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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Please ensure you look at both your room allocation (may be different across activities) and your role.

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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You need to be logged into your icon mail to gain access to the drive.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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ALL OF THE FOLLOWING SHOULD BE COMPLETED BY 27 FEB.
(Please note that you'd need to complete the self-paced Nearpod lessons in one sitting, so DO NOT close the browser before you have finished.)

FOR THE GENERAL SESSION (DAY 1)
Complete the General Session Nearpod Lesson which will have the following tasks.
[You can launch the "General Session Nearpod Lesson"  in the next post, or you can join at https://app.nearpod.com/?pin=6XVQG, or you can go to join.nearpod.com and key in the code 6XVQG.]

Fill in the Pre-Course Survey.

Read the case study of Esa and answer the questions that follow.

Study the Differentiated Model of Giftedness and Talent.

FOR THE SUBJECT-SPECIFIC SESSION (DAYS 2 & 3)
Refer to the posts below for the materials and links.

Complete the DIFFERENTIATED INSTRUCTION Readings (1 & 2) and attempt the Quiz.

Complete the CRITICAL THINKING & CREATIVE THINKING Nearpod lessons.

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You can also access this with Nearpod Class Code 6XVQG.

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No mobile devices in your classroom? No worries! You can enjoy Nearpod from any web browser :) Create, engage, and assess your students in every lesson!

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Please find your breakout room groupings here, as well as your roles for the discussion activities. Your groupmates will be the same as in Day 1, but your roles may be different. Please check the correct tab for the correct activity.
Ensure that you are logged in to your Icon account to view this page.

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Activity for Day 2: Analysis of Differentiated Lesson Plan 

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Activity for Day 2: Analysis of Differentiated Lesson Plan 

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Please find your breakout room groupings here, as well as your roles for the discussion activities.
Ensure that you are logged in to your Icon account to be able to view this page.

# data[].attributes.attachment_link.description
Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Find the slide for your group and follow the instructions on it. 

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Challenge questions:
- Which task can be adapted for Esa?
- How would you adapt it?

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Activity for Day 1: Verbal Talent Identification & Checklist

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Activity for Day 1: Verbal Talent Identification & Checklist

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Don't forget to log into your icon mail so you can access this document.

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Activity: Sample Writing Text Comparison 

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Activity: Sample Writing Text Comparison 

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You need to be logged into your icon mail to be able to access this.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Collated Class Responses  (from Pre-Course HW) Relating to Day 1 Content: Observation of Esa as a HAL 

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Collated Class Responses  (from Pre-Course HW) Relating to Day 1 Content: Observation of Esa as a HAL 

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Thank you all for your close attention to detail to pick out the significance of what you observed.
And thank you for holistically evaluating Esa, in looking at not only his cognitive but his affective needs.

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Esa Responses (Mainly Class 1)_HAL characteristics

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Collated Class Responses (Esa's Needs and Possible Provisions) 

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Collated Class Responses (Esa's Needs and Possible Provisions) 

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Esa Needs and Suggestions (Class 1 Collated Response)

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What have you learnt today about differentiation and/or how to differentiate instruction for the HALs?
(Remember to put your name as the title of the post!)

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This is a parking lot for questions you may have from today.  You may also wish to park any observations or insights (ahas!) that you gained.

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Critical Thinking Nearpod Lesson (Class 1)

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Critical Thinking Nearpod Lesson (Class 1)

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You can also access this with Nearpod Class Code L5EZN

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No mobile devices in your classroom? No worries! You can enjoy Nearpod from any web browser :) Create, engage, and assess your students in every lesson!

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Creative Thinking Nearpod Lesson (Class 1) 

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Creative Thinking Nearpod Lesson (Class 1) 

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You can also access this with Nearpod Class Code 6B9X2

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No mobile devices in your classroom? No worries! You can enjoy Nearpod from any web browser :) Create, engage, and assess your students in every lesson!

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Write questions that you have (unanswered or new ones that arose from our time together these 3 days) here!

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Resources and Posts for Days 1, 2 and 3 are not ready - they will be ready for you when we meet!

