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1. Yes. There are is evidence of descriptive vocabulary and paragraph structures. Essay was thoughtful and reflective. Most students were able to make their essays interesting and explained points in a coherent manner.
2. I explained to them why they have been assigned different questions, even though the questions are all asking the same thing. Thus, they became more aware of their strengths and weaknesses. I hope they will now be able to choose questions to fit their strengths.
3. Let them choose the questions.

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1. To a certain extent the objectives were met as I was able to see them generate inferential questions and arrive at conclusions - their answers. However, I had already modified my lesson - I had changed narrative passages to non-narrative passages (as I found that it was more manageable to find thematic resources).

2. DI allowed more participation in the class which has been an issue before. Due to the nature of the passages, there were more discussion among the students of similar interest about the topic, (which I was able to participate in as I walked around to monitor their progress). I think it made them feel  more confident about dealing with the task.

3. Next time I would consider what was suggested in the feedback - to take note of the abilities of the students to read for details and identify for contextual clues. Also, there would be more time allocated for the activity, as we didn't have time to do the sharing. Additionally, I would include student feedback in the last section.

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1. Generally students were able to infer and predict.
2. Research for the meaning of the words: The LP group were able to work together and they found the meaning. They were also able to identify two synonyms that could be used. Although, they could find the meaning, some students had difficulty in crafting the sentences.
3.The HP generally prefer to work on their own. Some asked to use their handphone as they wanted to find metaphors/similes that could replace the words. This seems to be an extension. Some of them used these words in their paragraph writing.
3. Moving forward: Instead of purely focusing on the meaning of the words, students also also find suitable metaphors/similes that could replace the word in the text.
For writing task,  I might also pair the LP and HP together. This is to ensure the LP students can learn for the HP group.

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1) Students were able to identify keywords in questions. However, a handful of lower readiness ability students were not able to apply the skill successfully (e.g. forgot to quote for 'identify' and 'evidence' questions or quoted phrase may have been in excess of what was required in question)

2) DI was useful because the different level of scaffolds provided for the different readiness levels helped to provide different levels of support in order for all to achieve the lesson objectives. Students were also able to lend support to one another and check for potential careless mistakes (e.g. spelling, missing punctuations) though this was more apparent in the higher readiness groups. It also helped me draw out potential learning points for the whole class and focus my subsequent lessons on accuracy in answers since this was something that most of the students struggled with (for 'Matching description' and 'Identify phrase' questions)

3) In subsequent lessons, I will continue to tap on ZPN to allow students to discover new knowledge and skills and apply flexible grouping (not necessarily grouping them according to readiness level) as on hindsight, I feel that perhaps a mixed readiness grouping would also be good to allow students to tap on each other's strengths and weaknesses in a language classroom.

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1)
·       The students were able to complete the summary tasks given to them. Many of the students were able to identify the main ideas and details in the text given and apply the skills (e.g. one-to-one word substitution, varying verb form, synthesis of sentences) needed for summary writing. When walking around to supervise the students in their group discussion, students were seen to apply the Reciprocal strategy to understand the assigned paragraphs better. In their groups, they were asking each other questions about the paragraph and asking for clarifications on either the vocabulary words that they were unsure of or even on things that they were curious about, so it was a productive conversation.
2) The mixed ability group were working together in their smaller groups in pulling out the salient points and worked together to apply the summary skills. It provided support for each other, especially the LR students.
3) Looking at how the lesson went, I think I would give the students the passage earlier so that they could read the passage on their own and perhaps find out the meaning of difficult words if any and annotate the paragraphs on their own first. For the summary work, I could pair the LR with a MR/LR student. As for the worksheet, I could even highlight/ underline the words that the LR students could change as part of the summary skills.

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1) Students were able to complete the editing tasks given to them by applying grammatical rules to support their answers. When asked to explain the reasons for their answers, they were generally able to give relevant responses.

2) While walking around to supervise their work, I could listen to the conversations between the HR and LR students as they discussed the answers. The HR students helped to guide the LR students and I could see the LR students asking them questions as well. The students also referred to the supporting worksheet on list of grammatical errors when they were stuck and needed some point of reference.

3) Perhaps, for future lessons, I may get the students to complete the practices individually first, before pairing up to compare and discuss their answers. This could reduce the dependence that the LR students may have on the HR students, and give them a clearer idea of what areas they may need to improve on as they review their answers during the pair work.

