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<title>Differentiated instruction – SingTeach | Education Research for Teachers | Research within Reach</title>
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<title>Differentiated Instruction and Station Rotation in Science Lessons</title>
<link>https://singteach.nie.edu.sg/2025/01/16/differentiated-instruction-and-station-rotation-in-science-lessons/?utm_source=rss&utm_medium=rss&utm_campaign=differentiated-instruction-and-station-rotation-in-science-lessons</link>
<comments>https://singteach.nie.edu.sg/2025/01/16/differentiated-instruction-and-station-rotation-in-science-lessons/#respond</comments>
<dc:creator><![CDATA[Teh Wei Lin]]></dc:creator>
<pubDate>Thu, 16 Jan 2025 04:24:53 +0000</pubDate>
<category><![CDATA[Virtual Staff Lounge]]></category>
<category><![CDATA[Differentiated instruction]]></category>
<category><![CDATA[Technology]]></category>
<category><![CDATA[Curriculum design]]></category>
<category><![CDATA[Science practical]]></category>
<category><![CDATA[Blended learning]]></category>
<category><![CDATA[Collaborative learning]]></category>
<category><![CDATA[Secondary school]]></category>
<category><![CDATA[Teacher practices]]></category>
<category><![CDATA[Teacher voices]]></category>
<category><![CDATA[Science]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=24120</guid>
<description><![CDATA[Contributed by Mr Chan Sau Siong, Ms Norazlin Binte Normin, Mr Joseph Lim, Ms Synth-Di Tan and Ms […]]]></description>
<content:encoded><![CDATA[<p><strong><i>Contributed by Mr Chan Sau Siong, Ms Norazlin Binte Normin, Mr Joseph Lim, Ms Synth-Di Tan and Ms Deborah Roshni Rajaratnam from <a href="https://www.rgs.edu.sg/" target="_blank" rel="noopener">Raffles Girls’ School (Secondary)</a> for <a href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noopener">SingTeach Virtual Staff Lounge</a></i></strong></p>
<p><b><i>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.</i></b></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2025/01/SingTeach-Photo-1024x667.jpg" alt="" class="aligncenter wp-image-24121 size-large" width="640" height="417" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2025/01/SingTeach-Photo-1024x667.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2025/01/SingTeach-Photo-300x195.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2025/01/SingTeach-Photo-768x500.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2025/01/SingTeach-Photo-1536x1000.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2025/01/SingTeach-Photo-2048x1333.jpg 2048w" sizes="(max-width: 640px) 100vw, 640px" /></p>
<h1>Defining Differentiated Instruction and Blended Learning</h1>
<p><i>Differentiated instruction</i> 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).</p>
<p><i>Blended learning</i> 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 <i>et al.</i>, 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.</p>
<p>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.</p>
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<p><b>Action Research Question </b></p>
<p>The primary research question is: How can station rotation be leveraged for differentiated instruction? Secondary questions include exploring how students learn under this lesson design and their learning experiences.</p>
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<h6></h6>
<h1>Creation and Implementation of Action Plan</h1>
<p>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:</p>
<ul>
<li>Evidence of learning: Pre-lesson and post-lesson quizzes.</li>
<li>Focused group discussions (FGD): Small group discussions to gather qualitative insights.</li>
<li>Field observations: Conducted by third parties to provide an external perspective.</li>
<li>Teacher reflections: Teachers’ personal reflections on the lesson’s effectiveness.</li>
</ul>
<p> </p>
<h1>Lesson Design & Results</h1>
<h4><em>1. Paper Chromatography (Lower Secondary Science Year 1)</em></h4>
<p><em>Objectives</em></p>
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<li>Theory Knowledge: Understand the theory behind paper chromatography, interpret chromatograms and calculate Rf values.</li>
<li>Practical Skills: Correctly set up a paper chromatography experiment and avoid common mistakes.</li>
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<p> </p>
<p><i>Lesson Design</i></p>
<p style="padding-left: 40px;">Lesson was designed using a station rotation model incorporating differentiated instruction (DI) strategies:<i></i></p>
<p style="padding-left: 40px;">Teacher-led station: Teacher explains the theory and practical setup of paper chromatography based on the readiness of students.</p>
<p style="padding-left: 40px;">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.</p>
<p style="padding-left: 40px;">Online station: Small group, student-led online station where students created presentations materials or learn further materials online. </p>
<p><i>Results</i></p>
<p style="padding-left: 40px;">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.</p>
<p style="padding-left: 40px;">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.</p>
<p><i>Recommendations for Improvement</i></p>
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<li>Align more closely with blended learning principles for greater student agency.</li>
<li>Provide more meaningful online components for online station.</li>
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</ul>
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<h4><em>2. Acid, Base and pH (Chemistry Year 3)</em></h4>
<p><i>Lesson Design</i></p>
<p style="padding-left: 40px;">The lesson used a station rotation model, with a pre-quiz to assess readiness and divide students into groups.</p>
<p style="padding-left: 40px;">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.</p>
<p style="padding-left: 40px;">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.</p>
<p style="padding-left: 40px;">Technology Station: Students used an ICT simulation to investigate strength and concentration differences, sharing findings with peers. Questions varied in difficulty with optional challenges.</p>
<p><i>Results</i></p>
<p style="padding-left: 40px;">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.</p>
<p style="padding-left: 40px;">A challenge was the clarity of questions, especially when the teacher was unavailable at certain stations.</p>
<p><i>Recommendations for Improvement</i></p>
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<li>Allow students to engage in all three stations during curriculum time.</li>
<li>Invite students to present their learning.</li>
<li>Refine questions for clarity and provide accessible hints.</li>
<li>An online platform like <i>Padlet </i>could be used for students to seek help.</li>
</ul>
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</ul>
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</ul>
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<p> </p>
<h4><em>3. Consolidation of Gene Expression Processes (Biology Year 4)</em></h4>
<p><i>Lesson Design</i></p>
<p style="padding-left: 40px;">The lesson adopted a station rotation model with differentiated instruction:</p>
<p style="padding-left: 40px;">Teacher-led Station: Teachers provided different activities to address students of different readiness</p>
<p style="padding-left: 40px;">Online Station: Students chose between online articles or virtual experiments, further customizing their learning path.</p>
<p style="padding-left: 40px;">Hands-on Station: Students created animations to demonstrate understanding, addressing scenario ambiguities with creative materials.</p>
<p><i>Results</i></p>
<p style="padding-left: 40px;">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.</p>
<p style="padding-left: 40px;">Students appreciated the combination of hands-on and online learning, finding it memorable and engaging. Collaborative activities allowed for peer feedback and self-checking.</p>
<p><i>Recommendations for Improvement</i></p>
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<li style="list-style-type: none;">
<ul>
<li style="list-style-type: none;">
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<li>Provide more freedom in station selection, offering recommendations rather than directed placement.</li>
<li>Allocate more time for creating animations to enhance quality.</li>
<li>Maintain differentiation to ensure all students have a basic understanding.</li>
</ul>
</li>
</ul>
</li>
</ul>
</li>
</ul>
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<h1></h1>
<h1>Conclusion</h1>
<p>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.</p>
<p><b>References</b></p>
<p>Graham, C. R., Borup, J., Short, C. R., & Archambault, L. (2019). <i>K-12 blended teaching: A guide to personalized learning and online integration</i>. EdTechBooks. https://edtechbooks.org/k12blended</p>
<p>Tomlinson, C. A., & Moon, T. R. (2015). <i>Differentiated instruction: The differentiated classroom, second edition & assessment and student success in a differentiated classroom</i>. ASCD.</p>
<p>Tucker, C. R. (2022). <i>The complete guide to blended learning: Activating agency, differentiation, community, and inquiry for students</i>. Solution Tree Press.</p>
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<title>Transforming the Classroom with Differentiated Instruction Approach</title>
<link>https://singteach.nie.edu.sg/2023/07/05/transforming-the-classroom-with-differentiated-instruction-approach/?utm_source=rss&utm_medium=rss&utm_campaign=transforming-the-classroom-with-differentiated-instruction-approach</link>
<comments>https://singteach.nie.edu.sg/2023/07/05/transforming-the-classroom-with-differentiated-instruction-approach/#respond</comments>
<dc:creator><![CDATA[Azleena]]></dc:creator>
<pubDate>Wed, 05 Jul 2023 05:32:54 +0000</pubDate>
<category><![CDATA[Issues]]></category>
<category><![CDATA[issue 85 jun 2023]]></category>
<category><![CDATA[Mathematics]]></category>
<category><![CDATA[Differentiated instruction]]></category>
<category><![CDATA[Classroom Perspectives]]></category>
<category><![CDATA[Student engagement]]></category>
<category><![CDATA[Learning environment]]></category>
<category><![CDATA[Teachers' Conference]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=21746</guid>
<description><![CDATA[Designing a learning environment that can effectively accommodate the needs of different learners is a challenge that demands […]]]></description>
<content:encoded><![CDATA[<p class="p1"><strong><em>Designing a learning environment that can effectively accommodate the </em></strong><strong><em>needs of different learners is a challenge that demands innovative strategies. </em></strong><strong><em>At <a href="https://www.boonlaysec.moe.edu.sg/" target="_blank" rel="noopener">Boon Lay Secondary School (BLS)</a>, the Mathematics department embrace </em></strong><strong><em>the transformative approach of Differentiated Instruction (DI) to tackle this </em></strong><strong><em>challenge head-on. Through DI, they address their students’ unique needs, </em></strong><strong><em>empower them through scaffolded tasks, and personalize their progress based on </em></strong><strong><em>individual readiness. A group of teachers from BLS share with us how they do it.</em></strong></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/22-1024x615.png" alt="" class="aligncenter wp-image-21999 size-large" width="640" height="384" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/22-1024x615.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/22-300x180.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/22-768x461.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/22-1536x922.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/22.png 1563w" sizes="(max-width: 640px) 100vw, 640px" /></p>
<h1><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun MacChromeBold SCXW94671769 BCX0"><span class="NormalTextRun SCXW94671769 BCX0">Differentiation in the Math Classroom</span></span><span class="EOP SCXW94671769 BCX0" data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></h1>
<p class="p1">At Boon Lay Secondary School (BLS), the teachers aspire to go beyond just equipping students with academic skills and knowledge; they also aim to cultivate students’ ability to learn through guided exploration and foster self-directed learning capabilities.</p>
