Contributed by Mr Chan Sau Siong, Ms Norazlin Binte Normin, Mr Joseph Lim, Ms Synth-Di Tan and Ms Deborah Roshni Rajaratnam from Raffles Girls’ School (Secondary) for SingTeach Virtual Staff Lounge

Raffles Girls’ School (RGS) has embraced differentiated instruction for several years, recognizing its importance in accommodating diverse learning styles, abilities and interests within a classroom. With the rise of home-based learning and the increased use of personal devices during lessons, RGS seeks to further integrate blended learning with differentiated instruction to enhance student agency in learning.

Defining Differentiated Instruction and Blended Learning

Differentiated instruction is a teaching approach that tailors teaching methods, content and assessments to meet the individual needs of students. By acknowledging that learners have varying strengths, weaknesses and preferences, teachers employ strategies like flexible grouping, personalized learning paths and varied assessment methods. The goal is to create an inclusive learning environment where each student can engage with the material at their own pace and level, fostering a more effective and supportive educational experience (Tomlinson & Mood, 2015).

Blended learning combines traditional face-to-face teaching with online learning tools and resources. This approach leverages digital platforms, such as video lectures and interactive modules, to complement classroom teaching (Graham et al., 2019). Blended learning caters to diverse learning styles by offering opportunities for self-paced learning, individualized instruction and collaborative activities, ultimately enhancing engagement, accessibility and the overall quality of education.

Both differentiated instruction and blended learning aim to cultivate student agency by providing a flexible learning environment that empowers students to take control of their educational journey.

Creation and Implementation of Action Plan

Teachers from different disciplines and levels, including Lower Secondary Science, Chemistry, and Biology, designed diverse lessons using station rotation (Tucker, 2022). To understand students’ learning experiences, the following data collection tools were used:

• Evidence of learning: Pre-lesson and post-lesson quizzes.
• Focused group discussions (FGD): Small group discussions to gather qualitative insights.
• Field observations: Conducted by third parties to provide an external perspective.
• Teacher reflections: Teachers’ personal reflections on the lesson’s effectiveness.

Lesson Design & Results

1. Paper Chromatography (Lower Secondary Science Year 1)

Objectives

• • • • Theory Knowledge: Understand the theory behind paper chromatography, interpret chromatograms and calculate Rf values.
      • Practical Skills: Correctly set up a paper chromatography experiment and avoid common mistakes.

Lesson Design

Lesson was designed using a station rotation model incorporating differentiated instruction (DI) strategies:

Teacher-led station: Teacher explains the theory and practical setup of paper chromatography based on the readiness of students.

Hands-on station: Small group, student-led scientific investigation task reinforcing, and extending learning. Tasks are scaffolded with optional/compulsory challenges based on readiness and interest.

Online station: Small group, student-led online station where students created presentations materials or learn further materials online.  

Results

The lesson was conducted for four Year 1 classes with a total of 136 students. Analysis of exit card scores showed a 44.9% increase in students scoring full marks at the end of the station rotation. Excluding those with full marks, 87.6% of students improved, with 48.8% showing significant improvement.

Student feedback indicated that hands-on learning experience, which improved understanding. The reduced scaffolding hands-on station encouraged students to recall and apply their knowledge independently. Group work allowed students to learn from peers, reinforcing understanding and clearing misconceptions.

Recommendations for Improvement

• • • • Align more closely with blended learning principles for greater student agency.
      • Provide more meaningful online components for online station.

2. Acid, Base and pH (Chemistry Year 3)

Lesson Design

The lesson used a station rotation model, with a pre-quiz to assess readiness and divide students into groups.

Teacher-led Station: Students observed color changes of a universal indicator and plotted a pH curve during a titration experiment using a wireless sensor. Questioning varied based on readiness.

Hands-on Station: Students tested pH with indicators and explored the role of water in ionization. Optional questions and success criteria provided differentiation by readiness and interest.

Technology Station: Students used an ICT simulation to investigate strength and concentration differences, sharing findings with peers. Questions varied in difficulty with optional challenges.

Results

Students found the lesson enjoyable due to its variety and hands-on approach. Observers noted high engagement without much teacher supervision. Collaborative learning allowed students to clarify misunderstandings with peers.

A challenge was the clarity of questions, especially when the teacher was unavailable at certain stations.

Recommendations for Improvement

• • • • Allow students to engage in all three stations during curriculum time.
      • Invite students to present their learning.
      • Refine questions for clarity and provide accessible hints.
      • An online platform like Padlet could be used for students to seek help.

3. Consolidation of Gene Expression Processes (Biology Year 4)

Lesson Design

The lesson adopted a station rotation model with differentiated instruction:

Teacher-led Station: Teachers provided different activities to address students of different readiness

Online Station: Students chose between online articles or virtual experiments, further customizing their learning path.

Hands-on Station: Students created animations to demonstrate understanding, addressing scenario ambiguities with creative materials.

Results

A total of 76% of students showed improved understanding of gene expression, with 19% maintaining their scores and 4% regressing. The lesson effectively supported student-centered learning, revealing misconceptions through collaborative animations.

Students appreciated the combination of hands-on and online learning, finding it memorable and engaging. Collaborative activities allowed for peer feedback and self-checking.

Recommendations for Improvement

• • • • Provide more freedom in station selection, offering recommendations rather than directed placement.
      • Allocate more time for creating animations to enhance quality.
      • Maintain differentiation to ensure all students have a basic understanding.

Conclusion

In conclusion, the integration of differentiated instruction with blended learning has shown positive results in enhancing student engagement and understanding across various science disciplines. The lessons were well-received, with students appreciating the diverse activities and personalized learning paths. Recommendations for improvement focus on refining lesson designs to further support student agency and engagement, ensuring clarity and depth of content, and optimizing the balance between teacher-led and student-directed learning experiences.

References

Graham, C. R., Borup, J., Short, C. R., & Archambault, L. (2019). K-12 blended teaching: A guide to personalized learning and online integration. EdTechBooks. https://edtechbooks.org/k12blended

Tomlinson, C. A., & Moon, T. R. (2015). Differentiated instruction: The differentiated classroom, second edition & assessment and student success in a differentiated classroom. ASCD.

Tucker, C. R. (2022). The complete guide to blended learning: Activating agency, differentiation, community, and inquiry for students. Solution Tree Press.