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I was given the privilege to observe LSP and LSM lessons. My impression was that DI may not be needed for such small groups since the students were already pulled out from their larger classes accordingly. However, I learnt that it is within such small groups that DI is crucial, since it is the most impactful. For the LSP class, the students had varying reading abilities. As such, the teacher provided DI to each pair of students. For e.g., for a pair of students who can read a given list of words out loud, the teacher gets them to test each other the spelling instead. For my TA experience, I saw how my CTs provided DI to not only students with different learning progressions, but also as much as at different times of the day! (e.g., lesson planning for first period lessons differ from lesson planning for lessons after recess or last period lessons). Seeing the success of DI when students are able to meet the lesson objectives, I am inspired to use DI in my future class. I aim to do so with perhaps tiered tasks, flexible grouping, assessments (e.g., exit tickets with different difficulties), etc. I hope I will be able to use DI appropriately and meaningfully for my students. :)

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My main takeaway from the sessions on Differentiated Instruction is that it is not a choice, it is a must, especially in the increasingly diverse classrooms. Through the lessons and from my observations during Teaching Assistantship, I was able to see how DI was able to support the learning of students of different learning levels and needs: lower progress learners are able to receive more support in their work and experience more success; higher progress learners are able to be stretched and challenged in their work which keeps them engaged. However, all these DI efforts will only be effective if the teacher understands his/her students well to know what are their strengths, learning needs and their interest to know how to better engage them. I hope to keep this in mind in future class, and to take heart that the effort put in to create DI lessons is worthwhile as long as the students benefit from it.

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One key takeaway from my lesson on differentiated instruction is the importance of meeting students where they are. I learned that effective differentiation involves adjusting content, process, and product based on students’ readiness levels, interests, and learning profiles. It’s not about creating entirely different lessons for each student, but rather providing flexible pathways to learning. This approach helps ensure that all students are appropriately challenged and supported, creating a more inclusive and engaging classroom environment.

In the future class, I want to implement DI by:

Letting students to have differentiated product for assessment

Giving students differentiated process, where the students are grouped and given instructions according to their abilities

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I believe that Differentiated Instruction (DI) is an essential component of effective teaching and learning. It ensures that all students have access to the curriculum by meeting their diverse learning needs. A key framework that supports this approach is Universal Design for Learning (UDL). UDL offers a proactive strategy at the class level, focusing on removing barriers to create equal access for every learner. It encourages teachers to plan with accessibility in mind from the outset, rather than adapting only when difficulties arise.

In contrast, retrofitting is a more reactive and individualized approach. It involves modifying instruction after observing specific student needs. While retrofitting can be necessary at times, the goal should be to minimise misalignment by embedding support structures from the beginning through UDL.

One effective classroom strategy to support DI is the use of "Let's Talk" cards. These cards scaffold thinking and facilitate meaningful discussions during group work, helping students engage with content and each other more effectively.

Differentiated instruction starts with clearly identifying learning outcomes. Teachers then design a range of tasks to meet these outcomes while catering to different readiness levels, interests, and learning profiles. Scaffolding, such as small group instruction, further supports student success by providing targeted assistance.

Collaboration within the department is also vital. Sharing DI resources can help reduce individual workload and foster a culture of support and continuous improvement.

For example, in a reading and viewing lesson, it is important to make the learning objectives clear and explicit for students.

Teachers should consider students’ language proficiency, background knowledge, and interests when planning content. This ensures that the material is relevant and accessible. Content can be differentiated through mixed-ability grouping, where students can share personal experiences that enrich the learning environment. These experiences can be used meaningfully in tasks such as making recommendations in writing. Instruction should help students make connections between their experiences and the task at hand, which is especially important for writing assignments.

Respect for students’ needs must be reflected in the design of all learning tasks. Before beginning group activities, it is crucial to establish clear expectations and routines through whole-class instruction. Learning goals should be consistently emphasized so students understand the purpose of each task.

Effective questioning techniques can guide students to think more deeply and seek relevant information from the text. Within group roles, students may be asked to share personal experiences or summarize key ideas, both of which promote engagement and accountability.

In summary, I believe that differentiated instruction is not optional—it is a necessity. It ensures that every student has the opportunity to learn and succeed in ways that are meaningful and appropriate for them.