<p class="p1">In addition to that, flexibility is another inherent characteristic of the BLS Mathematics department where teachers continually adjust and refine their teaching practices within the given time and curriculum constraints. This adaptability allows them to effectively address their students’ varied and evolving needs, thus fostering an engaging and dynamic learning environment in the Math classroom.</p>
<p class="p1">“Designing education around the average student fails to address the needs of all learners effectively,” shares Ms Haznita Jaafar, Senior Teacher/Mathematics. “By embracing Differentiated Instruction (DI), we are revolutionizing our classrooms into inclusive spaces where every student’s unique learning needs are catered for.”</p>
<p class="p1">Through personalized instruction, scaffolded tasks and an emphasis on self-directed learning, students are equipped with the skills and knowledge necessary to thrive in their own unique learning journeys.</p>
<h1><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun MacChromeBold SCXW569314 BCX0"><span class="NormalTextRun SCXW569314 BCX0">Personalized Learning Experience</span></span><span class="EOP SCXW569314 BCX0" data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></h1>
<p class="p1">Due to time constraints and other factors, some teachers tend to design learning environments based on what is recommended in textbooks. However, it is important to note that students should not be seen as one-dimensional; their learning dimensions typically vary greatly.</p>
<p class="p1">Defined as an approach to teaching and learning that acknowledges and embraces the diverse needs, strengths, weaknesses, interests and learning styles of individual students, DI involves tailoring instructions to meet the various needs of each learner.</p>
<p class="p1">According to Professor Carol Ann Tomlinson, a renowned thought leader in the education field, DI is a teacher’s response to learners’ needs, guided by the fundamental principles of differentiation. These principles include providing respectful tasks, implementing flexible grouping strategies, and continuously assessing and adjusting instruction based on student progress.</p>
<p class="p1">The core idea behind DI is to recognize that students possess inherent differences in their readiness, interests and learning profiles. It rejects the notion of designing education solely around the average student, as this approach fails to effectively address the needs of all learners.</p>
<h1><span class="NormalTextRun SCXW76910138 BCX0">A</span><span class="NormalTextRun SCXW76910138 BCX0"> Department-</span><span class="NormalTextRun SCXW76910138 BCX0">W</span><span class="NormalTextRun SCXW76910138 BCX0">ide </span><span class="NormalTextRun SCXW76910138 BCX0">Transformative Journey</span></h1>
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<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“For the past 2.5 years, we have been dedicated to implementing DI, going through a process of unlearning, learning and relearning about this approach.” </span></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">–<em><strong>Haznita, </strong>on the team’s determination in implementing DI</em></span></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></div>
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<p class="p1">In 2021, the Mathematics Head of Department (HOD) spearheaded a transformative department-wide journey towards implementing DI. “For the past 2.5 years, we have been dedicated to implementing DI, going through a process of unlearning, learning and relearning about this approach,” Haznita shares.</p>
<p class="p1">The first step taken by the department was to unanimously agree that Algebra was the most challenging topic to address. They recognized the need for a structured framework to guide their instruction, leading to the development of a worksheet template which ensures consistency in the learning experiences offered to all learners. To cater to the varying needs and abilities of students, three levels of questioning strategies were incorporated into the template.</p>
<p class="p1">Standardizing teaching resources based on the principles of DI was another crucial initial step in enabling differentiation in every lesson. However, the department encountered gaps and challenges along the way. To address these gaps, they attended the Differentiated Instruction Made Practical (DIMP) course offered by the Harvard Graduate School of Education.</p>
<p class="p1">The course is based on a four-step teacher decision-making framework which is a structured approach that empowers teachers to make precise and effective instructional decisions. Through this framework, teachers can remove guesswork from differentiation and ensure that adjustments align with measurable outcomes for their students.</p>
<p class="p1">BLS Senior Teacher/Computer Applications, Ms Azlina Muslimin highlights, “It requires teachers like us to embrace agile thinking, allowing us to be flexible, adaptable, and responsive in our approach to teaching.”</p>
<p class="p1">This framework helps teachers to make informed and deliberate instructional decisions, tailored to the unique needs of their students. It promotes a proactive and systematic approach to differentiation, ensuring that adjustments are aligned with student learning outcomes and contribute to their overall success.</p>
<p class="p1">“As the course equipped us with the necessary tools and knowledge to adopt a more facilitative approach to teaching, our students at BLS are now guided to solve questions using scaffolding, self-help tools, and dashboard signals that assist us in identifying areas where adjustments are needed,” Haznita adds.</p>
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<h1><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun MacChromeBold SCXW101081570 BCX0"><span class="NormalTextRun SCXW101081570 BCX0">The Four-Step </span><span class="NormalTextRun SCXW101081570 BCX0">Teacher Decision-Making Framework</span></span><span class="EOP SCXW101081570 BCX0" data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></h1>
<p class="p1" style="padding-left: 40px;">1. <i><strong>Teachers need to identify the adjustable parts of the lesson <span>–</span> OSCAR (Objective, Starting Position, Criteria, </strong></i><i><strong>Action Pattern, and Reflection). </strong></i>They define the objective/s they want students to achieve, assess the starting position of each student, establish criteria for success, determine the action pattern to be employed, and reflect on the effectiveness of previous decisions.</p>
<p class="p1" style="padding-left: 40px;">2. <i><strong>Teachers carefully observe, listen and contemplate student learning. </strong></i>They gather evidence of student progress, identify areas of strengths and weaknesses, and assess the effectiveness of their current instructional strategies. This step allows teachers to gain valuable insights into student needs and informs their decision-making process.</p>
<p class="p1" style="padding-left: 40px;">3. <i><strong>Teachers employ agile thinking by maintaining a focus on specific objectives. </strong></i>They analyse situations for evidence of CARR (Clarity, Access, Rigor and Relevance), and brainstorm potential choices for adjusting or differentiating instruction. This step encourages teachers to think critically and creatively, exploring various options to meet the diverse needs of their students.</p>
<p class="p1" style="padding-left: 40px;">4. <i><strong>Teachers provide solutions through the SHOp (Structure, Help, Options) approach. </strong></i>To counter student dependence on teachers, they learn to adjust the structure of the lesson or learning environment, provide additional help resources or support, or offer options to students to enhance their learning experience. This step ensures that teachers address student needs effectively, fostering a more inclusive and engaging classroom environment.</p>
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<h1><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun MacChromeBold SCXW1986611 BCX0"><span class="NormalTextRun SCXW1986611 BCX0">Integrating OSCAR into Sustainable and Practical Resources</span></span><span class="EOP SCXW1986611 BCX0" data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></h1>
<p class="p1">In order to make DI sustainable and practical in every lesson, the Mathematics department has taken deliberate steps to integrate the Four-Step Teacher Decision-Making framework into their teaching resources and materials. “We use OSCAR, along with the SHOp adjustments to enhance the effectiveness of our DI approach and ensure a comprehensive learning experience for our students,” Mathematics Teacher Ms Nur Aida Md Khalid explains.</p>
<p class="p1">By integrating OSCAR into their resources, the department ensures that differentiation becomes an embedded and sustainable practice in every lesson. The clear lesson objectives, activation of prior knowledge, action-oriented tasks, clear criteria for success and reflection opportunities contribute to a comprehensive and effective DI approach. This approach promotes student engagement, autonomy and continuous growth, ultimately leading to improved learning outcomes for all students.</p>
<p class="p1">Dr Todd Rose, current CEO of Populace and former Professor and Director of the Laboratory for the Science of Individuality at Harvard, once said, “There is no such thing as an average student.” As students have jagged profiles and vary on many dimensions of learning, it raises the importance and relevance of transforming our classrooms using the DI approach.</p>
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<p paraid="1333560757" paraeid="{fed792ef-92c1-4786-a8fc-34dd0f7a0b8c}{185}"><strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US">Guide to Integrating OSCAR</span> </strong></p>
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<p paraid="1998732916" paraeid="{fed792ef-92c1-4786-a8fc-34dd0f7a0b8c}{191}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>OSCAR is adopted into BLS Mathematics teaching resources and materials as part of the department’s efforts to make DI sustainable. Below describes the five steps taken to integrate the framework:</span></span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
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<li data-leveltext="%1." data-font="Arial" data-listid="2" data-list-defn-props="{"335552541":0,"335559684":-1,"335559685":720,"335559991":360,"469769242":[65533,0],"469777803":"left","469777804":"%1.","469777815":"hybridMultilevel"}" aria-setsize="-1" data-aria-posinset="1" data-aria-level="1" role="listitem"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>The department </span><span>provides</span><span> clear and concise lesson </span><span>objectives</span><span>, setting a focal point for each lesson. This helps students understand the purpose and direction of their learning.</span></span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}">
<p></span></li>
<li data-leveltext="%1." data-font="Arial" data-listid="2" data-list-defn-props="{"335552541":0,"335559684":-1,"335559685":720,"335559991":360,"469769242":[65533,0],"469777803":"left","469777804":"%1.","469777815":"hybridMultilevel"}" aria-setsize="-1" data-aria-posinset="1" data-aria-level="1" role="listitem"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Teachers design a starting position that activates students’ </span><span>prior </span><span>knowledge and </span><span>provides</span><span> a marker to measure their learning progress. They incorporate various activities and multimedia resources to engage students and promote active participation.</span></span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}">
<p></span></li>
<li data-leveltext="%1." data-font="Arial" data-listid="2" data-list-defn-props="{"335552541":0,"335559684":-1,"335559685":720,"335559991":360,"469769242":[65533,0],"469777803":"left","469777804":"%1.","469777815":"hybridMultilevel"}" aria-setsize="-1" data-aria-posinset="1" data-aria-level="1" role="listitem"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Teachers </span><span>establish</span><span> clear criteria for success by </span><span>providing</span><span> a range of tiered questions and a structured approach to differentiate the learning experience. This includes dividing questions into “must-haves” and “amazing” categories, allowing students at </span><span>different levels</span><span> to be appropriately challenged.
