsibility for their learning by making choices, sharing ideas, and leading their own growth.

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Agency in my class today is giving my learners an opportunity to reflect on their progress and share their research or writing they did at home in class.

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Agency in my PE class means getting to make choices in how you move and play, share your ideas and feelings and take care of your own learning while having fun.

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Agency in my class today is about students taking ownership of their learning.

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Agency in my class today is empowering students to have a "voice, choice, and ownership" in what, how, and why they learn.

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Agency in my class is ......

Voice: Sharing their thoughts during class discussions.

Choice: Picking how they want to show what they have learned throughout the day.

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In our Grade 3 class, agency means that students have a voice, make choices, and take ownership of their learning. It gives them the chance to share ideas, ask questions, and decide how they want to show what they know. By setting goals and reflecting on their progress, students become active participants in their learning and learn how to take responsibility for their growth.

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Agency in my class today is children making choices about their learning and feeling confident to share their ideas in their own ways.

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Agency in my PE and Gymnastics class has empowered students to explore, create, and express themselves through gymnastics, rather than simply following instructions. They have the ability to make choices and take ownership of their learning and movement experiences.

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Agency is my class today is that my learners are taking charge of their own learning.

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Agency in my class in the library means students arent just being told what to do. They encourage to make decisions, explore topics that interest them,including choosing books to read, and researching the topic that they are curious about.

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When students feel empowered to direct their own learning, take responsibility, and actively participate in shaping their learning journey.

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Agency in my class means giving my learner the voice, choice , and ownership .

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In my Grade 5 class, agency means being responsible and being able to manage time well. Also voicing what you have learning and making good decisions.

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Agency in my class gives my learners the voice, choice and ownership who share their thoughts in class in a comfortable and open minded environment.

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Agency in my class is:

Voice

Choice

Ownership

Students are actively involved and are given the choice how to show their learning.

Students are encouraged to set goals and reflect.

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agency in my class looks like students having choices on ways of reflection/showing work; having an opinion even if it differs from peers; if and when possible, personal projects, etc...*

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Student agency is fostered by allowing learners to make choices about how they share their ideas and learning during the inquiry journey. They may select from a range of platforms or formats to demonstrate their understanding. From the very beginning of the school year, this sense of ownership is encouraged when we work together to create our essential agreements, setting the tone for collaboration and shared responsibility.

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Agency in my class today is a work in progress—we're encouraging more student voice and decision-making.

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1. Children choosing how they want to share their learning and having a voice in what we do.

2. Learners taking small steps to show independence, like making choices and solving problems on their own.

3. Students being curious, asking questions, and showing me their learning in different ways.

4. My little ones showing confidence by trying, even if it’s new or tricky.

5. Giving learners the chance to explore, decide, and celebrate their own learning journey.

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creating an environment where our learners can share their ideas and feelings with confidence. They can ask questions and we can find answers together. It also makes learners to take action when they see something needs to be done.

Anne Kristine Causinng - KG

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Agency in my class today is the students work in mixed-ability or interest-based groups that change regularly to builds collaboration, allows peer support, and respects individual readiness.

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Agency is sometimes implemented in my class.

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Agency in my class today is students expressing their ideas and opinions freely.

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• “Agency in my class today is students asking questions.”

• “Agency in my class today is students taking responsibility.”

• “Agency in my class today is students supporting each other.”

• “Agency in my class today is students sharing new ideas.”

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Agency in my class today is empowering students to take ownership of their learning and library experience.

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Differentiated Instruction Plan - Grade 1

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مهمة جماعية – بناء لمدة 30 دقيقة، مشاركة لمدة 3 دقائق

افتح Padlet واعثر على قسم مجموعتك.

ضمن المجموعة، اختر موضوعًا من مادتك (مثال: الأعداد الأوّلية في الرياضيات).

خلال 30 دقيقة، صمِّم خطة تدريس متمايز تتضمن:

الموضوع والمادة

استراتيجية التمايز المستخدمة

المواد/الأدوات التي سيستخدمها الطلاب

خطة التغذية الراجعة

استخدام البيانات: ما الأدلة التي ستجمعها وكيف ستتصرّف وفق إشارة المرور لديك في الحصة التالية (أخضر/كهرماني/أحمر)

قدِّم عملك في 3 دقائق أو أقل.

انشر عملك في قسم Padlet المخصّص.