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1) Students were able to compare the characters / plot of the video to real life, some even making connections with their own lives.
2) The use of DI gave students a choice - they could choose which perspective they empathised with more, and as a result, there was a marked improvement in terms of how much my students wrote. To put this into context, these are my NT students who typically write two or three lines for journal entries.
3) I wonder if a journaling lesson was the best opportunity to effectively use DI. Perhaps I could have stretched the students more by giving differentiated levels of helping words to students, to help them expand their vocabulary.

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1)      Were the planned learning objectives met? How do you know?

Yes, students were able to differentiate formal and informal tone using the exercises. They were able to explain why the particular sentence is informal while referring to the tone features taught in a previous lesson.

2)      How did the use of DI facilitate the learning of different groups of students?

I think I meant for DI to be in terms of content instead of process... I chose the content of the informal writing to be close to their hearts of dream jobs and real-life examples. The students were engaged and enjoyed learning. They were tickled by the humourous real life examples used. The HR students were able to transform the sentences with ease and the MR and LR got more insights and understanding about formal tone while attempting to do so.

3)      What would I change or improve for the next lesson?

I would try using group settings so that the students can learn from each other and to make them feel less stressed out.

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1) To some extent, yes. I was unfortunately unable to carry out my lesson exactly as planned because it became clear in the lessons leading up to it that there were some AFIs that were common across the entire class (e.g. lack of elaboration). As such, I had to adapt the lesson and students were split into two groups instead of 3, and the DI component became a take-home assignment. Based on the second piece of work submitted, I would say that the DI has helped to address students' individual needs.

2) Students were able to focus on their own AFIs (now limited to Grammar and Structure for DI). They need not waste time on something they have already mastered.

3) As I had to make the DI component take-home, there was some confusion as to what needed to be done. I will take note that my worksheets include more explicit instructions.

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1. Students were able to understand to various extents (barring grammatical and language errors) how to identify the tasks.
2. Some had difficulty with amplification of the tasks. Use of D.I with scaffolded thinking cues helped students with difficulties begin their work on these tasks where otherwise they might have been stuck.
3.I would stretch the lesson out over two sessions for deeper understanding. I would also include more groupwork where students with needs for D.I would be paired with HA students so they could see how the process works and how a sufficient end product would be. Varying tasks for each member so they do not just become passengers but also contributors to the product.

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1)  Yes, to some extent the objectives were met as individually they were able to write a few paragraphs of the topic revolving around the theme although the LP learners struggled when they do their individual writng.

2)  [Content] As this theme  was new to the students, scaffolds in the form of articles of varying readability levels were provided to guide students in their content building. [Process] Students worked in groups with similar interests and abilities to extract relevant information from the given articles. Additional support and feedback were given to individual students in their first draft.

3)  [Content] From the responses of the LP, I think I could provide more scaffolds to access the information in reading such as annotate and provide vocabulary meaning for the weaker (lower readiness) students.  [Process] I also need more time to let students familiarise with the use of Reciprocal Teaching before carrying it out in the classroom.

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The lesson was not very successful as I learnt that the task that I have created to support the LP students did not provide the intended scaffolding. I thought that by getting them to annotate and observe how a text is constructed, they can then apply this sample to their own writing. However, observing how a text is written and having the language to describe it was actually quite high level for this group of students. Hence, I have to rethink the kind of scaffolding that will be more helpful for this group of students. In future, I will provide a not elaborated extract instead and then provide the prompts for them to generate ideas and respond. Based on what they have generated, they will then use the information to improve the extract.

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(1) Yes, the objectives were largely met for the MR and HR students. The quality of work submitted pointed to this observation. For the LR students, while they seem to be struggling with writing effective introductions initially, at least they did show greater effort following the DI Lesson i.e they were able to move away from merely copying and repeating words from the title while the MR and HR students wrote paragraphs that showed attempts to elaborate using techniques taught.

(2) DI assisted and facilitated the students in making a conscious effort to write wholesome introductions which were very shallow and repetitive in nature pre-DI. They were able to provide quality elaboration to the hook or general statements they wrote. HR student showed flair in their writing. The checklist idea provided the LR students a useful guide for them to look at when assessing the quality of their introduction. They were more deliberate and careful in their writing this time round. The initial task of getting students to sit in groups and sieving out the techniques  helped the LR students ‘notice’ what good intros are.  It provided the LR students the chance to learn from their peers. The ‘Let’s talk’ game card also enable students to eventually craft an introduction that provided an overview of what they had discussed content-wise. The group setting took the stress away.

(3) For the next lesson, I would get the students to reflect on their learning and check if they could state the baseline to writing an effective introduction especially to break it down further for the LR students. Perhaps refine the checklist further just for the LR students such as unpacking the key words such as characteristics of an effective introduction to be and providing LR students with sentence starters.