<p></span></span></li>
<li data-leveltext="%1." data-font="Arial" data-listid="2" data-list-defn-props="{"335552541":0,"335559684":-1,"335559685":720,"335559991":360,"469769242":[65533,0],"469777803":"left","469777804":"%1.","469777815":"hybridMultilevel"}" aria-setsize="-1" data-aria-posinset="1" data-aria-level="1" role="listitem"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>The department creates an action pattern by transitioning students into activity sessions, such as group learning routines or individual task work. This fosters a sense of autonomy and allows students to apply their knowledge and skills. To </span><span>provide</span><span> </span><span>additional</span><span> support, teachers may include helpdesk videos within the worksheets to </span><span>support</span><span> students who </span><span>require</span><span> </span><span>assistance</span><span>.</span></span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}">
<p></span></li>
<li data-leveltext="%1." data-font="Arial" data-listid="2" data-list-defn-props="{"335552541":0,"335559684":-1,"335559685":720,"335559991":360,"469769242":[65533,0],"469777803":"left","469777804":"%1.","469777815":"hybridMultilevel"}" aria-setsize="-1" data-aria-posinset="1" data-aria-level="1" role="listitem"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>The department encourages reflection as an integral part of the learning process. This can be done through simple surveys or concise quizzes at the end of the lesson. Reflection allows students to evaluate their thinking and assess any changes, challenges, or additions to their understanding during the lesson.</span></span></li>
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<title>Using a Neuroscientific Lens to Support Student Learning and Well-Being</title>
<link>https://singteach.nie.edu.sg/2023/07/05/using-a-neuroscientific-lens-to-support-student-learning-and-well-being/?utm_source=rss&utm_medium=rss&utm_campaign=using-a-neuroscientific-lens-to-support-student-learning-and-well-being</link>
<comments>https://singteach.nie.edu.sg/2023/07/05/using-a-neuroscientific-lens-to-support-student-learning-and-well-being/#respond</comments>
<dc:creator><![CDATA[Azleena]]></dc:creator>
<pubDate>Wed, 05 Jul 2023 04:11:53 +0000</pubDate>
<category><![CDATA[Issues]]></category>
<category><![CDATA[issue 85 jun 2023]]></category>
<category><![CDATA[Education research]]></category>
<category><![CDATA[Differentiated instruction]]></category>
<category><![CDATA[Research in Action]]></category>
<category><![CDATA[Teachers' Conference]]></category>
<category><![CDATA[Classroom engagement]]></category>
<category><![CDATA[Mindfulness]]></category>
<category><![CDATA[Classroom improvement]]></category>
<category><![CDATA[Neuroscience]]></category>
<category><![CDATA[Mental health]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=21742</guid>
<description><![CDATA[How can insights from neuroscience influence the way teachers teach and learners learn? At New Town Primary School, […]]]></description>
<content:encoded><![CDATA[<p><em><strong>How can insights from neuroscience influence the way teachers teach and learners learn? At <a href="https://www.newtownpri.moe.edu.sg/" target="_blank" rel="noopener">New Town Primary School</a>, teachers have adopted teaching strategies and practices that are underpinned by brain-based principles. Two teachers from the school share with us their experiences in translating brain-based principles to classroom practices.</strong></em></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_ResearchinAction_NewTownPrimarySchool_FeaturedImage-300x200.jpg" alt="" class="wp-image-21887 alignright" width="450" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_ResearchinAction_NewTownPrimarySchool_FeaturedImage-300x200.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_ResearchinAction_NewTownPrimarySchool_FeaturedImage-768x512.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_ResearchinAction_NewTownPrimarySchool_FeaturedImage.jpg 900w" sizes="(max-width: 450px) 100vw, 450px" /></p>
<p>Mdm Woon Wei Li and Mdm Siti Mariam, together with their team of teachers from <a href="https://www.newtownpri.moe.edu.sg/" target="_blank" rel="noopener">New Town Primary School</a>, were first exposed to brain-based principles in 2021. “Our team attended two workshops organized by the Academy of Singapore Teachers (AST) on brain-based principles. This was where we learnt more about the key areas of brain-based principles such as neuroplasticity, emotions and memory, and how applying them into classroom practices can improve student learning outcomes,” Wei Li, Upper Primary Year Head, shares.</p>
<p>They were then inspired to share their learning experience with other teachers at their school. To get the teachers on board, Wei Li and her team stressed that the adoption of brain-friendly strategies in the classrooms are not new initiatives, but rather provide another lens with which teachers can use to reflect and improve on their own teaching practices.</p>
<p>“The teachers were eager to implement these initiatives after we took the time to emphasize how neuroscience findings can actually improve our understanding of each student profile and their learning needs,” she adds.</p>
<h1>A Positive Learning Environment</h1>
<p>Neuroscience findings show that only 10% of the human brains can be classified as typical. Various factors such as age and gender make our brain unique, and the two most important factors that affect the brain are environment and gene expression, with environment playing a bigger role.</p>
<p>“While it is impossible to change our students’ age, genetics and other factors, we can work on shaping a positive environment for our learners. The fact that the brain continues to create new neural pathways or alter existing ones in order to adapt to new experiences also underscores the importance of a nurturing environment to learning,” Wei Li remarks.</p>
<p>One crucial factor in creating such an environment is positive teacher-student relationships as well as peer support and relationships. A way to develop such relationships is through a growth mindset, that is the belief that abilities can be developed and improved through effort.</p>
<p>“To nurture a growth mindset in students, teachers at New Town Primary have put in more effort to recognize each student’s strengths, affirm each student’s efforts in learning, encourage them to view mistakes as learning opportunities, and most importantly, role model the growth mindset,” she says.</p>
<p>Siti, Subject Head (Student Well-Being), notes how using positive teacher language in the classroom can help build trust between students and teachers as well as promote positive peer relationships. As part of efforts to build a class identity through a shared vision, New Town Primary has made it mandatory for every class to craft a classroom mission statement that they can refer to throughout the year.</p>
<p>“Co-creating the class mission statements means that the mission statements are unique and tailored to the profile and needs of each class,” she states.</p>
<p>She highlights how these classroom practices align with neuroscience research which shows students learn better when they feel socially connected to their teachers and peers in their learning environments. Furthermore, research has shown that being in a positive emotional state allows for deeper learning during lessons.</p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-center" style="color:#999999"><o:p></o:p></span></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“While it is impossible to change our students’ age, genetics and other factors, we can work on shaping a positive environment for our learners. The fact that the brain continues to create new neural pathways or alter existing ones in order to adapt to new experiences also underscores the importance of a nurturing environment to learning.”<o:p></o:p></span></p>
<p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">– </span></em><strong><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">Wei Li, </span></i></strong><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">on the importance of a nurturing environment to learning</span></em></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></div>
<p><o:p></o:p></span></p>
<h1>Getting the Brain’s Attention</h1>
<p>How does the brain work when it comes to learning? First, we need to know what occurs during the cognitive learning process.</p>
<p>“The cognitive learning process consists of four stages–attention, encoding, storage and retrieval,” Siti explains. “Every day we are exposed to millions of bits of sensory data. However, findings from neuroscience research show that only about 1% of sensory data can get through the brain’s filter each second. The brain constantly processes sensory data, but our attention selects only a small fraction of it for conscious thought. So, how can we ensure that our students are even paying attention in the first place?”</p>
<p>She says that an effective way to capture their attention is to introduce something unexpected during the lesson which can take the form of sounds, colour and/or movement. This is aligned to research showing that the brain seeks novelty and pattern.</p>
<p>New Town Primary has also adopted the <a href="https://drive.google.com/file/d/1_ozSM_z5Wiy7JoQEHjlFjxXyEgszt1Kw/view?usp=sharing" target="_blank" rel="noopener">“All Learners Learning Every Day (ALL-ED)” framework</a> which is based on differentiated instruction. This framework, she explains, supports teachers in restoring the students’ attention based on teacher observations and the learning needs of each child.</p>
<p>“Teachers are encouraged to move around the classroom, so that they are able to observe what the students are doing or struggling with, and then to respond promptly to the students’ needs.”</p>
<h1>Fostering Emotional Literacy</h1>
<p>The amygdala is the major processing centre for emotions, emotional behaviour and motivation. When the amygdala senses dopamine, which is a feel-good hormone, the brain becomes thinking and reflective. However, when the amygdala senses threat, it becomes over activated and new information cannot pass through the brain to allow learning to be processed or stored.</p>
<p>“How can we apply this principle to support students who are in emotional distress?” Wei Li asks. “First, we should acknowledge the emotions of the child; only when their feelings are recognized and regulation skills are applied, will the child be able to follow other instructions.”</p>
<p>She describes how the school has provided each student with a “Zones of Regulation Flipchart” (see Figure 1).</p>
<div id="attachment_21880" style="width: 510px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-21880" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_ResearchinAction_NewTownPrimarySchool_Figure-1_new-300x170.png" alt="" class="wp-image-21880" width="500" height="283" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_ResearchinAction_NewTownPrimarySchool_Figure-1_new-300x170.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_ResearchinAction_NewTownPrimarySchool_Figure-1_new-1024x580.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_ResearchinAction_NewTownPrimarySchool_Figure-1_new-768x435.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_ResearchinAction_NewTownPrimarySchool_Figure-1_new.png 1518w" sizes="(max-width: 500px) 100vw, 500px" /><p id="caption-attachment-21880" class="wp-caption-text">Figure 1. The Zones of Regulation Flipchart.</p></div>
<p>“The flipchart, which comes with different coloured zones to indicate different emotions, allows each student to be in touch with their emotions and express how they are feeling by selecting one of the coloured zones. This way, teachers can identify the well-being and emotions of each child and provide timely intervention and support,” she says.</p>
<p>To further support students in managing their feelings and behaviour, the school has also set up a calm down corner in every classroom. It is designed as a safe space that allows the students to take a mental break when feeling overwhelmed and to regulate themselves before joining the lesson.</p>
<p>“The calm down corner is equipped with items such as a timer, fidget toys and stress balls,” she notes. “Students can also ask for a timeout whenever they need one.”</p>