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Topic & Subject:

Place Value – Mathematics (Grade 4)

Differentiation Strategy:

By Readiness (tiered tasks: concrete → pictorial → abstract)

By Process (choice of strategy: manipulatives, visuals, expanded notation)

🌍 Provocations (to spark curiosity)

Green (Confident learners): “Why does the number 4,526 mean four thousand five hundred twenty-six, and not forty-five twenty-six?”

Amber (Developing learners): “If you saw the number 2,305 in the newspaper, how would you show it using a place value chart?”

Red (Struggling learners): “If I give you $34, how can you show this with notes and coins?”

📌 Materials Students Will Use

Base-ten blocks / place value charts

Digit cards (to build numbers)

Counters or cubes

Whiteboards/markers

Differentiated worksheets (color-coded levels)

📝 Practical Real-Life Examples & Tiered Tasks

Green (Confident learners – Abstract / Independent)

Road sign: “The town is 4,526 km away.” → What is the value of the 5?

Solve: “A concert had 7,342 people. How many are in the hundreds place?”

Extension: Write a shopping bill total as digits and words (e.g., $1,347 = one thousand three hundred forty-seven dollars).

Amber (Developing learners – Visual / Supported)

Use a place value chart to break down: “2,305 new books in the library.”

Represent 3,241 with base-ten blocks: 3 thousands, 2 hundreds, 4 tens, 1 one.

Match digit cards to real-life numbers (bus numbers, phone numbers, room numbers).

Red (Struggling learners – Concrete / Hands-on)

Count money: Show $34 using 3 ten-dollar notes and 4 one-dollar coins.

Group counters into hundreds, tens, and ones when asked to show 142.

Compare two numbers: “Which is bigger — 54 seats in the cafeteria or 540 seats in the auditorium?”

🔄 Feedback Plan

Teacher circulates, giving immediate verbal feedback.

Mini whiteboard checks: e.g., “Build the number 4,206.”

Exit ticket: “The number of students in our school is 1,248. What digit is in the hundreds place?”

📊 Data Use (Traffic Light System)

Green (Confident): Identifies, builds, and decomposes numbers independently → Next lesson: compare and order larger numbers.

Amber (Developing): Understands with visual/pictorial support → Next lesson: practice with base-ten charts before abstract tasks.

Red (Struggling): Misidentifies place value → Next lesson: re-teach using manipulatives and guided practice.

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Ms. Julie, Ms. Shahd, Ms. Queen, Ms. Joanna, Mr. Danilo, Ms. Judith, Ms. Nesvie

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Rayanne et Myrna

Differentiated Instruction Plan (French)

Topic and Subject:

French – Family Members (maman, papa, frère, sœur, etc.)

Differentiation Strategy used:

Beginners: Match family words with pictures (flashcards).

Intermediate: Write short sentences (J’ai une sœur. Mon père s’appelle Ali.).

Advanced: Create a mini family tree and present it to a partner.

Materials students will use:

Flashcards, worksheets, mini whiteboards, paper for family trees.

Feedback plan:

Teacher asks quick questions (Qui est-ce ?) and corrects.

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خطة درس لغة عربية – KG

الموضوع: الحروف – حرف ب

الصف: KG

1. الأهداف التعليمية

أن يتعرف الطفل على شكل حرف ب.

أن يميز صوت حرف ب في أول الكلمة.

أن يذكر كلمات تحتوي على حرف ب.

2. إستراتيجية التمايز (Differentiation Strategy)

المتعلمون البصريون: مشاهدة بطاقات وصور تبدأ بحرف ب (بطة – باب – بصل).

المتعلمون السمعيون: سماع أغنية عن حرف ب وترديد الصوت مع المعلمة.

المتعلمون الحركيون: تشكيل حرف ب باستخدام المعجون أو بأجسامهم.

المتعلمون المتقدمون: تكوين جملة قصيرة فيها كلمات بحرف ب.

المتعلمون الذين يحتاجون دعم: مطابقة الحرف مع صورته أو تلوين دائرة فيها حرف ب.

3. المواد المستخدمة

بطاقات حرف ب + صور

أغنية قصيرة (فيديو/صوت)

معجون/صلصال

أوراق تلوين

4. خطة التغذية الراجعة (Feedback Plan)

مديح وتشجيع فوري (ملصقات/تصفيق).

أسئلة قصيرة: “ما اسم هذا الحرف؟ أعطيني كلمة تبدأ بحرف ب.”

مشاركة جماعية: كل طفل يرفع البطاقة الصحيحة عند سماع صوت الحرف.

5. استخدام البيانات (Data Use)

Green (أخضر): الأطفال الذين يتعرفون على الحرف بسرعة → أنشطة إثرائية (تكوين كلمات/جمل).