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1) Were the planned learning objectives met? How do you know?
- As I was not able to complete the lesson fully due to external constraints, it was hard to say that the objectives were met. However, in order to consolidate, I came up with an alternative form of assessment, which was much faster and simpler for my class. Students were tasked to describe their classmates using idioms and proverbs that they had found and some were called on to present.

2) How did the use of DI facilitate learning of different groups of students?
- Students were generally more interested in participating in the lesson although most of them were inclined towards one type of activity.

3) What would I change or improve for the next lesson?
- I would perhaps streamline the choices of differentiated outcomes a bit more so that students could compare across fewer categories and it'll be easier for the teacher to manage in terms of helping each group.

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1) Yes, the lesson objectives were met, as most students (regardless of ability) were able to align their writing to the task objectives. For those who were not able to do so, it was due to insufficient elaboration and/or misinterpretation of the stimulus

2) It helped to ensure that the lower ability students were given the extra scaffolding needed, while the higher ability students were given the tools to take their language skills to the next level. At the same time, the middle ability students were given an opportunity to solidify their current skill set, which sets them up to be pushed to the higher ability zone

3) For future lessons, I will probably do brainstorming with the class, as well as an essay outline, before allowing them to start work

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DI_Lesson Planning Guide EL_ 16 Feb 2021_Mano

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Thanks for the outline! Here are a couple of suggestions for your consideration :)

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I like the consistent reference to the key words from the passage used to make predictions and interpretations. Thanks for the outline!

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Thanks for the outline! I like the structured and deliberate plans for the groups. Here a couple of suggestions for you :)

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Thanks for the outline! Here are some suggestions for your consideration :)

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Thanks for your outline. Here are a couple of points for your consideration :)

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A very detailed lesson plan. My comments and questions are in the attached for your consideration

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SMART objectives. See attached for other comments

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Thanks for the outline. Here are a couple of suggestions for you!

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Thanks for the lesson outline!

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Thanks for the lesson outline! Here are a couple of suggestions for you.

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Thanks for the lesson outline. Some suggestions for you :)

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Thanks for the lesson plan. Some ideas for your consideration :)

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Thanks for the lesson plan. Some ideas for your consideration :)

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Hi June, here's my feedback for your lesson plan. I like your choice of texts! :)

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Comments for Lynn's lesson plan by Andrea

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Comments for Lynn's lesson plan by Andrea

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Interesting texts used. Pl see the attached for my detailed comments.

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Is this by Mok Ern or Hui Xin?

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Hi Yu Zhen,
Feedback for your lesson plan

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Thanks for the outline, Parvin! Here are some suggestions for your consideration :)

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Thanks for the lesson outline!

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Hi Mag,
I've added my feedback in the attached.

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Thanks for sharing your lesson plan, Adibah. I like the varied worksheets that you provided.
1 question: How do we determine the readiness levels of the students prior to this lesson? Will they be grouped according to similar or varied readiness levels.

1 thing I'd get them to do is to exchange some of their descriptions with one another to feedback and learn from one another. :)

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Pl see the attached for feedback from me for your revision of the plan.

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Hi! my feedback has been included in the lesson plan attached! =)

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Comment for Wendy Group 7a from Magdalen of Group 1a)

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Comment for Wendy Group 7a from Magdalen of Group 1a)

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Read your lesson plan, and can be done in our school. Very detailed indeed and many varied activities with opportunities for different skills.

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Good attempt. Pl see the attached to revise the lesson.

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Pl see the attached for feedback from both Cheryl and me.

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A potentially interesting lesson. See attached feedback for how to reflect the differentiation for different groups of students

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Hi Siva,
The trigger content has potential. Pl see the attached.

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Hi Sherry, pl see the attached.

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A worthwhile lesson, June. Do keep to your intent of only differenitating process by using the same learning content i.e. the same poem. See attached

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Good plan which might require a few periods to complete.  Let me know how well it goes.  My comments have been inserted in the attached.

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Thanks Joel for sharing your lesson. Pls. see the attached feedback which i annotated directly on your LP. 

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Thanks Joel for sharing your lesson. Pls. see the attached feedback which i annotated directly on your LP. 

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Hi Hafiana, I've added some feedback. Not sure how else to send you the feedback, so I'm enclosing it here. Thank you for looking at mine too!

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Shanthi

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Haslinah_DI_Lesson Planning

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Achieving Task Fulfilment for Situational Writing

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Writing Introduction

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Thanks for the lesson outline! Some suggestions for you :)

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Thanks for the lesson plan. Some ideas for your consideration :)