<h1>Engaging Parental Support</h1>
<p>Wei Li and Siti are heartened to receive good feedback from teachers. “Our colleagues have said that the classroom and teaching strategies they have implemented have helped improved learning experiences for students. We hope in the long run this will lead to increased knowledge retention and improved academic performance among students,” Wei Li says.</p>
<p>She adds that New Town Primary has embarked on a tripartite effort to equip their students and parents with knowledge about brain-based principles. “We want to share this knowledge with the students and parents as we recognize the importance of home-school partnership. The support from parents in helping children learn better is invaluable,” she concludes.</p>
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<p paraid="1677821740" paraeid="{9055abf6-76e6-4707-8ab6-99f5c943396c}{116}"><b><span data-contrast="none" xml:lang="EN-US" lang="EN-US"><span>Making Time</span><span> for Mindfulness</span></span></b><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
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<p paraid="699105887" paraeid="{9055abf6-76e6-4707-8ab6-99f5c943396c}{122}"><span data-contrast="none" xml:lang="EN-US" lang="EN-US"><span>Mindfulness, Wei Li shares, is </span><span>an important factor</span><span> in promoting well-being.</span></span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
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<p paraid="867513025" paraeid="{9055abf6-76e6-4707-8ab6-99f5c943396c}{128}"><span data-contrast="none" xml:lang="EN-US" lang="EN-US"><span>“Mindfulness is the ability to be fully present of where we are and what we are doing. It is important because it helps in self-awareness and regulation,” she explains. “N</span><span>ew Town Primary</span><span> has implemented deep breathing exercises and brain breaks as ways to practice mindfulness.”</span></span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
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<p paraid="1231614323" paraeid="{9055abf6-76e6-4707-8ab6-99f5c943396c}{138}"><span data-contrast="none" xml:lang="EN-US" lang="EN-US"><span>The deep breathing exercises, she says, are usually done at the end of recess, as the intention is to ensure that students are calm and ready before they continue with their lessons. She explains how it helps students physically </span><span>centre</span><span> their being and get prepared for new connective inputs as well as </span><span>consolidate</span><span> their learning before more learning can take place.</span></span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
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<div style="font-weight: 400;">
<p paraid="1510191802" paraeid="{9055abf6-76e6-4707-8ab6-99f5c943396c}{148}"><span data-contrast="none" xml:lang="EN-US" lang="EN-US"><span>“Brain breaks, or mental breaks, during lessons are important too,” she remarks</span><span>. </span><span>“Having brain breaks that include physical movements, sensory activities and mindfulness exercises allow the mind to reset the neural activities for a few minutes, and help students recharge and regain focus, especially during or after brain intensive learning. N</span><span>ew Town Primary</span><span> has designed a brain break routine involving six simple actions that teachers can do with their students (see Figure </span><span>2</span><span>).”</span></span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<div id="attachment_21879" style="width: 650px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-21879" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/2ST85_ResearchinAction_NewTownPrimarySchool_Figure-2_new-1024x579.png" alt="" class="wp-image-21879 size-large" width="640" height="362" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/2ST85_ResearchinAction_NewTownPrimarySchool_Figure-2_new-1024x579.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/2ST85_ResearchinAction_NewTownPrimarySchool_Figure-2_new-300x170.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/2ST85_ResearchinAction_NewTownPrimarySchool_Figure-2_new-768x435.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/2ST85_ResearchinAction_NewTownPrimarySchool_Figure-2_new.png 1511w" sizes="(max-width: 640px) 100vw, 640px" /><p id="caption-attachment-21879" class="wp-caption-text">Figure 2. The school’s brain break routine.</p></div>
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<title>Differentiated Instruction & Early Childhood Education</title>
<link>https://singteach.nie.edu.sg/2023/03/16/ask-a-researcher-differentiated-instruction-early-childhood-education/?utm_source=rss&utm_medium=rss&utm_campaign=ask-a-researcher-differentiated-instruction-early-childhood-education</link>
<comments>https://singteach.nie.edu.sg/2023/03/16/ask-a-researcher-differentiated-instruction-early-childhood-education/#respond</comments>
<dc:creator><![CDATA[Azleena]]></dc:creator>
<pubDate>Thu, 16 Mar 2023 07:59:19 +0000</pubDate>
<category><![CDATA[Ask A Researcher]]></category>
<category><![CDATA[Mathematics]]></category>
<category><![CDATA[Differentiated instruction]]></category>
<category><![CDATA[Preschool education]]></category>
<category><![CDATA[Early childhood education]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=21395</guid>
<description><![CDATA[]]></description>
<content:encoded><![CDATA[<div class="message-box-wrapper yellow">
<div class="message-box-title">Answered by Dr David Munez (<span>Education Research Scientist, Centre for Research in Child Development, Office of Education Research</span>)</div>
<div class="message-box-content"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/David-Munez_crop-300x300.png" alt="" class="alignright wp-image-21402" width="250" height="250" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/David-Munez_crop-300x300.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/David-Munez_crop-1024x1024.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/David-Munez_crop-150x150.png 150w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/David-Munez_crop-768x768.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/David-Munez_crop-1536x1536.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/David-Munez_crop.png 1872w" sizes="(max-width: 250px) 100vw, 250px" /></p>
<p><strong>Q: Differentiated instructions are mostly talked about or researched on at the primary and secondary school level. However, at the preschool level, we can already see diverse learning styles and paces. So, how can we approach differentiated instructions at the preschool level, for example, to Math?</strong></p>
<p>A: We can certainly observe diverse progression at the preschool level. Mathematically speaking, this is because children enter preschool education with different basic numeracy skills and the acquisition and development of mathematical skills follows an in-cascade pattern (basic skills supporting the understanding of more advanced skills). Indeed, heterogeneity at the preschool level is notably larger than at the formal school level because, somehow, schools serve as equalizers of the differences that children show at early stages in development. From a practical point of view, this means that classifying children into different learning styles is less problematic at the formal school level than at the preschool level. For instance, low-progress learners in formal school share similar cognitive profile and we can adapt instruction and pedagogical approaches according to that cognitive profile.</p>
<p>Nonetheless, heterogeneity at the preschool level responds, mainly, to different degrees of mathematical exposure at early stages in development. In other words, we cannot actually differentiate low-progress learners and suggest pedagogical approaches that take into account the cognitive profile of preschool children. At the preschool level, children are still developing an understanding of the foundations of the math skills that will be acquired over the school years.</p>
<p>Although we see that preschool children are widely different, there is evidence that they look more alike than we (adults) think. In his new book <em>Face à face avec son cerveau</em> (“Face to face with your brain”), the great neuroscientist Stanislas Dehaene dives into neuroscience evidence and underscores similarities in how young children learn.</p>
<p>Of course, there are diverse progressions, but all children share mathematical intuitions that support the understanding and development of math abilities. Importantly, preschool children with different numerical skills benefit from similar pedagogical approaches. Thus, efforts at the preschool level should be placed on providing all children with opportunities for numerical development that ameliorate the differences that are already observed at early stages rather than providing differentiated instruction.</p>
<p>Such opportunities for numerical development are clearly described in the NEL framework and include aspects such as understanding Arabic numbers, magnitudes, relations between quantities, patterns, and regularities. For children with poorer numerical skills—those with lack of numerical exposure during the early stages of development—it is crucial that connections between those aspects and the real world are made explicit.</p>
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<title>Differentiated Instruction (DI)</title>
<link>https://singteach.nie.edu.sg/2022/05/24/differentiated_instruction/?utm_source=rss&utm_medium=rss&utm_campaign=differentiated_instruction</link>
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<dc:creator><![CDATA[Lorraine]]></dc:creator>
<pubDate>Tue, 24 May 2022 03:09:07 +0000</pubDate>
<category><![CDATA[Knowledge Resource Bank]]></category>
<category><![CDATA[Differentiated instruction]]></category>
<category><![CDATA[Learner-centred approach]]></category>
<category><![CDATA[Inclusive education]]></category>
<category><![CDATA[Pedagogy]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=19138</guid>
<description><![CDATA[Appreciating student diversity: Exploring the application of an American systematic educational approach in Singapore, highlighting successes and obstacles. […]]]></description>
<content:encoded><![CDATA[<p style="display: none;">Appreciating student diversity: Exploring the application of an American systematic educational approach in Singapore, highlighting successes and obstacles.</p>
<h1><span style="font-size: 24px;">Differentiated Instruction: Implementations and Experiences of Singapore Teachers</span></h1>
<div style="background-color: #143666; color: #ffffff; padding: 20px; margin-bottom: 25px;">
<p><img loading="lazy" width="27" height="31" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/M-Prose-icon.png" alt="" class="alignnone size-full wp-image-15335" /> <span style="font-size: 14pt;"><strong id="A1">How Findings from DI Can Help Administrators and Teachers? </strong></span></p>
<p><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic1.png"><img loading="lazy" width="1280" height="720" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic1.png" alt="" class="aligncenter size-full wp-image-19158" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic1.png 1280w, https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic1-300x169.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic1-1024x576.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic1-768x432.png 768w" sizes="(max-width: 1280px) 100vw, 1280px" /></a></p>
</div>
<p style="text-align: center;"><a href="https://youtu.be/biEtJtfl_ps"></a></p>
<div><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon2.png" alt="" class="alignnone size-full wp-image-15335" /> <span style="font-size: 14pt;"><strong id="A2">Why Research DI in Singapore? </strong></span></p>
<ul>
<li><b>Differentiated Instruction (DI)</b> is a <b>systematic educational approach</b> in which <b>teachers modify content, teaching and learning activities</b> to honour the <b>range of student backgrounds</b> and <b>maximise their learning opportunities and capacities</b> (Tomlinson, 2017).</li>
<li><b>DI</b> is largely associated with the <b>work of Carol Tomlinson in the United States</b> and has been identified as <b>a key SkillsFuture area of practice</b>, hence rapidly gaining popularity in Singapore.</li>