Amber (برتقالي): الأطفال الذين يتعرفون على الحرف بصعوبة → أنشطة تكرار وترديد مع الأغنية.

Red (أحمر): الأطفال الذين لم يميزوا الحرف → جلسة دعم فردية مع بطاقات وصور إضافية.

Mr. Mohammad Hosny

Mr Osama

Ms Hebah

Ms Doha

Ms Rama

Ms Bashayer

Ms Arwa

Ms MohimenMs Manal

Ms Rima

Ms Amani

Ms Tahani

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Lesson Topic: Numbers 1–5
Age Group: Preschool (3–4 years)
Duration: 30 minutes

1. Warm-Up (5 minutes)
• Sing a number song (e.g., “One, Two, Buckle My Shoe”).
• Count fingers together, “Let’s count 1–5!”

2. Presentation (10 minutes)
• Show number flashcards (1–5).
• Say the number and show with fingers.
• Use real objects (5 blocks or toy animals). Example: “This is number 3. Look1, 2, 3 blocks.”

3. Activity (10 minutes)
• Option A (Sorting): Give kids small counters (beans, buttons, or toys). Ask them to put the right number on mats/cards (e.g., “Put 2 on number 2”).
• Option B (Hop & Count): Place numbers 1–5 on the floor. Children jump to the number you call.

4. Wrap-Up (5 minutes)
• Quick review game: Hold up a card and let children shout the number.
• End with clapping: “Let’s clap 4 times together 1, 2, 3, 4!”

Differentiation:
• Some children count with support, others count independently.
• Advanced children can try numbers 6–10.

Materials:
• Number flashcards (1–5)
• Blocks/toys/buttons for counting
• Floor number cards

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Year 5 PYP Mathematics Differentiated Instruction Plan

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Grade 3: Linking verbs lesson with differentiation 

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Grade 3: Linking verbs lesson with differentiation 

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Ms. Karen, Ms. Layla, Ms. Charry, Ms. Vilma, Ms. Sheila, Ms. Cristy, Ms. Sharon, Mr. Norman

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Agency means giving students the power to make choices and take ownership of their learning.

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Differentiated Instruction Plan - grade 2

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My aha moment was realizing that differentiation doesn’t mean more work, but smarter choices that give every student a way to succeed.

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Agency grows when learners make their own choices because they feel responsible for their learning. So next week I'll give them more chances to decide how to do their work.

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"Agency grows when we slow down to let students reflect because it deepens their self-awareness, so next week I’ll add reflection time at the end of lessons."

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One of my AHA moment would be understanding more one of the strategies that we can use in DI which is the scaffolding method, whereas breaking tasks into smaller steps helps students build confidence and skills gradually.

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Agency grows when learning connects to students’ interests because they become more motivated and curious, so next week I'll ask them what topics they want to explore in our next unit.

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Using the Traffic Light System effectively to determine the levels of understanding and transferring information and to inform future teaching.

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Agency grows in my class by encouraging student choice, fostering independent thinking, and creating space for voice in daily learning activities. My students are beginning to take ownership of their work and show confidence in decision-making.

I will provide more opportunities for student-led discussions and allow students to set personal learning goals for our next writing project.

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Giving students choice sparks ownership, and when learning feels like their decision, engagement and motivation naturally grow.

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Agency grows when I manage my time better to include more opportunities for learners' choice and voice because it is essential for learners to know they are part of their learning journey. So when school starts, I'll take more time in planning my daily lessons to include more activities that allow learners to choose their activities and to allow more time for discussions led by learners' interests.

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Agency is like building with blocks. You decide what to build, how to build it, and you fix it if it breaks

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As a PE teacher and gymnastics coach, agency grows in my class when students are given opportunities to make choices, such as setting personal goals, contributing to routine creation, or selecting challenges that match their skill level, because this empowers them to take ownership of their learning and builds confidence, motivation, and independence. So next time, I will continue to create space for student voice, offer more opportunities for peer-led activities, and encourage regular reflection to help students recognize their growth and take initiative in their learning journey.

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Agency grows when I provide students with differentiated choices in how they show their understanding, because this empowers them to take ownership of their learning, so in the future I’ll design tiered tasks that allow for multiple entry points and pathways to success.

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Agency grows when students make choices, take action, and reflect on their learning.

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Agency grows when students have real choices in their learning, because it builds confidence and ownership, so next week I’ll design tasks with flexible options.

