Please lead your PCL group members to converse and get each of them to type out their comments on the activities.

(1) Setting group norms through considering learner profiles of members

(2) Your takeaways on DI workshop using the thinking routines and questions.

Thank you! :)

Please lead your PCL group members to converse and get each of them to type out their comments on the activities.

(1) Setting group norms through considering learner profiles of members

(2) Your takeaways on DI workshop using the thinking routines and questions.

Thank you! :)

Please lead your PCL group members to converse and get each of them to type out their comments on the activities.

(1) Setting group norms through considering learner profiles of members

(2) Your takeaways on DI workshop using the thinking routines and questions.

Thank you! :)

Please lead your PCL group members to converse and get each of them to type out their comments on the activities.

(1) Setting group norms through considering learner profiles of members

(2) Your takeaways on DI workshop using the thinking routines and questions.

Thank you! :)

Please lead your PCL group members to converse and get each of them to type out their comments on the activities.

(1) Setting group norms through considering learner profiles of members

(2) Your takeaways on DI workshop using the thinking routines and questions.

Thank you! :)

Please lead your PCL group members to converse and get each of them to type out their comments on the activities.

(1) Setting group norms through considering learner profiles of members

(2) Your takeaways on DI workshop using the thinking routines and questions.

Thank you! :)

Please lead your PCL group members to converse and get each of them to type out their comments on the activities.

(1) Setting group norms through considering learner profiles of members

(2) Your takeaways on DI workshop using the thinking routines and questions.

Thank you! :)

Please lead your PCL group members to converse and get each of them to type out their comments on the activities.

(1) Setting group norms through considering learner profiles of members

(2) Your takeaways on DI workshop using the thinking routines and questions.

Thank you! :)

Please lead your PCL group members to converse and get each of them to type out their comments on the activities.

(1) Setting group norms through considering learner profiles of members

(2) Your takeaways on DI workshop using the thinking routines and questions.

Thank you! :)

Please lead your PCL group members to converse and get each of them to type out their comments on the activities.

(1) Setting group norms through considering learner profiles of members

(2) Your takeaways on DI workshop using the thinking routines and questions.

Thank you! :)

Please lead your PCL group members to converse and get each of them to type out their comments on the activities.

(1) Setting group norms through considering learner profiles of members

(2) Your takeaways on DI workshop using the thinking routines and questions.

Thank you! :)

Please lead your PCL group members to converse and get each of them to type out their comments on the activities.

(1) Setting group norms through considering learner profiles of members

(2) Your takeaways on DI workshop using the thinking routines and questions.

Thank you! :)

Please lead your PCL group members to converse and get each of them to type out their comments on the activities.

(1) Setting group norms through considering learner profiles of members

(2) Your takeaways on DI workshop using the thinking routines and questions.

Thank you! :)

Please lead your PCL group members to converse and get each of them to type out their comments on the activities.

(1) Setting group norms through considering learner profiles of members

(2) Your takeaways on DI workshop using the thinking routines and questions.

Thank you! :)

Please lead your PCL group members to converse and get each of them to type out their comments on the activities.

(1) Setting group norms through considering learner profiles of members

(2) Your takeaways on DI workshop using the thinking routines and questions.

Thank you! :)

Please lead your PCL group members to converse and get each of them to type out their comments on the activities.

(1) Setting group norms through considering learner profiles of members

(2) Your takeaways on DI workshop using the thinking routines and questions.

Thank you! :)

Please lead your PCL group members to converse and get each of them to type out their comments on the activities.

(1) Setting group norms through considering learner profiles of members

(2) Your takeaways on DI workshop using the thinking routines and questions.

Thank you! :)

Please lead your PCL group members to converse and get each of them to type out their comments on the activities.

(1) Setting group norms through considering learner profiles of members

(2) Your takeaways on DI workshop using the thinking routines and questions.

Thank you! :)

Please lead your PCL group members to converse and get each of them to type out their comments on the activities.

(1) Setting group norms through considering learner profiles of members

(2) Your takeaways on DI workshop using the thinking routines and questions.

Thank you! :)

Please lead your PCL group members to converse and get each of them to type out their comments on the activities.