<li>As DI originates from the North American context, teachers implementing it in Singapore may face <b>unique issues given the different local context</b>.</li>
<li>This project investigated how 10 teachers in Singapore implemented and experienced DI, including <b>the successes and obstacles</b> they faced.</li>
<li><b>Studying teachers’ successes and challenges in implementing DI</b> can help administrators and teachers to contextualise within Singapore to:
<ul>
<li>better engage with the approach</li>
<li>acknowledge its limits and potentials</li>
</ul>
</li>
</ul>
<hr />
</div>
<div><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" alt="" class="alignnone size-full wp-image-15335" /> <span style="font-size: 14pt;"><strong id="A3">How Was the Research Carried Out?</strong></span></p>
<ul>
<li>
<p><b>Differentiated Instruction</b> adopted a <b>qualitative research design</b> involving ten teachers.</p>
<ul>
<li>Each participant took part in:
<ul>
<li><b>three semi-structured interviews </b></li>
<li><b>a background questionnaire</b></li>
<li><b>four observation cycles</b></li>
</ul>
</li>
<li>Each cycle comprised <b>an observation and pre-/post-observation interviews</b></li>
</ul>
</li>
</ul>
<div id="A6">
<p><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic2.png"><img loading="lazy" width="1280" height="720" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic2.png" alt="" class="aligncenter size-full wp-image-19159" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic2.png 1280w, https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic2-300x169.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic2-1024x576.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic2-768x432.png 768w" sizes="(max-width: 1280px) 100vw, 1280px" /></a></p>
<p><span lang="EN-US">Source: Tomlinson, C.A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.</span></p>
<p> </p>
<p>Learn more about the research : <a href="https://doi.org/10.1080/03057925.2021.1910014">At the intersection of educational change and borrowing: teachers implementing learner-centred education in Singapore</a></p>
<hr />
</div>
<p><span style="font-size: 14pt;"><strong id="A4"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" alt="Question-Icon" /> Evidence from DI</strong></span></p>
<p><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic3.png"><br />
<img loading="lazy" width="1280" height="720" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic3.png" alt="" class="aligncenter size-full wp-image-19160" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic3.png 1280w, https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic3-300x169.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic3-1024x576.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic3-768x432.png 768w" sizes="(max-width: 1280px) 100vw, 1280px" /></a></p>
<p> </p>
<p>
<a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic4.png"><img loading="lazy" width="1280" height="720" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic4.png" alt="" class="aligncenter size-full wp-image-19161" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic4.png 1280w, https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic4-300x169.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic4-1024x576.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic4-768x432.png 768w" sizes="(max-width: 1280px) 100vw, 1280px" /></a></p>
<p> </p>
<p> </p>
<p><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic5.png"><img loading="lazy" width="1280" height="720" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic5.png" alt="" class="aligncenter size-full wp-image-19162" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic5.png 1280w, https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic5-300x169.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic5-1024x576.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic5-768x432.png 768w" sizes="(max-width: 1280px) 100vw, 1280px" /></a></p>
<p> </p>
<p><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic6.png"><img loading="lazy" width="1280" height="720" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic6.png" alt="" class="aligncenter size-full wp-image-19163" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic6.png 1280w, https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic6-300x169.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic6-1024x576.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic6-768x432.png 768w" sizes="(max-width: 1280px) 100vw, 1280px" /></a></p>
<hr />
<div id="A5"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon8.png" alt="" class="alignnone size-full wp-image-15335" /> <span style="font-size: 16px;"><b>What Does This Mean for DI Implementation in Schools?</b></span></div>
</div>
<div></div>
<div>
<div></div>
<div><strong>Implications for teachers</strong></div>
</div>
<div>
<ul>
<li>Realise that <b>DI</b> is <b><u>not</u></b> just a <b>teaching strategy</b>; it is <b>an educational approach based on certain philosophies and principles</b>.</li>
</ul>
</div>
<div>
<div></div>
<div><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic7.png"><img loading="lazy" width="1280" height="720" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic7.png" alt="" class="aligncenter size-full wp-image-19164" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic7.png 1280w, https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic7-300x169.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic7-1024x576.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2021/12/DI-infographic7-768x432.png 768w" sizes="(max-width: 1280px) 100vw, 1280px" /></a></div>
</div>
<div></div>
<div></div>
<div>
<div id="A5">
<p><b>Implications for school administrators and managers</b> <br />
<b></b></p>
</div>
<div>
<ul>
<li>Provide <b>sustained and on-site professional development opportunities</b>
<ul>
<li>engage teachers in <b>reculturing</b>, and <b>beyond mere technical strategies</b> to identify:
<ul>
<li>what <b>shapes </b>them as teachers</li>
<li>what <b>assumptions</b> they have of teaching, learning, learners</li>
<li><b>why and how</b> they need to <b>change</b></li>
</ul>
</li>
</ul>
</li>
<li>Create <b>risk-free environments</b> to practice new educational approaches</li>
<li><b>Ring-fence time:</b>
<ul>
<li>plan units of lessons in pairs/groups</li>
</ul>
</li>
<li><b>Set aside funding:</b>
<ul>
<li>purchase curricular resources or flexible classroom furniture</li>
</ul>
</li>
<li>Recognise:
<ul>
<li>the <b>potentials and limits</b> of applying an educational approach from a different context to our local context</li>
<li>educational change takes several years</li>
</ul>
</li>
<li>Be aware of <b>technological, sociocultural, and political tensions</b></li>
</ul>
</div>
<div></div>
</div>
<div>
<div class="accordion faq-accordion" id="detailsAccordion">
<hr />
</div>
<div><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon11.png" alt="Question-Icon" /><span style="font-size: 14pt;"><strong id="A7">Related Links</strong></span></p>
<ul>
<li><a href="https://singteach.nie.edu.sg/category/issues/issue-71-dec-2019/">SingTeach, Issue 71 Dec 2019 “Differentiated Instruction: Perspectives from Singapore”</a></li>
<li><a href="https://singteach.nie.edu.sg/issue48-classroom02/">SingTeach, Issue 48 May/Jun 2014 “Teaching for Success”</a></li>
<li><a href="https://singteach.nie.edu.sg/category/issues/issue38-sep-oct2012/">SingTeach, Issue 38 Sep/Oct 2012 “Differentiated Instruction”</a></li>
<li><a href="https://www.nie.edu.sg/docs/default-source/default-document-library/21-010_heng-tang-tang_v15e0005ffdeb0605693ab4b926844b2e4.pdf?sfvrsn=cbb06577_0">Research Brief Series 21-010 based on project OER 02/17 HTT: Differentiated Instruction: Ten Teachers’ Implementation in Singapore</a></li>
<li><a href="http://hdl.handle.net/10497/21891">Research Brief Series 19-020 based on project OER 12/16 VS: Differentiation as a Means to Inclusion</a></li>
<li><a href="https://nie.edu.sg/docs/default-source/oer/oer-knowledge-bites-volume12.pdf?sfvrsn=cbb06531_0">OER Knowledge Bites, Volume 12 Mar 2020, “Exploring the Link Between Assessment and Differentiated Instruction</a><span>”</span></li>
</ul>
<hr />
<p><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon9.png" alt="Question-Icon" /> <span style="font-size: 14pt;"><strong>Further Readings</strong></span></p>
</div>
<div>
<p>For educators interested in local research related to differentiated instruction, you may refer to:</p>
<ul>
<li>
<p><a href="https://repository.nie.edu.sg/handle/10497/24839">Heng, T. T. (2023). Lessons on educational borrowing and change: Teachers’ implementation of differentiated instruction in Singapore. Pedagogy, Culture & Society. Advance online publication.</a> <a href="https://doi.org/10.1080/14681366.2023.2166094">https://doi.org/10.1080/14681366.2023.2166094</a> (Updated on 13 March 2023)</p>
</li>
<li><a href="https://www.tandfonline.com/doi/abs/10.1080/03057925.2021.1910014?journalCode=ccom20">Heng, T. T. Song, L. (2021). At the intersection of educational change and borrowing: teachers implementing learner-centred education in Singapore. <i>COMPARE: A Journal of Comparative and International Education</i>. doi.org/10.1080/00131881.2021.1874248</a></li>
<li><a href="https://www.tandfonline.com/doi/abs/10.1080/00131881.2021.1874248">Heng, T.T. Song, L. Tan, K.H.K. (2021). Understanding the interaction of assessment, learning and context: Insights from Singapore. <i>Educational Research</i>, 63(1), 65-79.</a></li>
<li><a href="https://repository.nie.edu.sg/handle/10497/22260">Heng, T. T., & Song, L. (2020). A proposed framework for understanding educational change and transfer: Insights from Singapore teachers’ perceptions of differentiated instruction. <i>Journal of Educational Change</i>, <i>21</i>(4), 595-622.</a></li>
<li><a href="https://www.researchgate.net/publication/308971184_Re-examining_differentiation_Big_ideas_and_misguided_notions">Heng, M.A. & Fernandez, L. (2017). Re-examining differentiation: Big ideas and misguided notions. In (Eds.) Tan, K.H.K., Heng, M.A., Ratnam-Lim, C., Curriculum leadership by middle leaders (pp.104-124), Oxon, UK: Routledge</a>.</li>
</ul>
<p> </p>
<p>For educators interested in Tomlinson’s differentiated instruction, you may refer to:</p>
<ul>
<li><a href="http://libservy.nie.edu.sg/login.php?url=https://go.gale.com/ps/i.do?p=GVRL&sw=w&u=nie&v=2.1&it=etoc&id=GALE%7C000N&sid=bookmark-GVRL">Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. ASCD.</a></li>
</ul>
<p> </p>
<hr />
</div>
<p><span style="font-size: 14pt;"><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon10.png"><img loading="lazy" width="23" height="23" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon10.png" alt="" class="size-full wp-image-15373 alignnone" /></a></span><span style="font-size: 14pt;"><strong id="A8">Research Projects</strong></span></p>
<ul>
<li><a href="https://www.nie.edu.sg/research/projects/project/oer-02-17-htt">Exploratory Study of Singapore Teachers’ Implementations and Experiences of Differentiated Instruction</a></li>
</ul>
<p><b>Related projects</b></p>
<ul>
<li><a href="https://nie.edu.sg/research/projects/project/sug-15-15-htt">A Pilot Study of Singapore Teachers’ Perceptions of Differentiated Instruction</a></li>
<li><a href="https://nie.edu.sg/research/projects/project/oer-12-16-vs">Differentiation as a Means to Inclusion (DIMI)</a></li>
</ul>
<p> </p>
<hr />
<div><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon10.png" alt="Question-Icon" /> <span style="font-size: 14pt;"><strong id="A9">Research Team</strong></span></p>
<p>To learn more about this research, please contact Principal Investigator Ast/P Heng Tang Tang at <a href="mailto:tangtang.heng@nie.edu.sg" target="_blank" rel="noopener">tangtang.heng@nie.edu.sg</a>.</p>
<p><strong>Principal Investigator</strong></p>
<p><a href="https://dr.ntu.edu.sg/cris/rp/rp01582" target="_blank" rel="noopener">Ast/ Prof Heng Tang Tang</a>, Policy, Curriculum and Leadership (PCL), NIE</p>
<p><strong>Co-Principal Investigator</strong></p>
<p><a href="https://dr.ntu.edu.sg/cris/rp/rp01480" target="_blank" rel="noopener">A/P Tan Heng Kiat Kelvin</a>, Learning Sciences and Assessment (LSA), NIE</p>