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Agency grows when I differentiate instruction for my students because it empowers them to take ownership of their learning and meet their individual needs, so next week I’ll intentionally plan lessons with varied activities and choices to support all learners in my classroom.

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Agency grows when students have voice/choice because they are able to take an active part in their own learning, so next week I’ll incorporate more opportunities for student choice.

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Making smarter choices and better strategies to allow learners to explore their own choices and take control of their learning!

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My AHA moment was to realize that you don't have to make the work easier for the students, but to rather give them more options to choose from.

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My "AHA" moment is that AGENCY can flourish when students are given a structured and organized choice to transform them into being active learners in their own learning environment. I learnt that this plan encourages choice, supports them in an organized manner.

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Agency grows when students are trusted to make meaningful choices in their learning because they begin to see themselves as capable decision-makers. So next week I’ll build in time for students to choose how they show their understanding of a math concept.

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I found it interesting how strategies like the vending machine and help menu give learners real choice in how they engage, which builds their sense of agency.

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I realized differentiation is not about making tasks easier, but about giving each learner the right level of challenge and support so they can grow

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Agency grows when students take ownership of their choices because they become more independent learners, so next week I’ll design activities that let them decide how to approach tasks.

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Agency grows when the students take ownership of their learning because they will become more confident and take initiative that following the instructions. Next week I will guide my students to use the library resources effectively while letting them lead their own learning.

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My aha moment was learning about the Common core sheets website which is free and provides a number of activities that support agency, and differentiation.

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When students are given choices, they take greater ownership of their learning, which makes them more engaged and motivated.

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Agency grows when art students are encouraged to make their own creative choices and reflect on their artistic intentions because it helps them develop confidence, voice, and a deeper connection to their work. So next time I will design lessons that allow for open-ended outcomes and give students space to experiment, decide, and lead parts of their own creative process.

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My AHA moment was realizing that agency grows when I intentionally provide students with choices in how they approach and demonstrate their learning, because it empowers them to take ownership and builds their confidence.

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An agency grows when it connects visual arts to real-world inquiry and student voice.

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This session has once again made me realize that differentiation can take place in multiple ways.

Most of the time we differentiate the amount of work given to the emerging students. We should focus on different strategies to assist the emerging students rather than only lessening the workload.

This session has motivated me to think of different strategies I can implement in my classroom to assist and extend all of my students.

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Agency in differentiated instruction in the classroom means students are actively involved in shaping how they learn, while the teacher still adjusts instruction based on their needs. It’s not just about giving different students different work — it’s about letting them help decide what, how, and sometimes why they learn, within a structured framework.

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Scaffolding would assist me in helping students access individual tasks and activities in a more efficient and creative manner.

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Agency grows in reading intervention when learners are given voice to express their needs,choice in how they read and respond, and ownership of their progress so they begin to see themselves not as struggling readers,but as empowered readers.

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During today's session, my AHA moment was 

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During today's session, my AHA moment was 

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realizing how differentiated instructions can truly help students take charge of their own learning when they are trusted to make their own choices. I saw that students grows when they are guided step by step to discover ideas for themselves, because it gives them confidence and they feel proud of finding answers to their questions, instead of being told. That's why in the coming week, I'll prepare open-ended questions that lead them into exploring and owning their learning.

Anne Kristine Causing - KG

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Agency grows when learners are encouraged to ask questions and supported in taking responsibility for their own educational journey. So next week I'll add differentiated exit tickets.

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In a kindergarten classroom, differentiation supports agency by giving each child choices and opportunities at their own level. The AHA! Moment:  empowering them to take responsibility for their learning in ways that feel meaningful and achievable.

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Agency in my year 2 class is students making choices about their learning, taking ownership of their tasks, and deciding when and how to seek support.

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I found it very interesting how we as teachers give learners the choice of strategies like the vending machine and help menu give learners real choice in how they engage, which builds their sense of agency. I also found the traffic light option very interesting on how we find out where each learner is after each lesson. I found this session very interesting as to how we will set up our lesson plans in the PYP. Thank you Ms Verna.

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Differentiation and student agency are essential in the classroom. By adapting instruction and encouraging students to take charge of their own learning, teachers can help every student thrive and reach their full potential. This approach not only fosters engagement but also creates a dynamic and enjoyable teaching and learning experience.

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My AHA! moment today was realizing that giving students choice and control doesn’t mean extra work. It just takes smarter planning and reusable resources.

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Agency grows when readers reflect on progress because it builds confidence, so next time we will have them track their reading fluency in a journal.