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I used to think that DI is a "good to have" in classroom, until we were told that it is actually a "must have". While the ideal situation is for each and every student to be on par with regards to their learning progress, we know that in reality, it is virtually impossible.

Hence, in order to maximise the benefits to each student in class, I would like to try some form of DI in the near future. For the HP learners, "stretching" them with "HOT" questions" is one of the possible methods; for the weaker learners, it might be useful to perhaps bring them to the back of the class to provide extra scaffolding and explanations, before allowing them to work on the assigned task (I observed my CT doing this).

One consideration that I have is the adverse reactions that parents might have about DI being implemented in class. Many parents often have the mindset that their children are "losing out" if they were to do less than the other children in class. Teachers will need to be mindful about how they respond to such concerns. That being said, I believe a handful of parents would understand the need for DI in the classroom.

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Learning about Differentiated Instruction (DI) has been eye-opening. I used to think that DI caters to Low Progress (LP) learners and helps to bridge their learning gaps. I now know that DI can be carried out to stretch the High Progress (HP) learners as well, and that there are many variations in DI, such as differentiated process and differentiated products.

In my future classes, I hope to implement DI by:

Conducting pre-assessments to understand student readiness.

Offering tiered tasks that allow students to work at varying levels of complexity.

Using learning stations to provide targeted support.

Regularly reflecting on student progress and adjusting instruction accordingly.

Grouping students by ability but making it subtle by naming the groups using names like Honeydew, Mango, Lychee.

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One key takeaway that I have gained about DI is that it is not about doing everything for every student, but about being intentional in planning and knowing my students well. Effective DI involves thoughtful and detailed planning, continuous reflection and deliberate action to meet the diverse learning needs in the classroom. It is about starting small, adjusting materials, tasks or approaches in ways that tap into students’ strengths and help them work towards common learning goals. Rather than designing separate lessons for each student, DI offers varied ways for students to access the content and demonstrate their understanding, all while working towards the same success criteria.

In my future classroom, I hope to incorporate DI by adapting resources and tailoring tasks to be more relevant, appropriate and accessible to my students, just like in the video where the teacher adjusted and adopted the relevant brochures to suit the students’ needs and learning goals, while also tapping on their strengths and interests. For example, I have observed how my CT has differentiated narrative writing tasks for students of varying abilities. She included a drawing component for students who struggled with reading and writing, while also tapping onto their interest in drawing. These students were asked to draw based on what they understood from the text example provided, which served as a bridge into their writing. She then scaffolded their learning with sentence structures and keywords to guide their composition writing.

Ultimately, I have come to understand that DI is not a fixed or one-size-fits-all approach. It is dynamic and responsive, evolving alongside with students’ changing needs. As a teacher, I aim to stay flexible, observant and proactive, adjusting my teaching accordingly so that each student can make meaningful progress.

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Sometimes I do wonder how differentiation can take place in a large class room , especially in Singapore schools where the classroom is huge. How do you meet everyone’s needs when you’ve got 40+ students? But after the past tutorials, I realised it’s not about doing everything for everyone, all the time. It’s about starting small, being intentional, and really tuning in to what students bring to the table.

What stood out to me when i watched the videos was how much power there is in group work and peer sharing. I liked how students who had personal experiences with the rides helped those who didn’t. It showed me that I don’t have to carry the entire lesson on my back. Sometimes, the best learning happens between students.

I also learnt how important it is to adapt materials and scaffold learning properly. For example, like how the teachers adjusted the brochures or guided the students to set reading goals. It’s not just about simplifying content, but also helping them engage with it meaningfully.

Differentiation doesn’t have to be this huge, overwhelming thing. It can look like giving one group more support, or checking in with different students at different times. It’s about staying responsive and remembering that every student starts from a different place.

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My key takeaway about DI is that the teacher is the main protagonist who shape the process, vary the content, alters the environment or even determines the end product of the learning of his/her students with the learning objective intact. The intent is to make the learning accessible to everyone in the classroom, no matter what progress they are at because everyone’s starting point of the day is different. The key would be to enable progression in every child, promote motivation in learning and prevent stagnation in their learning.

In my future class, I will make use of available interesting resources (videos, visuals, news articles, etc), vary teaching approaches (direct instruction, activity-based learning and small-group arrangements), moderate my pace for students to catch up on understanding my teaching, provide differentiated worksheets and provide scaffolding as much as I can.