<p><strong>Collaborators</strong></p>
<p>Ms. Foong Poh Yi, Curriculum Planning and Development Division (CPDD), MOE</p>
<p><strong>Research Associate</strong></p>
<p>Ms. Lynn Song, PCL (formerly of NIE)</p>
<hr />
</div>
<p><strong>Acknowledgments</strong></p>
<p>Differentiated Instruction was funded by the Education Research Funding Programme, National Institute of Education, Nanyang Technological University, Singapore (project no. OER 02/17 HTT). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the Singapore MOE and NIE.</p>
<p>
This knowledge resource was written by Ast/Prof Heng Tang Tang and Ms Monica Lim as of 24 May 2022; updated on 13 March 2023.</p>
</div>
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<title>Charting Our Own Path(s) Towards Differentiation</title>
<link>https://singteach.nie.edu.sg/2020/01/21/issue71-bigidea/?utm_source=rss&utm_medium=rss&utm_campaign=issue71-bigidea</link>
<dc:creator><![CDATA[singteach]]></dc:creator>
<pubDate>Tue, 21 Jan 2020 05:35:24 +0000</pubDate>
<category><![CDATA[Issues]]></category>
<category><![CDATA[issue 71 dec 2019]]></category>
<category><![CDATA[Differentiated instruction]]></category>
<category><![CDATA[Professional development]]></category>
<category><![CDATA[Curriculum]]></category>
<category><![CDATA[The Big Idea]]></category>
<category><![CDATA[Student learning]]></category>
<category><![CDATA[Learning profiles]]></category>
<category><![CDATA[Diversity]]></category>
<category><![CDATA[Student readiness]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=13696</guid>
<description><![CDATA[By Heng Tang Tang Montessori, Lesson Study, Singapore Math: What do they have in common with differentiated instruction? […]]]></description>
<content:encoded><![CDATA[<p><strong><em>By Heng Tang Tang</em></strong></p>
<p><strong><em>Montessori, Lesson Study, Singapore Math: What do they have in common with differentiated instruction? They are educational and professional development approaches that have been borrowed from abroad and translated into new educational contexts. Education borrowing and translating have seen renewed vigour worldwide in the past couple decades given the movement of people and ideas with globalization. These are but a few of many other educational and policy ideas that have travelled across contexts.</em></strong></p>
<h1>Relevance to Differentiated Instruction</h1>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/11/ST71_TheBigIdea_v2-2-300x225.png" alt="" class="alignright wp-image-23994" width="400" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/11/ST71_TheBigIdea_v2-2-300x225.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/11/ST71_TheBigIdea_v2-2-768x577.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/11/ST71_TheBigIdea_v2-2.png 996w" sizes="(max-width: 400px) 100vw, 400px" /></p>
<p>In this issue focused on differentiated instruction (DI), I’d like to take readers one step back to contemplate DI vis-à-vis the U.S. context. DI is typically associated with the work of Carol Ann Tomlinson, a scholar based in the University of Virginia, and has been gaining immense popularity in Singapore.</p>
<p>In short, DI is defined as an educational approach where teachers intentionally modify curricular, teaching, learning and resources to honour the range of students’ readiness levels, interests and learning profiles to maximize their learning opportunity and capacity (Tomlinson, 2014). The approach embraces five core principles:</p>
<ul>
<li>instruction that responds to student variance</li>
<li>quality curriculum</li>
<li>assessment that informs teaching and learning</li>
<li>environment that encourages and supports learning</li>
<li>leading students and managing routines</li>
</ul>
<p> </p>
<p>Teachers can differentiate four classroom elements—content, process, product, environment/affect <span class="st">–</span> according to three broad student traits: readiness, interest and learning profile.</p>
<h1>How DI is Typically Approached in Singapore</h1>
<p>In interacting with teachers, colleagues from the National Institute of Education (NIE), Singapore and I have observed some unique ways in which DI is interpreted in the Singapore context. Mary Anne Heng and Lucy Fernandez observed that it is seen as a “teaching strategy where the focus is on the instructional process, namely, activity-based instruction for student engagement” (2017, p. 105) and “DI tends to be carried out in a fragmented and isolated manner” (p. 106), omitting the goals of the overall curriculum.</p>
<p>Indeed, in my own experience, schools contacting me for professional development support often request for a three-hour workshop focusing on “DI strategies” that teachers can implement. In my research investigating 10 teachers’ implementation of DI in primary and secondary schools, I’ve also observed that DI tends to be carried out in a “fragmented” manner, limited to one-off activities and seen as a frill to be added on <span class="st">–</span> when there is sufficient time <span class="st">–</span> as opposed to being an essential part of daily teaching.</p>
<p>Additionally, I found that when teachers in my research differentiate, they tend to focus more on assessing readiness than interest and learning profile. Likewise, when teachers tailor instruction to students’ variance, teachers tend to design content, process or products according to student readiness, and rarely interest and learning profile.</p>
<p>My research also revealed that teachers find it challenging to appreciate each child as an individual and encourage student independence. Students are rarely given choices or opportunities to self-direct or self-assess their learning. Also missing are conversations around student differences and reasons for differentiating. Yet, appreciating differences and centering students are cornerstones in Tomlinson’s DI.</p>
<p>In privileging readiness, I applaud teachers’ focus on supporting students’ academic achievement, regardless of their differences, as it reveals a deep accountability to students’ academic journeys.</p>
<p>As an ex-secondary school teacher who was once tasked to differentiate, I identify with the challenges teachers face in knowing each individual student and devolving epistemic control to them. When teachers shared with me the challenges they face in implementing DI, including, just to name a few, structural (class size of 40, inflexible classroom furniture and space), educational (standardized high-stakes exams, insufficient lesson planning time) and cultural (concerns with control, hierarchy, individualism, pragmatism) concerns, these feel not unfamiliar (Heng & Song, In-Press).</p>
<p>Yet, I also ask myself: <em>How have we omitted other ways of knowing students and allowing them to fulfill their human potentials? Have we, as educators, reduced our value of students to merely their academic achievement? How does this reflect the assumptions that we have about teaching, learning, and our students?</em></p>
<h1>Concessions and Tradeoffs in Educational Borrowing</h1>
<p>As we borrow educational ideas, like DI, from abroad, some elements may be lost in translation. DI is premised on a philosophy that sees diversity as valuable and normal and that privileges equity over equality. It comes from a society where individualism, choice, independence, and diversity are celebrated, and where classrooms are more intimate and structures less standardized.</p>
<p>As a society, we may be more comfortable with hierarchy and communalism, lean more towards teacher- versus student-centeredness, and uncomfortable with offering different choices to our students. Therefore, it is understandable when we struggle with certain aspects of DI in Singapore.</p>
<p>In borrowing educational ideas from abroad, we could benefit from deep contemplation of the sociocultural, educational and structural environments from which ideas originate and are transplanted into. Further, thinking through and having dialogues as an educational fraternity about the potentials, limits and consequences of our educational decisions are necessary.</p>
<p>For instance, in choosing to adopt DI as an instructional strategy targeting readiness and downplaying conversations/activities to encourage appreciation for differences, we may need to account for potential self-esteem concerns or resentments amongst students downstream.</p>
<p>If we choose to embrace DI and its attendant philosophies, we may need to ask ourselves if we have the requisite educational and sociocultural conditions to support this or are we ready for students who may become more individualistic over time. Ultimately, each choice of educational approach is associated with concessions and tradeoffs.</p>
<p>These are not easy questions to answer. In an age of globalization, societies are constantly being made and remade through education and vice versa. I do not offer easy solutions to readers of this <em>SingTeach</em> issue nor do I offer specific recommendations of what is right or wrong. Instead, I’ve invited contributors to share how they have approached DI in their own ways in Singapore to expand our understanding of DI and consider a defensible approach to DI.</p>
<p align="LEFT">
<div class="shortcode-block-quote-center" style="color:#999999">
<p align="LEFT">“As we borrow educational ideas, like DI, from abroad, some elements may be lost in translation. DI is premised on a philosophy that sees diversity as valuable and normal and that privileges equity over equality.”</p>
<p align="LEFT"><em>– <strong>Heng Tang Tang, </strong>National Institute of Education<br />
</em></p>
</div>
<h1>Charting Our Own Path(s) Towards Differentiation</h1>
<p>In this <em>SingTeach</em> issue, NIE faculty Mary Anne Heng shares about clinical interviews and dialogues as ways to deepen understandings of our students just as Lucy Fernandez emphasizes the need to privilege students’ voices as educators contemplate DI. Letchmi Devi Ponnusamy, Vasilis Strogilos and Levan Lim <span class="st">–</span> researching on DI in Singapore <span class="st">–</span> further illuminate how DI can be implemented for high-ability learners as with children with special educational needs, illustrating the versatility of differentiation.</p>
<p>To showcase DI implementation, teachers Andrew Teo and Audrey Chan share the efforts they have made to serve diverse learners in their classrooms, while Pasir Ris Primary School reflect on their whole-school DI journey over the past few years. These perspectives are included so that we can create a more nuanced picture of DI and to invite readers to begin dialogues around how we can continue to chart our own path(s) towards helping our students attain their maximum potentials, academic and beyond.</p>
<p><strong>References</strong></p>
<p>Heng, M. A., & Fernandez, L. (2017). Re-examining differentiation: Big ideas and misguided notions. In K. H. K. Tan, M. A. Heng & C. Lim-Ratnam (Eds.), <em>Curriculum leadership by middle leaders: Theory, design and practice</em> (pp. 104–124). New York, NY: Routledge.</p>
<p>Heng, T. T. & Song, L. (In-Press). Educational change intersects educational transfer: How teachers in Singapore perceived the challenges of differentiated instruction. <em>Journal of Educational Change. </em></p>
<p>Tomlinson, C. A. (2014). <em>The differentiated classroom: Responding to the needs of all learners</em>. Alexandria, VA: ASCD.</p>
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<title>Differentiated Instruction: One School’s Journey</title>
<link>https://singteach.nie.edu.sg/2020/01/21/issue71-classroom/?utm_source=rss&utm_medium=rss&utm_campaign=issue71-classroom</link>
<dc:creator><![CDATA[singteach]]></dc:creator>
<pubDate>Tue, 21 Jan 2020 05:22:29 +0000</pubDate>
<category><![CDATA[Issues]]></category>
<category><![CDATA[issue 71 dec 2019]]></category>
<category><![CDATA[Professional development]]></category>
<category><![CDATA[Classroom Perspectives]]></category>
<category><![CDATA[Collaborative learning]]></category>
<category><![CDATA[Holistic learning]]></category>
<category><![CDATA[Professional dialogue]]></category>
<category><![CDATA[Feedback]]></category>
<category><![CDATA[Holistic assessment]]></category>
<category><![CDATA[Differentiated instruction]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=13691</guid>
