# data[].attributes.headline
The answer depends on the class.  If the are not so dependent on Teacher guiding, then DI is practical and effective, since this will engage the HA/MA gp of students leaving the teacher time for the MA/LA gp of students.  

# data[].attributes.subject
The answer depends on the class.  If the are not so dependent on Teacher guiding, then DI is practical and effective, since this will engage the HA/MA gp of students leaving the teacher time for the MA/LA gp of students.  

# data[].attributes.body
I am wondering how effective is the execution of the DI given the different variations of our students profiles.

# data[].attributes.body
I think the effectiveness of DI depends on how intentionally it is executed by the teacher, and how much control the teacher has over the class? Also, how much cooperation the teacher has with the students?

# data[].attributes.body
I feel that every teacher would already have used DI in their classrooms before to varying degrees and on various scales, and that the practicality and effectiveness of DI depends very much on the conditions that need to be present before we can use it in the classroom, e.g., having a good understanding of how diverse your students’ capabilities are, having a manageable class who are able to follow DI and not be affected by the difference between what they are doing vis a vis what their classmates are doing, having sufficient time to adequately allow the slower students to go through the scaffolded task and challenge (i.e., not bore) the faster students.

# data[].attributes.body
Physics tried using pre-recorded videos for practical session. Aimed to differentiate the content and processes for our students based on their readiness for the task.

# data[].attributes.body
Students access same content but LA students with visible scaffolding. Embarking on multitasking with peer coaching while teacher support LA students.

# data[].attributes.body
Provided different question prompts for the students (with more prompters for LA students) for the same class activity.

# data[].attributes.body
I provided more success criteria for the MA and LA students for the same task; also gave them more attention when giving them the task.

# data[].attributes.body
1. Is my approach considered DI?
2. Are my students benefitting from this implementation?
3. How do I measure the effectiveness of my DI lessons?

# data[].attributes.body
Time constraints in creating materials and ensuring that it suits the needs of the students. Same constraints in having enough class time to administer it.

If we unknowingly classify the same group of students as LA over and over, will it then negatively and subconsciously influence the way we teach them and somehow limit their abilities and potential?

# data[].attributes.body
Predicting what questions/ clarifications/ doubts students will have when completing the task.

Time constraints in both the planning process and the completion of the task.

Control over the class in cooperating with the task/activity.

# data[].attributes.body
Yes, we can start small and slowly try out various methods. I don't think it is possible to have that one perfect DI lesson :p

# data[].attributes.body
Yes I did feel that it was in fact necessary for me to engage the students effectively since my method of DI was helpful in keeping the students on task. Prior to using DI that was catered to students who were easily distracted, I found a lot of difficulty in controlling the class, hence the necessity of DI.

# data[].attributes.body
We could consider leveraging on technology to make the process more efficient and effective for students. (Eg. Classkick as a second teacher to give immediate feedback to various learners)

DI usually sounds very daunting as it feels like it has to be a big project. However, we cld consider doing DI in smaller segments of concepts.

# data[].attributes.body
Provided different levels of difficulties for students based on their readiness levels. Each learning profile required to complete some required questions (eg. Menu strategy)