(1) Setting group norms through considering learner profiles of members

(2) Your takeaways on DI workshop using the thinking routines and questions.

Thank you! :)

Please refer to your respective PCL groupings on this main page for the activities to do.

(1) Setting group norms through considering learner profiles of members

(2) Your takeaways on DI workshop using the thinking routines and questions.

Thereafter, send out the breakout link to your team leaders to type the responses.

EL1

Doris

https://padlet.com/SDWB/breakout-link/PkpnqAB6OxjBvD0B-RdZYv7LVaZG1brPl

EL2

Husna

https://padlet.com/SDWB/breakout-link/ldoNv8bxN7Pg2JXV-RdZYv7LVaZG1brPl

EL3

Margaret

https://padlet.com/SDWB/breakout-link/nRxeqrn91dOLq56P-RdZYv7LVaZG1brPl

EL4

Rebecca

https://padlet.com/SDWB/breakout-link/nRxeqrn91dO7q56P-RdZYv7LVaZG1brPl

CLP1

Hu Ying

https://padlet.com/SDWB/breakout-link/65XOvBOrn7BO4GBQ-RdZYv7LVaZG1brPl

CLP2

Yan Yan

https://padlet.com/SDWB/breakout-link/J7z0qjKM1YR8vmWQ-RdZYv7LVaZG1brPl

CLP3

Jiunn Shyong

https://padlet.com/SDWB/breakout-link/JZaQvQZXw1yz4nYK-RdZYv7LVaZG1brPl

CLP4

Winnie

https://padlet.com/SDWB/breakout-link/7PY5qNyLwNOn2Ba8-RdZYv7LVaZG1brPl

CLP5

Yee Sun

https://padlet.com/SDWB/breakout-link/6RDZ2yBm7JANqyej-RdZYv7LVaZG1brPl

CLP6

Gao Yuan

https://padlet.com/SDWB/breakout-link/QgJV4Zzl9WYY4mBk-RdZYv7LVaZG1brPl

MA1

Nafsiyah

https://padlet.com/SDWB/breakout-link/gx604eenVdAz4YGo-RdZYv7LVaZG1brPl

MA2

Rebekah

https://padlet.com/SDWB/breakout-link/J7z0qjKM1DwbvmWQ-RdZYv7LVaZG1brPl

MA3

Kai Keng

https://padlet.com/SDWB/breakout-link/QgJV4Zzl9WQ14mBk-RdZYv7LVaZG1brPl

MA4

Cheryl

https://padlet.com/SDWB/breakout-link/nEw64OAKaeQ9qaPB-RdZYv7LVaZG1brPl

SCP3/P4

Christine

https://padlet.com/SDWB/breakout-link/nRxeqrn91VRNq56P-RdZYv7LVaZG1brPl

SCP5

Federick

https://padlet.com/SDWB/breakout-link/xPdL4geRK6mzqpwK-RdZYv7LVaZG1brPl

PE1

Jun Liang

https://padlet.com/SDWB/breakout-link/mVbpvYp0OxpPqRkn-RdZYv7LVaZG1brPl

PE2

Meow Jin

https://padlet.com/SDWB/breakout-link/K8wMqGOgG7OxqZJO-RdZYv7LVaZG1brPl

ART

Rene

https://padlet.com/SDWB/breakout-link/PkpnqAB6O7kVvD0B-RdZYv7LVaZG1brPl

MUSIC

Agnes

https://padlet.com/SDWB/breakout-link/x1rD2JNRowN320dM-RdZYv7LVaZG1brPl

1. Catering to Diverse Learning Styles

• Primary students learn differently—some are visual learners, others auditory, kinesthetic, or a mix. Differentiated instruction allows teachers to use a variety of teaching methods (e.g., visual aids, hands-on activities, storytelling) to engage all learners effectively.

2. Addressing Different Ability Levels

• In primary classrooms, students may be at different stages in their development. Differentiated instruction provides tasks and materials at varying levels of difficulty to ensure that all students are challenged but not overwhelmed.

3. Encouraging Student Engagement

• By tailoring lessons to students’ interests and strengths, differentiated instruction increases engagement and motivation. For example, a student who loves art might create a poster to demonstrate their understanding of a science topic.