<description><![CDATA[Differentiated instruction involves more than just recognizing that every child’s needs are different; it is also about the […]]]></description>
<content:encoded><![CDATA[<p><strong><em>Differentiated instruction involves more than just recognizing that every child’s needs are different; it is also about the practice of teaching with empathy. Pasir Ris Primary School shares more with </em>SingTeach <em>about their culture of care and their DI journey.</em></strong></p>
<p>Having been a pilot school with the Ministry of Education for holistic assessment (HA), an essential component of differentiated instruction (DI), <a href="https://pasirrispri.moe.edu.sg/" target="_blank" rel="noopener noreferrer">Pasir Ris Primary School</a> (PRPS) is no stranger to HA practices. Nevertheless, when the school got on board with DI in 2015, its teachers and other stakeholders had to adopt a fundamental pedagogical shift.</p>
<p>Mdm Siti Nazrah, the Vice-Principal of PRPS shares that DI is a philosophy that fits into the school’s journey of enhancing the culture of care in the school. Elaborating further, she says, “Since 2015, our mission has been to restructure the culture of learning and enhance the culture of care in the school.”</p>
<div id="attachment_13757" style="width: 610px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-13757" loading="lazy" class="wp-image-13757" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/01/ST71_Classroom_for_layout_photo1.JPG.jpg" alt="" width="600" height="397" /><p id="caption-attachment-13757" class="wp-caption-text">Senior Teacher Council at Pasir Ris Primary School</p></div>
<h1>Fostering a Culture of Care and Collaboration</h1>
<p>PRPS’ journey with DI has seen the school working to strengthen the culture of care amongst its teachers and students. The school has set its sights on becoming a school where inclusivity is key.</p>
<p>Nazrah observes that when students work together in teams and groups, they will progressively become more confident and empathetic towards one another. She notes that teachers also consistently look out for group dynamics to ensure that no one is left out.</p>
<p>“If a student is not able to gel with their team members, we engage him or her in close conversation and listen with empathy. We try to fit them with someone they can work with so that everyone is engaged in the classroom,” Nazrah says.</p>
<p>PRPS’ culture of care extends to its teachers as well. A weekly one-hour professional development (PD) platform called <em>Care and Share Forum</em> (C & S Forum) seeks to enculturate empathy in teaching. Through this platform, teachers come together for discussions, share pedagogical practices and plan lessons together.</p>
<p>Mrs Polly Chew, Head of Mathematics department at PRPS, shares that she partners with a teacher who teaches at the same level to practise DI in her class. Based on her experience, she notes that the culture of collaboration and conversation has given more support and encouragement for key personnel (KP) to experiment with DI and take risks.</p>
<p>“The pitfalls they experience actually open up the opportunity for meaningful learning. They understand that their willingness to talk about failure can lead to improvements,” Nazrah adds.</p>
<h1>Strong Leadership Support</h1>
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<p>“When KP and TLs opened their classrooms, and teachers observed the ongoing lessons informally, it resulted in richer conversations about how to enhance teaching and learning further.”</p>
<p><em><strong><span class="st">–</span> Nazrah</strong>, on the positive impact of peer observations</em></p>
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<p>Nazrah shares that in 2017, the Senior Teacher (ST) Council came into the picture as formal facilitators who created opportunities for teachers to engage in peer observations. It led to KP and teacher leaders (TLs) taking the lead in experimenting with DI in their classrooms.</p>
<p>“When KP and TLs opened their classrooms, and teachers observed the ongoing lessons informally, it resulted in richer conversations about how to enhance teaching and learning further,” Nazrah shares.</p>
<p>The ST Council meets regularly to plan for structures that can take place during the C & S Forum. Aside from giving teachers time to think through and answer reflection questions during the forum, the council also guides them in creating and sharing resources such as differentiated lesson packages and resource packs.</p>
<p>PRPS school leaders acknowledge that this journey of pedagogical shift takes time and they seek to reduce teachers’ apprehension through thoughtful support. In 2017, bold decisions such as putting on hold formal lesson observations for a year were made so that teachers could truly be focused on experimenting with DI and taking risks in the classroom.</p>
<p>As they progressed, however, a DI template that was meant to support teachers at the start of the DI journey was eventually removed. “When teachers become more confident and competent in implementing DI in their classrooms, they found that they could act independently without the template,” explains Mdm Jaspal Kaur, leader of ST Council. This signals the need for open dialogue with staff, trust of staff and a responsiveness to their feedback.</p>
<h1>Teachers’ Professional Development</h1>
<p>In PRPS, DI is not just for students, but also for teachers. The areas that teachers focus on during the C & S Forum are differentiated based on the needs of the subject, level and teachers.</p>
<p>Teachers are also given the choice to choose the PD activities they prefer during the annual <em>PRPS Learning</em><em> Fest</em> by selecting from a buffet of concurrent sharing sessions that are led by their peers. It is also a day for teachers to celebrate their innovation in teaching and journey of learning together.</p>
<p>“In 2016, Dr Heng Tang Tang from NIE was roped in to deepen teachers’ understanding of DI. Her four PD workshops further cemented the practice of DI in PRPS’ curriculum,” Nazrah recounts.</p>
<p>New teachers are given training in DI during their induction at the beginning of the year and will later proceed to join the different PD groups in PRPS. “They understand that DI is a philosophy that PRPS embraces, and not a burden or add-on in teaching,” she adds.</p>
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<div class="message-box-title">Learning Fest</div>
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<p><em>Learning Fest </em>is PRPS’s flagship annual teacher-led symposium that aims to foster a culture of collaboration among the teachers. It celebrates teachers’ innovation in teaching and their journey of learning together.</p>
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<h1>Challenges Faced</h1>
<p>Initially, teachers were resistant to practise DI in their classrooms. In the first year, only the KPs and ST Council were on board in the DI journey. Subsequently, other teachers were brought into the fold. Teachers faced challenges in managing their time between PD activities and teaching duties, especially when both happened during curriculum hours.</p>
<p>“On top of that, with the different forms of DI that exist in theory and practice, there is always a question of which DI is considered to be most appropriate. Teachers also have to decide how much to differentiate or how much choice should be given to students. Suffice to say, the path has not always been rosy,” Nazrah elaborates.</p>
<p>Parents too, need convincing about DI. She notes that some parents have raised concerns that their children are learning less through DI.</p>
<p>“We are trying to bank on the current focus where HA plays a bigger part in student learning. We want parents to understand that DI and HA work hand-in-hand to raise student engagement and support their development,” she says.</p>
<p>Despite the challenges faced, PRPS has not lost sight of its bigger aims. The school’s long-term goals focus on providing holistic education and raising student engagement through three domains—developing skilful teachers, embracing inclusivity and enhancing student well-being.</p>
<p>The culture of care is also here to stay. “Our school leaders always show care for teachers as well as students. As leaders, we will continue to open our ears to feedback given and inspire all to embrace new ideas and challenges,” Jaspal concludes.</p>
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<div class="message-box-title">What the Future Holds</div>
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<p>“Our focus on DI is for the long term,” affirms Pasir Ris Primary School (PRPS) Vice-Principal, Mdm Siti Nazrah. PRPS’ professional development (PD) has focused on differentiated instruction (DI) for the past three years and a multi-year PD plan has been developed for the future. Guiding principles from the Singapore Teaching Practice have also been seamlessly incorporated into their PD plan.</p>
<p>Mr Tan King Ming, PRPS Principal, also shares the school’s focus with parents so that they are aware of the rationale behind curricular and pedagogical practices and can become partners. He explains that constant communication with staff, parents, and students is critical in the school’s journey.</p>
<p>The long-term plans and constant calibration on DI have borne fruit. Nazrah shares that there is close to 90% penetration of DI into teachers’ practice.</p>
<p>“Our teachers are still relatively new to DI but they enjoy working and learning together. Younger teachers are enthusiastic in sharing their new ideas while experienced teachers are humble in learning from other colleagues on new approaches that have worked in the classroom,” she shares.</p>
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<title>Making Differentiated Instruction Work for All</title>
<link>https://singteach.nie.edu.sg/2020/01/21/issue71-research/?utm_source=rss&utm_medium=rss&utm_campaign=issue71-research</link>
<dc:creator><![CDATA[singteach]]></dc:creator>
<pubDate>Tue, 21 Jan 2020 05:21:47 +0000</pubDate>
<category><![CDATA[Issues]]></category>
<category><![CDATA[issue 71 dec 2019]]></category>
<category><![CDATA[Collaborative learning]]></category>
<category><![CDATA[Special needs education]]></category>
<category><![CDATA[Research in Action]]></category>
<category><![CDATA[Formative assessment]]></category>
<category><![CDATA[Learning profiles]]></category>
<category><![CDATA[Diversity]]></category>
<category><![CDATA[Tiered assignments]]></category>
<category><![CDATA[Student readiness]]></category>
<category><![CDATA[Differentiated instruction]]></category>
<category><![CDATA[Clinical interviews]]></category>
<category><![CDATA[High ability learners]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=13694</guid>
<description><![CDATA[In a typical classroom of 40 students, how can teachers ensure that students have their learning needs met? […]]]></description>
<content:encoded><![CDATA[<p><strong><em>In a typical classroom of 40 students, how can teachers ensure that students have their learning needs met? With diversity becoming a norm in most classrooms today, a one-size-fits-all approach to learning and teaching seems inadequate. In this article, a group of education researchers share how differentiated instruction can be applied in the Singapore classrooms to meet the diverse needs of all students.</em></strong></p>
<div id="attachment_13818" style="width: 630px" class="wp-caption alignleft"><img aria-describedby="caption-attachment-13818" loading="lazy" width="620" height="405" class="wp-image-13818" alt="" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/01/ST71_Research_DI_v2_for-layout_photo6.jpg" /><p id="caption-attachment-13818" class="wp-caption-text">From left (clockwise): Assistant Professor Heng Tang Tang, Dr Letchmi Devi Ponnusamy, Associate Professor Levan Lim, Associate Professor Vasilis Strogilos and Associate Professor Mary Anne Heng</p></div>
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<h1>How Teachers in Singapore Differentiate</h1>
<p>Through differentiating content, process, product, and the environment, teachers attempt to address students’ readiness, interests, and learning profiles.</p>