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One of the key learning points I’ve gained about DI is the importance of understanding student readiness, it should not be seen as a way to label or pigeonhole students based on perceived intelligence, but as a means of identifying how best to support them in bridging their learning gaps. DI serves a dual purpose: it helps students who are struggling to catch up, and it also challenges high-ability students to extend their learning. A powerful analogy that resonated with me was helping students “follow you up the hill, rather than grabbing them up the hill.” Readiness in DI is about meeting students where they are and guiding them forward, rather than defining them by fixed abilities.

Another critical takeaway for me is the importance of intentionality when planning for DI. Instead of applying strategies mechanically, I’ve learned to pause and reflect on a fundamental question: Can all my students achieve the lesson objectives with the same level of support? This shift in thinking encourages deeper reflection on both the learning goals and the rationale behind differentiating instruction, helping ensure that the approach remains purposeful and student-centered.

Finally, I’ve learnt that a positive classroom culture is essential for DI to be effective. Students are more likely to benefit from DI when it’s implemented respectfully and in a way that maintains their dignity. One practical strategy is for teachers to work with different groups at various points throughout the year. This helps communicate to the class that everyone needs help at different times, rather than reinforcing the idea that only weaker students receive support. Ultimately, I think the success of DI hinges on the classroom environment where every student feels valued, respected, and supported in their learning journey.

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I learnt that DI is not individual instruction, however it is about catering to different learning patterns and needs. Students are diverse in readiness, interests, and learning profiles – one size doesn’t fit all. Planning with DI in mind ensures all learners have access to learning and are supported to succeed.

There were a few differentiation strategies that was shared during the lesson: tiered worksheets based on readiness, flexible task assignments, group work and discussions that are tailored to different levels of support needed, scaffolding for students new to taks or with lower readiness (modelled writing, fill-in-the-blanks templates), use of multi-sensory and multi-modal materials (like videos, posters, booklets and checklists), and gamification and visual aids to increase engagement.

DI is effective when there is intentional planning based on learners’ needs. It is also important to clarify the objectives and aligning tasks accordingly so that students are not rushed during the task. Teacher needs to choose appropriate tools to balance the challenge students may have and support their learning such that the tasks are achievable but try to stretch their thinking. Lastly, reflection and feedback helps students to reflect on what they have learnt and how they can apply their learning in the future.

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I have learnt that DI can be a powerful tool in today’s diverse classrooms, as it acknowledges that students learn in different ways and at varying paces. With learners coming from a range of backgrounds, abilities, and interests, it is essential that teachers adapt their teaching methods, content, and assessment strategies to meet these varying needs. An example of DI is providing enrichment tasks to challenge higher-ability learners, while students who require more support are given more scaffolding, visual aids, or step-by-step guidance to build deeper understanding. DI also promotes student engagement by incorporating elements of choice and relevance, helping to boost motivation and a sense of ownership in learning. This flexibility allows students to work at their level of readiness while still being appropriately challenged.

However, implementing DI effectively requires thoughtful planning, ongoing assessment, and a strong understanding of students’ learning profiles. This can be particularly challenging at the start of the school year when the teacher is still getting to know the class. However, the strategy used by Mr Ong in the DI video stood out to me where he used informal observations, verbal and written feedback, and structured peer interactions to form a basic understanding of his students' needs. From there, he made more informed decisions to group the students for differentiated tasks. Hence, even though it can take time and effort, DI remains a valuable approach to ensure all students have equitable opportunities to learn and succeed. I definitely hope to implement DI in my lessons whenever possible to improve my students' learning and confidence in their studies.

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A key takeaway on DI is that it is essential to curate and adapt resources to suit student's diverse needs and interests. Every child has some form of learning need, whether it is related to readiness, background knowledge, or learning preferences. Therefore, it is important to adopt the Universal Design for Learning (UDL) approach, which allows all students to feel included and ensures equal access to learning opportunities.

One strategy I found powerful was the use of flexible grouping. Grouping students not by ability alone, but based on the task at hand, shared interests, or even rotating configurations, creates opportunities for peer learning and builds confidence across the board. I especially appreciated the teacher who made it a point to sit with different groups over time, instead of always focusing on low-readiness learners. This approach not only removes the stigma from needing help but also signals that every student is valued and supported equally.

