E-PD. by LLoyd Yeo

muhammad_hamzah_zainal_abidin — 2024-03-19 06:44:12 UTC

How is it implemented well?

What makes a bad implementation of it?

How has it been implemented?

Is DI like a one-off approach or is it something that you should implement in all lessons, and even then how to do it sustainably?

Sec 2 - Japanese Occupation (Collaboration & Resistance)

martin_tan — 2024-03-19 07:58:28 UTC

Tier 1

Individuals to gather facts on the historical profiles

Tier 2

Building conceptual vocabulary - In groups, students discuss key concepts such as collaboration, resistance and agency

Tier 3

Adopt the persona of a historical profile – describe the experience of resisting and collaborating and explain motivations

muhammad_hamzah_zainal_abidin — 2024-03-19 07:59:33 UTC

How did the colony of Singapore respond to healthcare challanges.

Learning Objectives: The British administration did not provide sufficient healthcare services

Level 1:

British Administration responses to healthcare concerns in the colony.

Examine one of the several communicable diseases

Malaria
Cholera
Typhoid

Output - InfoCard - Problem, Response

Level 2:

Local Response due to British lack of action

Explore how different migrant groups meet the healthcare needs within the community.

Output: Letter of appeal for funding for a healthcare response

Enduring understanding:

it took awhile for people to accept scientific medicine
how to deal with outbreak/ link between sanitation and disease

Sheralyn

2024-04-04 06:37:36 UTC

My school is focusing on DI as their main PD focus this year so I wanted to improve my knowledge of it to better apply it (especially in upcoming LOs!)

pang_liang_wee_ — 2024-04-04 06:37:36 UTC

Getting ideas for the implementation of DI in History topics. Context: creating buy in for teachers to be intentional how they go about creating DI experiences

jeromesng2 — 2024-04-04 06:37:41 UTC

The main purpose of me attending this course is to explore the varied methods of DI and to see how it can be applied to the various topics and chapters within the syllabus.

Pearlyn

pearlyn_low_ling_hui1 — 2024-04-04 06:37:55 UTC

To explore different ways of enacting DI in the Upper Sec History, find out more about challenges that other colleagues have faced

pearlyn_low_ling_hui1 — 2024-04-04 06:38:21 UTC

Sec 1 G2 & G3 History -> Chapter 3: British dev of SG

Sec 2 G3 History --> Chapter 7: Post-war SG

Sec 3 G2 History --> Chapter 2: Nazi Germany

Sec 4 G2 History --> Chapter 9: Vietnam War

jeromesng2 — 2024-04-04 06:38:28 UTC

I am currently teaching secondary 2,3 and 4

pang_liang_wee_ — 2024-04-04 06:38:32 UTC

All levels

Sheralyn

2024-04-04 06:38:54 UTC

Sec 3 History G3 - Just finished Hitler; about to start Militarist Japan

Sec 2 History G3 - 1950s riots.

Isaac

hong_wei_en_isaac2 — 2024-04-04 06:39:03 UTC

To learn about different methods to enact DI in Upper Sec, for a greater variety of topics/chapters.

hong_wei_en_isaac2 — 2024-04-04 06:39:37 UTC

Sec 1 G2 & G3 - Chpt 4 Migrants In Colonial Singapore

Sec 2 G2 & G3 - Chpt 7 Road to self-governance in Singapore

Sec 3 G2 - Chpt 2 Social Impact of Hitler's Rule

Pearlyn

pearlyn_low_ling_hui1 — 2024-04-04 06:40:10 UTC

Yes - often DI by interest (students get to choose the specific group that they want to look at); DI by readiness (varying levels of questions that they need to answer)

Sheralyn

2024-04-04 06:41:34 UTC

Yes - but only in lower secondary so far. Provided students a SEQ writing HBL exercise that was differentiated by process (different prompts according to self-assessed readiness levels for the same question)

Natasha

2024-04-04 06:42:15 UTC

I want to improve my understanding of DI and ensure that I can do justice and enhance the learning of my students during lesson enactment in class

Natasha

2024-04-04 06:42:39 UTC

Sec 1 G2 history - chapter 2

Sec 3 history elective (NA and Express) - chapter 2 (impacts of hitler's rule)

pang_liang_wee_ — 2024-04-04 06:43:37 UTC

DI processes as covered by Tomlinson's model. Have tried out DI in our HI packages with regards to process and product

DI through products / learning packages (experiences) / guidance given / questioning tactics

2024-04-04 06:54:10 UTC

Isaac

hong_wei_en_isaac2 — 2024-04-04 07:15:58 UTC

DI - can be done by content, process, product, readiness, learner profile. I've not really tried much DI in class due to time, but have tried this by readiness for my Sec 3 History class last year where I put them into groups to look at how different groups of people were impacted by Hitler's rule.

pearlyn_low_ling_hui1 — 2024-04-04 08:11:27 UTC

IQ: What led to the outbreak of war in Europe?

Learning Objectives:

Students should be able to explain the factors that led to the outbreak of WW2 in Europe.
Students should be able to evaluate which was the most significant factor that led to the outbreak of war.
Students should be able to explain the perspectives of countries involved in WW2 (Germany / Britain / USA / USSR).

Level 1 [Fact-finding] : Kahoot Quiz / Mindmap / Crossword / Flashcards

E.g. create a Kahoot Quiz on the factors for your other classmates to play
E.g. Roleplay Hitler's expansionist policy --> Explain why it escalated tensions / motivated Hitler to start WW2 [Fact-finding]

Level 2: Roleplay / Writing a speech or report

E.g. Roleplay the actors in appeasement
E.g. Choose country, based on analysis of war propaganda/politician POV, design speech to convince people to support / oppose war

For Jerome: Some thoughts

lloyd_yeo — 2024-05-08 06:47:22 UTC

Natasha

2024-05-08 07:05:44 UTC

Sheralyn

2024-05-08 07:06:01 UTC