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DI Goals:
To work on the process for LSS and differentiate instructions and work on creating more worksheets/products for LSS in 2020.

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Linxin

differentiated through students’ interest  and learning profile

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Differentiate through process, interests, content and product.

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Differentiate through process and product on learning profiles and interests.

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DI in learning profile

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Every student to leave the classroom with the sense Of achievement; differentiate by content so that every child can feel the joy of having completed something.

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Differentiate through process based on learning profiles.

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My DI goals is to set up a systematic approach based on students’ readiness in the classroom.

It aims to stimulate students to be more ready in the classroom in the long run and their success should be measured based on their personal learning experiences.

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Interest/Content/Readiness -- since success+progress is individual, rather than homogeneous

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More mindful differentiation in terms of learner readiness with focus on scaffolds provided. Attempt to cater to differing interests.

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To differentiate with learning outcomes in mind to promote student growth and enable success.

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DI Goals: Teacher skillfully orchestrates lessons to cater to students' readiness, learning profiles and interests so that students can be empowered to learn flexibly.

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Students experience the joy of learning through interesting and engaging lessons that are taught in accordance with readiness, interests and learning profiles.

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Differentiate through process by student learning profile. For more abstract topics, students cant visualise and understand the physics concepts. One example is the learning of electricity.

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Differentiate through process based on learning profile. Different levels of scaffolding for different abilities when teaching more complex topics.

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Differentiate by interest as students are 'colourful' and unique. To get them hooked on Mother Tongue (their least favourite subject), I have to find out their interest and find resources suited to that interest. Then they will be able to build their confidence in using ML in their daily lives.

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Differentiate through
understanding

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To consider carefully what our blindspots in differentiating instruction might be - possibly to keep a more careful record of my own strategies applied so that I can track what are my natural inclinations with respect to differentiating instructions.

For example, I might have a tendency to focus of differentiating wrt readiness and product rather than content/process and learning profile.

The greatest difficulty I find with applying DI is establishing meaningful routines because differentiation can mean less predictability for students/teachers. Hence, there might be a need to find consistency in expectations/behaviours in order to make lessons coherent and make students continue to maintain appropriate learning habits or classroom routines.

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DI Goal - Product
Differentiate / Customize the resources e.g worksheet according to students profile to gauge their understanding (what they know, understand and can do) of the topic discuss. Insert with different activities in the worksheet that can engage them.

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Differentiate based on prior knowledge, how much the students know before starting the lesson.

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No child left behind  & inclusivity-  differentiate by process to show connectivity to one another on how students take in & make sense of the content. Students will be confident to co-construct new knowledge with the basic knowledge.

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Differentiate the process based on interests will motivate the students learning.

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Empower learners through activities that allow them to enhance their thinking skills through differentiation by process.

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DI Goal - Content
To design or prepare information and ideas student need to reach their learning goals based on their learning profile, interests and readiness.

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Differentiate the process based on the students' learning profile and readiness by providing tasks that matches their learning needs

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To customise teaching approaches so that students with different learning styles can take in and make sense of the content/skills taught.

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Teacher given Differentiation instruction according student learning needs and pace, lead them to same learning goal to achieve successful learning outcome.

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DI Goal: DI in Learning profiles
Understand students' preferences and learning styles so that lessons can be customised to enhance joy of learning in students and engaged them cognitively.

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Differentiate through content based on students' readiness. For instance, instead of assigning the same task to all students, we can assign the more challenging tasks to students with higher level of readiness. Students with lower level of readiness can work on the less complex tasks to build their confidence and foundation.

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Considering students’ interest, profile and readiness,  lessons are designed to enable students to be engaged meaningfully and purposefully.
Hannah

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Differentiate through content (understanding of contemporary issues) based on students' learning profile, which would trigger more readiness in learning among students.

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Differentiate according to process by student readiness, especially in HY N(A) classes. For more complex topics (e.g. economic impact of Hitler), students lack the background knowledge to understand the topic - either because the previous material was challenging or bc they weren't paying attention... DI will hopefully allow these students to quickly gain the background in order to get up to speed, while those more familiar with the topic can move on.

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Interest in important of saving for future