Differentiating by process is another area I want to develop. Whether it's through “Let’s Talk” cards to encourage discussion, visual scaffolds for reading, or curating resources that align with student interests, the idea is to ensure that each student has the tools to succeed in a way that works for them. For example, adapting a difficult text into a more accessible version with visuals or video enhancements not only makes the content more engaging but also deepens comprehension for those who may struggle with dense language.

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I intend to use DI to make learning meaningful and accessible to all learners by proactively responding to their diverse needs. Through my teaching assistantship, I saw firsthand how understanding students’ strengths, weaknesses, and readiness levels allows a teacher to plan DI more effectively. Conversations with my cooperating teachers also reinforced the idea that every class is different, and no single strategy fits all learners. With this in mind, I plan to be intentional and reflective in applying DI by differentiating the content, process, product or environment to meet learners’ varying readiness levels, interests and learning profiles. To achieve this, I will focus on establishing clear learning goals, ensuring an appropriate degree of challenge and designing respectful tasks for learners’ of varied readiness levels, and implementing flexible groupings.

One key takeaway would be understanding the distinction between DI, UDL and individualised approaches such as the retrofit approach and Cole’s model. While individualised approaches tend to modify students’ degree of participation, learning goals and the curriculum itself—often as a response to specific learning difficulties or disabilities—DI is a proactive and inclusive teaching approach that considers a wide range of learners’ needs. UDL complements DI by offering a framework that guides teachers to design learning experiences with multiple means of engagement, representation, and expression for all learners. Unlike individualised approaches that may focus on one student at a time, UDL and DI work at the class level to address learner differences more holistically. Through QED50B, I have come to understand that DI is not about creating different lesson plans for every student, but rather about being flexible and proactive in my teaching by having a clear vision of the learning goals while offering multiple avenues for students to reach them.

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A key takeaway on DI is that it is a must have for every lesson. It has shown me that teaching is not just about delivering content. It is about really seeing our students and meeting them where they are. It is the consideration of small, thoughtful changes in how I teach to make a big impact on how students feel and perform in class. It is also about having the flexibility to shift my approach based on what they need. This rreminds me of the importance of knowing my students well, academically, emotionally, and socially, so that I can tailor my teaching approach to add value to my students' learning at all levels of readiness.

I hope to use DI to support my students in ways that suit how they learn best. Every child is different, and I want to take the time to understand their needs, interests, and abilities. I would like to put flexible grouping into practice, give students some choice in how they show their understanding, and adjust the tasks to match their readiness to inculcate growth.

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I intend to use DI in my future class as it allows us to acknowledge and embrace the diverse learning needs, abilities, interests, and background of students. I will use it in writing lesson, provide more scaffolding to the weaker students. For example, during the composition planning stage, LP students will be guided with more guiding questions, sentence starters or helping words. The rest of the students will be encouraged to plan their writing independently. We can also practice DI in grammar classes. The MP and HP students are grouped into various smaller groups and they are required to work on their task. Meanwhile, the LP students will be with the teacher. They will receive more guidance from the teacher.

My key takeaways are DI is important, we are able to encourage more learning when we use DI. It is important to know the students, their readiness level, learning styles etc. when planning for DI. We should rotate the groups that the students work in, for them to collaborate with different classmates. Get them to group with people they are comfortable with. Some groups needed more scaffolding and support. We need to be clear about the learning objectives to know if students have met them.

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How I intend to use DI in my future classroom would firstly be to develop a comprehensive understanding of my students' learning profiles including readiness llevels, interests and any identified difficulties. This would involve the use of a wide variety of assessment tools e.g. pre-assessments, surveys and observations at the start of the schol year. With these insights, I will differentiate the content, process and product of my lesson materials depending on the class profile e.g. varied access to information, range of instructional strategies and allowing students to demonstrate their learning through a variety of assessment tools, not limited to the traditional paper and pen work.

They key takeaways on DI is that DI is fundamentally a student-centered approach that prioritises the unique needs of each learner, and it is based on the belief that all student can learn and successed when given appropriate support and opportunities. With this belief, teachers will then learn to embrace DI and move away from a one-size-fits-all model, creating a conducive and productive teaching and learning environment.