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Feedback, Days for FIDLHA II and HOMEWORK brief

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FIDHLA EL 2023 Course Programme (Class 1) (13Feb23)

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Dear all,

Please IGNORE all email notifications from OPAL 2.0.
We are not using OPAL functionalities for this course.
There will be NO need for you all to sign in to start our class or to mark attendance.

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FiDLHA EL Part 1 participant feedback.pptx

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(Moved to Day 2 Resource Folder)

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I learnt about how the Maker model of differentiation can be applied in the teaching of English language. For example, in the area of content, I saw examples of differentiation in depth and variety. This helped me to open my mind to possibilities of ways I can better stretch my students using STELLAR as the base.

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I have learnt that Inductive learning can be used as a form of differentiation by process that can be used when differentiating for the HALs. I would like to try it someday!

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I learnt about the Tomlinson's Differentiation Framework and how to go about analysing a lesson using it. I like that I manage to get a glimpse of the new lesson guide for the P4 "Making Ice-Cream" and know what to expect!

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I have learnt how to look at DI in so many facets ( in terms of the Maker Model) in a writing lesson. It helps me think about DI in more depth when I plan a DI writing lesson. Thanks for the sharing!

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In today's session, I learnt that the types of differentiation shared allow the HALs to reach learning goals associated with stretching their understanding of language and its application (for instance, in terms of vocabulary, we have to help them, through our lesson, to let them acquire greater vocabulary in terms of breadth and depth, to help them to understand how to use nuanced language intentionally. It is also important to let them learn about etymology so they understand contexts of vocabulary and language development as a whole. Then for writing, we should also introduce how they are used in real-life in hybrid manners, and introduce texts of different cultures and times to allow them to appreciate and hone their understanding of PACC further.) Today's session has been extremely useful in helping me understand the vision of my lessons for HALs and what kind of ZPD I should stretch them towards. Thank you so much! Many actionable insights to take away.

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DI to me is now more than CPPE as the Maker Curriculum Model opened my eyes to many more aspects of DI. I have gained greater insights into planning a DI lesson after looking at the various lesson plans and sharing.

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Please find the homework instructions in the Word document.
Post your homework in the correct drive (Under LY and Joylynn by 26 May 2023.
Some of the HW involves you teaching your class, so don't leave it till the last minute!
Have fun with the differentiation: See you on 4 Jul!

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Today's session has taught me to be cognisant about differentiating HALs' learning through Content, Product and Process while being keenly aware of their Readiness, Interest Level and Learning Profile.

I have also garnered ideas through evaluation of the various sample lesson plans. This exercise has opened a world of possibilities for us to consider our own learners' needs amidst the STELLAR units' outcomes.

The foundation for successful DI really lies with knowing our learners well. That will determine the success of our implementation of DI for HALs.

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Today's lesson has been enriching to me.  I have learnt how teachers can make learning more meaningful to the HALs and at the same time challenge their thinking through DI especially in the learning of vocab (tiered learning)

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I have learnt how Maker's model can be used for curriculum differentiation. It provides ideas for possible adaptations that can be used in activities that encourage higher order thinking and creativity, especially in writing.

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I have learnt to differentiate through Content, Process or Product. For content, tasks can be differentiated according to depth or breadth. E.g. Synonyms can be taught using a word cline. Higher Ability Learners can explore more synonyms and arrange them on a cline for breadth. For depth, they could learn the origins of the synonyms.
My personal experience was that I got students to learn the origins of idioms like raining cats and dogs. The students were very interested in the origins and they could understand the idioms better. After that lesson, they were able to use the idioms more often.

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I wonder if a HAL could do a Creative Writing very well but leave several gaps in her composition? I was rather shocked that the quality differs for both of her writing tasks.

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I've learnt that DI can be done via content, product or process. To do a good DI lesson, lots of time and effort must be vested in planning and reviewing. I also wonder, how I would be able to pull this off in a mixed-ability classroom in a 1-hr lesson. I guess for one to do a good, DI, one needs a lot of practice to gain experience.

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Other questions you raised from your pre-course

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Other questions you raised from your pre-course

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Putting all the rest of the questions that you raised and which we had no time to adequately consider in this list.
I have removed contributor attribution, but you ought to be able to recognise your questions, even if I did rephrase some to make them shorter!

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Other questions from Pre-Course General Session Segment (Responses Class 1)