# data[].attributes.body
Please post your questions in this column.

# data[].attributes.headline
Session 1 Slides (UPDATED) - Characteristics of HAL, Leveraging on ICT for Differentiation

# data[].attributes.subject
Session 1 Slides (UPDATED) - Characteristics of HAL, Leveraging on ICT for Differentiation

# data[].attributes.attachment_link.title
RiDLHA Maths 2023 - Session 1 (Differentiation Approaches) (1)

# data[].attributes.body
Consider the Revised Maths HAL Checklist.

• Which 3 characteristics are the easiest to observe? When do you observe them in your students?

Top 3 easiest to observe as voted by the class:
1) learns new math concepts and processes quickly;
2) makes connections among math concepts;
3) identifies patterns and applies pattern recognition to reason mathematically.

• Which characteristic(s) is/are the most difficult to observe? How can we create opportunities for students to demonstrate them?

Top 3 hardest to observe as voted by the class:
1) exhibits curiosity in learning new math concepts and is keen to find out why math problems are solved in certain ways (e.g. enjoys reading mathematical books/websites);
2) uses a variety of representations to explain math concepts (written explanation, models, pictorial diagrams, graphs, equations, etc.);
3) approaches mathematical information or solutions critically by questioning its accuracy, reliability, or underlying assumptions.

# data[].attributes.body
Used with SLS lesson: https://go.gov.sg/enrma4012

Ideas for differentiation:

Teachers may EITHER assign the SLS lesson to students to review at home, then discuss the questions in the  accompanying worksheet in class; OR assign the SLS lesson to students in class and discuss the questions in the SLS together, then assign the accompanying worksheet as homework to assess understanding.

During whole-class discussions, select and sequence a range of methods in solving the problems. Allow students who made good attempts but did not arrive at complete answers to share their struggles. Ask students if they can improve their solutions in terms of accuracy, presentation and elegance.

As the 8 questions in the SLS lesson are arranged in increasing difficulty, students may attempt the questions independently up to the point where they feel it is too challenging for them. OR, teachers may assign different questions to different students to attempt according to their readiness.

For advanced students, they can also create their own questions and solutions using the cut-and-paste method and share their work with the rest of the class.

# data[].attributes.body
Used with Geogebra app: https://www.geogebra.org/m/HbXmOTnJ

Ideas for differentiation:

Grouping (can be individual or pairs depending on readiness of students)

Vary scaffold according to readiness. Less ready students might be given the table to complete with prompting questions. Teacher monitoring and facilitation may be closer for less ready students. For more ready students, they may propose their own table and design their own method of investigation. They can be given prompts to guide their thinking, but they should also be encouraged to ask questions of their own.

# data[].attributes.headline
Session 2 Slides (Questioning, Problem-solving & Problem-posing) 

# data[].attributes.subject
Session 2 Slides (Questioning, Problem-solving & Problem-posing) 

# data[].attributes.headline
Characteristics of Assessing and Advancing Types of Questions (Participants' Work)

# data[].attributes.subject
Characteristics of Assessing and Advancing Types of Questions (Participants' Work)

# data[].attributes.headline
What if Not Problem Posing (Participants' responses) 

# data[].attributes.subject
What if Not Problem Posing (Participants' responses) 