4. Building Confidence

• When students work at their level and achieve success, their confidence grows. This is particularly important in primary school, where self-esteem and a love for learning are being developed.

5. Providing Individualized Support

• Differentiated instruction allows teachers to provide targeted support to students who struggle and advanced challenges to those who excel, helping all students progress at their own pace.

6. Encouraging Collaborative Learning

• Group activities with differentiated roles can help students learn from each other. For example, mixed-ability groups can foster peer teaching, where stronger students explain concepts to others, reinforcing their learning in the process.

7. Fostering Creativity and Critical Thinking

• Offering students choices in how they demonstrate their understanding (e.g., writing a story, making a model, presenting a skit) nurtures creativity and critical thinking skills.

8. Reducing Behavioral Issues

• Students are less likely to become bored or frustrated when activities are appropriately challenging and engaging. This can lead to better classroom behavior and a more positive learning environment.

2) Everyone will contribute their ideas and expertise.

3) Everyone will pool resources on DI

2) Infuse DI into design of the lessons

3) Based on readiness and interests.

4) Use past music grades and achievements. Ongoing formative assessments.

5) Adapt & modify existing resources. Incorporate tech

6) Reinforce classroom routines and use of thinking routines to familarise pupils.

7) Share resources on DI and good practices.

I used to think DI requires me to structure my lesson such that I cater to HA, MA, LA in the class.

Now I think I can tweak my lessons according to the student readiness, interest and learning profile.

See: DI requires me to differentiate the children by low, mid and high readiness.

Think: While it is beneficial to use DI to cater to their learning needs and pace, I wonder if grouping them in such a manner will evoke inferiority pupils.

Wonder: How to carry out DI without affecting the morale of LA pupils?

Joyous:

I used to think that pairing students with stronger ability is considered as DI.

Now I think that HA pupils will be shortchanged and experience boredom in this pairing mode.

See: I can see that implementing DI is important as it can customise to the learning needs of the students.

Think: I think that certain teachers may find implement DI a tall order, especially if there are existing concerns on their classroom management.

Wonder: How can we ease teachers in the implementation of DI and make them feel confident about it?

Question: How do you typically gather information or feedback from the learners in your class?

Question: How do you typically gather information or feedback from the learners in your class?

Question: How do you typically gather information or feedback from the learners in your class?

Question: How do you typically gather information or feedback from the learners in your class?

Question: How do you typically gather information or feedback from the learners in your class?

Question: How do you typically gather information or feedback from the learners in your class?

Question: How do you typically gather information or feedback from the learners in your class?

Question: How do you typically gather information or feedback from the learners in your class?

Question: How do you typically gather information or feedback from the learners in your class?

Question: How do you typically gather information or feedback from the learners in your class?

Question: How do you typically gather information or feedback from the learners in your class?

Question: How do you typically gather information or feedback from the learners in your class?

Question: How do you typically gather information or feedback from the learners in your class?

Question: How do you typically gather information or feedback from the learners in your class?

Question: How do you typically gather information or feedback from the learners in your class?

Question: How do you typically gather information or feedback from the learners in your class?

Question: How do you typically gather information or feedback from the learners in your class?

Question: How do you typically gather information or feedback from the learners in your class?

Question: How do you typically gather information or feedback from the learners in your class?

Question: How do you typically gather information or feedback from the learners in your class?

HA- 自己说说自己的一天（什么时间，他在做什么？

MA- 老师提供一些辅助句子，让学生们跟着说。

LA- 老师带着学生看图说，句子都重复说几遍。

（老师提供图片，引导学生来说）

我们能了解他们的学习程度。

2. 老师之后，给予适当的反馈。

3. HA- 当着全班的，说给大家听，之后，老师给与评价，学生给与评价，说得好不好？（老师鼓励能力强的，说给同学们听。）

4. MA- 小组讨论，然后说给小组同学听。

   (早上，中午，晚上。)（参考词语）

5. LA - 老师给图片，引导孩子说，一句一句的指导。

   （早上，中午，晚上）给他们一些例子。