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In my future class, I intend to use differentiated instruction (DI) to meet the diverse learning needs of my students by varying the content, process, and product and environment based on their readiness, interests, and learning profiles. This can be done through pre-assessments and through learning students' backgrounds. Learning process can be differentiated in various ways, such as flexible grouping, provision of choice in tasks, and a use of a variety of materials to ensure all learners are supported. In addition to flexible grouping, I would like to provide targeted support through small-group instruction, taking the chance to also encourage less confident learners.

My key takeaways on DI are the importance of knowing my students well, setting clear learning goals, and creating a learner-centred environment. I’ve also learned that DI is not about creating separate lessons for each student, but about offering multiple paths to achieving the same success criteria. I hope that when I teach, I can help students remove learning barriers and foster a more inclusive classroom where every student feels valued, challenged, and capable of achieving their goals.

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What resonated most with me about differentiated instruction is its focus on addressing the diverse learning needs of all students. It aims to provide every learner with the opportunity to succeed, regardless of their readiness level or learning profile.

I intend to apply differentiated instruction in narrative composition writing. My approach will include scaffolded writing tasks to support students with lower readiness levels. For example, I will use sentence starters or paragraph frames to guide their writing. Additionally, I will use videos related to the theme to activate students’ prior knowledge and build schema. I will also differentiate the learning process through tools such as differentiated checklists. Students with lower readiness levels will receive a basic checklist, while those with higher readiness levels will use a checklist that includes more features such as literary devices. In this way, I hope to meet the students where they are and guide them to experience success in narrative composition writing regardless of their readiness levels.

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One key reflection is how UDL encourages us to proactively anticipate learner diversityor reactively adjust like we often do through retrofitting. By offering multiple means of representation (e.g., brochures, news articles, reviews), expression (e.g., choice boards, interview scripts, personal letters), and engagement (e.g., gamified discussion cards, culture studies, music, video-taking), we can create lessons that meet students where they are. I saw this clearly in the English lessons where situational writing was taught through differentiated support—scaffolded reading goals, adapted texts, personal sharing, and the effective use of visualisers to model what quality looks like. The use of the Let’s Talk card game also reinforced that structure and scaffolds empower even lower-progress students to engage meaningfully, often outperforming peers when given the right tools. Importantly, the teacher’s approach to flexible grouping and normalising targeted support showed how we can match readiness levels without labelling students. UDL is a mindset that removes barriers from the start, while retrofitting serves as a flexible, temporary bridge. Both approaches reinforce each other and remind me that differentiation isn’t an extra—it’s essential.

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The 3 sessions have underscored the importance of differentiated instruction (DI) and how to integrate them intentional learning experiences which caters to students' readiness levels, interests, and learning profiles. By differentiating the content, process, product, or learning environment, teachers can better meet the diverse needs of their learners.

What resonated with me most is how this aligns closely with Universal Design for Learning (UDL) principles. UDL promotes designing lessons from the start through engagement, representation, and expression—essentially removing barriers while keeping assignments that are challenging yet achievable. For instance, in a Primary 2 classroom, I could present a Math concept using physical manipulatives, visual aids, and real-world scenarios to reach students with different learning profiles. This helps reduce barriers and supports a variety of learners from the outset.

I learnt that retrofitting is necessary when students have unexpected learning gaps and need more targeted support. This can be done by modifying instructions for a student with language difficulties or providing one-on-one mentoring for a student with attention deficit disorder. These are reactive, individualized adaptations that align with the goal of inclusive education.

Moving forward, I hope to consider UDL while designing learning. Additionally, to remain flexible and observant enough to implement retrofit strategies when specific needs emerge. Both approaches can engage students in a meaningful manner.

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🔑 The key point that really stuck with me is that DI is not just about making the lesson "different" for lower or higher progress students, but it's actually a whole system of planning, enacting and reviewing a lesson to maximise each student's learning from their starting readiness levels. No student is "less able" than another— each just needs different scaffolding to help them cross their ZPD, so that every student leaves the lesson with a +1 to their knowledge.

👩🏻‍🏫 In my upcoming EL S&T lesson during TA, I hope to DI the process and product for a small group of students with lower readiness. I'll start with planning the DI with a clear focus on the lesson's objective, then perhaps do a small pull-out group similar to Mr Timothy Ong's focus group, and review afterwards to make further improvements.