# data[].attributes.body
Appropriateness of pedagogy

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Their learning pace and level of understanding.

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Learning styles

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Level of readiness, their interests

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Language used

Instructions given
Achievable tasks

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Common interests

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Prior knowledge and readiness

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Considerations to involve whole class activities. Inclusive classroom teaching

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The abilities of pupils whether high, middle or low

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Look at their ability levels and preferred mode of learning

# data[].attributes.subject
Look at their ability levels and preferred mode of learning

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Because our students are at different ability levels, with each having their own strengths and challenges, we need to consider what is the best mode of learning for them and also at which difficulty level.

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I guess it would be to understand their challenges and their strengths in order to close the learning gap. 

# data[].attributes.subject
I guess it would be to understand their challenges and their strengths in order to close the learning gap. 

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Prior knowledge and experience

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Mental and emotional well-being

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How to make the lesson a fun lesson

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Their learning ability and their interactions with those around them

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Prior knowledge of the topic

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KWL

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type of scaffolding

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Respect student’s learning pace and learning needs

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Language comprehension and abilities

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Their foundation knowledge

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Use of visuals in ppt slides / notes so that those who are weaker in language can learn better. Use of videos to reiterate concepts for visual and auditory learners.

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Use of visuals in ppt slides / notes so that those who are weaker in language can learn better. Use of videos to reiterate concepts for visual and auditory learners.

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Pupils’ dynamics

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Their abilities both English and MTL

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- simplify things for better student's understanding
- the language I used to pitch at pupils' level

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Their prior knowledge

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The content and pace of my lessons.
My pupils' prior knowledge n readiness for new content.
The amount of scaffolding given, without robbing them of the independence to self-learn

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Instructions given
Bite size tasks to attain goal

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Need to be challenging enough to engage them.

# data[].attributes.subject
Need to be challenging enough to engage them.

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Scaffolding and DI

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Use of graphics, visual representations, posters

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cognitive load

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- speed at which I teach
- use easy to understand language
- give them more time

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Student readiness. Learning style (visual, kinaesthetic etc.) Students' interests.

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For low progress learners, their exposure to the CL is a consideration. I will have to speak slower, use simple words so that they understand and not feel stress. (Lilian)

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For low progress learners, their exposure to the CL is a consideration. I will have to speak slower, use simple words so that they understand and not feel stress. (Lilian)

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Differentiated instructions for different abilities pupils to engage and stretch the higher abilities and more personalised attention to the weaker ones

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Using the approach of different learning styles

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Routines that work based on research and past strategies that work with or does not work

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Differentiated Instructions

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The type of visual aids that can help to scaffold the children's learning 

# data[].attributes.subject
The type of visual aids that can help to scaffold the children's learning 

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The learner profile is varied and includes pupils who have learning needs and new to Singapore. Pupils also are at differing levels of proficiency .

# data[].attributes.body
I will be able to know more by looking at their past results, feedback from other Teachers be it past or present, and/or carrying out my own diagnostic tests.

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Differentiated Instructions for different pupils. The best strategy for these pupils 

# data[].attributes.subject
Differentiated Instructions for different pupils. The best strategy for these pupils 

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Learning needs and progress level

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Knowing our learners and establishing what their needs are. Academic or emotional support and to what extent. Any context we can glean from home or from previous years' teachers.

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Level of presence in class.
Level of confidence.
Behavioural pattern.

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Patience and having a big heart

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Provide scaffoldings

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Vary the types of scaffolding for different abilities, such as using visuals and videos to help reinforce understanding in weaker students, using graphic organisers for the higher ability students

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My instructions and materials used.

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Scaffolding.
For group work, establishing the correct dynamic among grp members.
Visual instructions.
Demonstration.

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Different learning abilities

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1. Achievable short Term goals for my students
2. Scaffolding support needed
3. Learning Styles
4. Learning limitations
5. Basic skills required.

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Differentiated instruction helps in promoting learning across the various groups of pupils.

# data[].attributes.subject
Differentiated instruction helps in promoting learning across the various groups of pupils.

# data[].attributes.headline
Sufficient practice and repetition if needed. To allow pupils to experience success, regardless of readiness level

# data[].attributes.subject
Sufficient practice and repetition if needed. To allow pupils to experience success, regardless of readiness level

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Tone of the classroom

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Depending on the needs of the pupils and the difficulty of the lessons I tailor my lessons . Maybe more scaffolding , or use of visual aids .

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I find the self-determination theory and framework very useful as a constant guide to reflect and move forward in my teaching.

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choice of words used in instructional and content delivery

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Providing a non threatening environment for pupils to share and not afraid of making mistakes.

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Use of teaching approaches and mode of assessment that caters to their learning styles

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Learning style and profile
Common interests
Readiness
Classroom seating
Pace of learning