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.

 

(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. 

 

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.  

 

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.