3 take-aways:

i) DI is not a strategy, it's an educational approach.

ii) DI recognize how to bring students into curriculum and instruction.

iii) DI is not a silver bullet to every educational issue.

2 strategies

i) to plan and enact DI in classroom context by referring to unit plans, rationalization and evaluate learning, not practice.

ii) to harness technologies by planning optimal learning experiences (e.g. poll, SLS, exit card, etc.)

1 challenge

• to keep to high expectations because DI may or may not be effective teaching methodology depending on students' abilities and academic background.

Greet: Chairperson/MTL Rep/loudest student

Right Materials: Buddies/Group Leaders

Environment: Each row 1 rep

Attire: Buddies/Group Leaders

Take attendance: MTL Rep from each class (plus we check our own SC Mobile)

~Iryantee

To increase RELATEDNESS, we need to design questions that draws connection between the passages and students' experiences.

~Iryantee :)

(Consider specific examples from your own teaching experience or observations to illustrate your understanding of differentiated instruction.)

2. How is your DI journey so far?

(Share the frequency of adopting DI in your classroom and its

impact on student engagement and learning outcomes.)

3. What are challenges you face in adopting DI in your classroom?

(Share the constraints and difficulties you face, or areas for growth in carrying out differentiated instruction in the classroom.)

​

What is one actionable step you can take to implement the CAR framework and ensure your next lesson plan's assignments are both purposeful and meaningful for your diverse learners?​

1.What is one valuable thing we can learn and adopt in our MTL lesson?

a)How does it achieve any of the Strategic Objectives?

2.What challenges do you forsee, if we adopt these practices?

a)How can we overcome/reduce these challenges?

1) Consider more factors in deciding the groupings for students. Such as giving student choice or handling issues faced by different groups such as in-cooperative members. For the rubric, it is crucial to start teaching the students since Sec 1.

2) Students who like to group with each other are from the same clique, difficult to split them out. We can explain the rationale and benefits of trying to work with different members to get buy in from them. For the rubric, students might not understand the terms used. We can further simplify it with concrete. examples given to promote their understandings.

our mtl dept has already started using chatGPT for T&L. so two depts can collaborate to share good practices to improve pedagogy in using AI tools (ST3 P1 innovative an reflective professionals).

challenges is teaching the students ethics in using chatGPT and not to over rely on AI tools

1) We use rubrics quite a lot. Rubrics could include some examples for easy referencing, especially when the rubrics are being used for students.

2) Rubrics must be really easy to understand or students will face difficulties using them.

1. Attended Mdm Chew's SEN sharing. We were tasked to complete a jigsaw puzzle with really noisy and buzzing loud music sound and play table tennis using our non-dominant hand. Being in the shoes of the SEN, we are able to emphatise with the struggles that the SEN students are facing. As such, in MTL classroom, we need to consciously aware who the SWANs are, their abilities and the tasks we set for them. Being consciously aware, scaffolds must be provided for them (even more if their subject ability is low). Thus, they are supported and able to perform to the best of their abilities.

2. Second sharing is by EL unit in close reading. Descriptive text is given instead of narrative text. Instead of giving students whole long text, slice it down to smaller chunks to get students to analyse and understand the contextual/inferential meaning of the word and purpose of the sentence in the text. Students can choose the part they want to work on to develop student advocacy.

Challenges

1. How can we make scaffolding meaningful for students yet less laborous for teachers?

2. Overcome? Pairing of students of different abilities. Creating fixed routines/scaffolds for the various language skills.

Display Essential items for Studets course work @D&T workshop 1

5 Stages of the Design Thinking process

background of the problem, problems students Faced, problems faced Teachers, identifying the problem .

The English department uses multiple choice questions to enhancing critical reading. Our MTL department already uses this when Pre-reading textbook, and we can also use this method to reinforce story reading for students.

The challenge is that it may increase the teacher's workload, but AI can be used to set the questions.

i) emphaty

ii) define

iii) ideate

iv) prototype

v) test

I will adopt it into my narrative composition lesson to focus on the plot writing where students can write more creatively using their choices of situational happenings, varied incidences, etc.

2) Challenges:

• LA students may not understand on effective plot writing and need more teacher guidance, hence may submit late on the narrative composition assignments.

• Students language acquisition skills may not be up to mark based on their levels thus the narrative composition masterpiece may turn out to be not meeting expectation of good composition writing practice.

• Therefore, teacher still need to be the facilitator for composition writing guidance.

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Display Essential Items for Students’ Course Work

@ D&T Workshop 1

Sharing Topics Covered:

1) 5 Stages of the Design Thinking Process

2) Background of the Problem

3) Problems Students Faced

4) Problems Faced by Teachers

0

Display Essential Items for Students’ Course Work

@ D&T Workshop 1

Presenters: Mr Goh Kok Liang & Mr Anthony Thang

Sharing Topics Covered:

1) 5 Stages of the Design Thinking Process

2) Background of the Problem

3) Problems Students Faced

4) Problems Faced by Teachers