<p>Tiered assignment is commonly used to address students’ readiness in the Singapore classrooms, observes <a href="https://www.nie.edu.sg/profile/heng-tang-tang" target="_blank" rel="noopener noreferrer">Assistant Professor Heng Tang Tang</a> from the <a href="https://www.nie.edu.sg/our-people/academic-groups/policy-curriculum-leadership" target="_blank" rel="noopener noreferrer">Policy, Curriculum and Leadership Academic Group</a> at <a href="https://www.nie.edu.sg/" target="_blank" rel="noopener noreferrer">NIE</a>. It allows students to work at a level appropriate for them as they progress towards or beyond baseline goals.</p>
<p>“Students who feel less ready are seated nearer to the teacher working on foundation questions, receiving more attention from their teachers. Students who feel more ready, meanwhile, are seated further working on more complex questions. Extension activities, like having students set, answer, and mark each other’s questions, are offered.”</p>
<p>Other ways in which differentiation has been observed include “teachers offering students the option to learn via different modalities, such as iPads, graphic organizers, and games, or incorporating students’ interests into manipulatives, examples, or texts that teachers use in class”. Taking into account student’s learning preferences and interests, Tang Tang explains, can encourage student engagement and ownership of their learning.</p>
<p>Tang Tang rues that teachers tend to primarily focus on students’ readiness, at the expense of interests and learning profiles. “While it is understandable that teachers feel accountable to their students because of the high-stakes examinations students have to take, we have to be careful of only differentiating for readiness as it can unintentionally create in-class streaming”. She suggests that teachers keep an open mind towards students, use flexible grouping and create opportunities for different students’ strengths to shine.</p>
<h1>Clinical Interview as Formative Assessment</h1>
<p>To apply differentiated instruction meaningfully in the classroom, teachers must, first of all, take students’ learning seriously. NIE <a href="https://www.nie.edu.sg/profile/heng-huan-gek-mary-anne" target="_blank" rel="noopener noreferrer">Associate Professor Mary Anne Heng</a> says that clinical interviews are a powerful means to challenge teachers’ assumptions about teaching and learning.</p>
<p>“Clinical interviews seek deeper understandings into students’ thinking and learning processes that underlie students’ performance in school,” Mary Anne explains. For example, teachers could pose open-ended questions to students such as: <em>“Can you tell me what you were thinking when you gave this answer?” </em>This will help teachers uncover students’ misconceptions so as to address learning gaps that may not be obvious even to experienced teachers.</p>
<p>“A correct response on a test question may simply be a rote response, masking a student’s partial or incorrect understanding of a concept, and so to learn what is hidden in students’ minds, observation is not enough,” she elaborates. Clinical interviews are a form of formative assessment that go beyond class tests and examinations. Her work with experienced teachers shows that clinical interviews provide teachers with new eyes and minds to see and understand the complex nature of teaching and learning.</p>
<div class="shortcode-block-quote-center" style="color:#999999">
<p>“Clinical interviews seek deeper understandings into students’ thinking and learning processes that underlie students’ performance in school.”</p>
<p>–<em><strong>Mary Anne</strong>, on how clinical interviews can help teachers understand their students better</em></p>
</div>
<h1>Dialogue and Collaboration to Overcome Challenges</h1>
<p>Often with time as a constraint, many teachers struggle to meet the needs of the various groups within their classes. One way to overcome this is to build a more conducive environment for differentiation by identifying and effecting structural changes that will encourage teachers to collaborate.</p>
<p>“Ring-fencing time for individual and group lesson planning as well as structuring collaborations and open classrooms can help teachers gain new ideas, develop baseline resources and provide them with intellectual and emotional support. At the same time, an open-minded, risk-free and non-hierarchical environment needs to be established so that teachers can speak their mind,” Tang Tang shares.</p>
<p>Collaboration is also part of what Mary Anne terms “critical deliberation”. This involves teachers, in their community of practice, acquiring a common language to talk about and understand differentiated instruction, reflecting on their teaching as well as what they can learn from students’ responses to their teaching.</p>
<p>“To meet the needs of an increasingly diverse student population, teachers will need to work together to acquire new understandings and adopt more sensitive student-centric approaches to teaching and learning,” she emphasizes.</p>
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<div class="message-box-title">Tailoring the Curriculum for High Ability Learners and Students with SEN</div>
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<p>The same principles of differentiated instruction can be applied to high ability learners and children with Special Educational Needs (SEN). When working with high ability learners, <a href="https://www.nie.edu.sg/profile/letchmi-devi-do-ponnusamy" target="_blank" rel="noopener noreferrer">Dr Letchmi Devi Ponnusamy</a> says that it is important to establish clear learning goals.</p>
<p>“It is not just about bringing down content from higher levels and teaching it to the high ability learners,” explains Letchmi, who is teaching courses in the <a href="https://www.nie.edu.sg/higher-degrees/masters-by-coursework/master-of-education/high-ability-studies" target="_blank" rel="noopener noreferrer">High Abilities Specialization for the Master of Education</a> programme at NIE. “It is about the teacher having to think more critically about the depth and breadth of the concepts, and how high ability learners can be given opportunities to re-interpret them.”</p>
<p>The level of challenge given must be equitable with the student’s capabilities, taking into account factors such as the child’s experience with the concepts and appetite for inquiry. It then needs to be met with adequate assessment and support.</p>
<p>“Teachers who work with high ability learners have to come up with innovative ways of evaluating the student’s understanding of complex concepts, and assessing the learner’s progress and growth,” she adds.</p>
<p>For students with SEN, Associate Professors <a href="https://www.southampton.ac.uk/education/about/staff/vs1d17.page" target="_blank" rel="noopener noreferrer">Vasilis Strogilos</a> and <a href="https://www.nie.edu.sg/profile/lim-heng-fook-levan" target="_blank" rel="noopener noreferrer">Levan Lim</a> say that the core elements of differentiated instruction can support their inclusion into the mainstream classroom.</p>
<p>“Modifying the content of the curriculum by providing different reading texts, for example, is one of the ways to meet the needs of students with SEN. Teachers can also modify the process and resources of learning by providing e-books as an alternative to printed books, and using assistive technology in the classroom,” they share.</p>
<p>However, they note that different stakeholders have to learn how to manage the expectation of different learning outcomes as it is unrealistic for students with severe disabilities to reach the same level of achievement as the rest of the students in the mainstream classroom.</p>
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<h1>Strengthening the Support Given</h1>
<p>A common misconception about high ability learners is that they do not need much support and that any allocation of resources to help them takes away from others. The time and resource invested in differentiating for high ability learners actually strengthens the teachers’ “differentiation muscle.” Hence, it would help, says NIE lecturer and researcher Dr Letchmi Devi Ponnusamy, to have “teacher advocates” for high ability learners.</p>
<p>“These advocates, when certified and trained, can activate conversations about instructional strategies that motivate and stretch not only the high ability students, but most learners in diverse classrooms. However, they should also be given sufficient scope to tailor the curriculum according to the learners’ needs,” she explains.</p>
<p>Having more flexibility in the types of modification used for Special Educational Needs (SEN) in the mainstream classroom will also greatly benefit students with disabilities.</p>
<p>Associate Professors Vasilis Strogilos and Levan Lim, who used to do research together at NIE, shares, “Our research study, <a href="https://www.nie.edu.sg/project/oer-12-16-vs" target="_blank" rel="noopener noreferrer"><em>Differentiated Instruction as a Means to Inclusion (DIMI)</em></a>, provided resounding evidence that contextual constraints such as class size, a common standardized curriculum and high stakes examinations are critical impediments to the diverse learning needs of students with SEN.”</p>
<p>They propose that there should be more emphasis on mixed-ability grouping, an exams-free pedagogy <span class="st">–</span> especially for those with SEN <span class="st">–</span> and more modifications used in the mainstream class.</p>
<p>With so many considerations to be made, creating an ideal environment for differentiation is challenging. Time and effort are required to re-culture expectations of teaching and learning, in addition to structural changes, reminds Tang Tang. Ultimately, teachers need continuous assurance and support from educational leaders in their journey towards differentiating their classrooms.</p>
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<p>“Our research study, <a href="https://www.nie.edu.sg/project/oer-12-16-vs" target="_blank" rel="noopener noreferrer"><em>Differentiated Instruction as a Means to Inclusion</em></a>, provided resounding evidence that contextual constraints such as class size, a common standardized curriculum and high stakes examinations are critical impediments to the diverse learning needs of students with SEN.”</p>
<p>–<em><strong>Vasilis and Levan</strong>, on the various factors that impede the learning of students with SEN</em></p>
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<title>Leveraging Student Voice to Differentiate Instruction</title>
<link>https://singteach.nie.edu.sg/2020/01/21/issue71-people/?utm_source=rss&utm_medium=rss&utm_campaign=issue71-people</link>
<dc:creator><![CDATA[singteach]]></dc:creator>
<pubDate>Tue, 21 Jan 2020 05:19:39 +0000</pubDate>
<category><![CDATA[Issues]]></category>
<category><![CDATA[issue 71 dec 2019]]></category>
<category><![CDATA[People]]></category>
<category><![CDATA[Curriculum]]></category>
<category><![CDATA[Learning]]></category>
<category><![CDATA[Student voice]]></category>
<category><![CDATA[Socio-emotional learning]]></category>
<category><![CDATA[Diversity]]></category>
<category><![CDATA[Feedback]]></category>
<category><![CDATA[Differentiated instruction]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=13689</guid>
<description><![CDATA[Amidst growing diversity in our classrooms and the forthcoming shift towards Subject-Based Banding, the philosophy of differentiated instruction […]]]></description>
<content:encoded><![CDATA[<p><strong><em>Amidst growing diversity in our classrooms and the forthcoming shift towards <a href="https://beta.moe.gov.sg/primary/curriculum/subject-based-banding/" target="_blank" rel="noopener noreferrer">Subject-Based Banding</a>, the philosophy of differentiated instruction has been gaining traction within Singapore’s education fraternity. A teacher-educator explains the importance of students’ voices in a differentiated classroom and how they can facilitate the development of a thriving learning community. </em></strong></p>
<p>To help diverse students achieve intended learning goals, teachers will have to develop competencies to differentiate instruction in a mixed-ability classroom. But would professional expertise alone suffice in enabling them to cater to the needs of different learners?</p>
<p>According to <a href="https://www.nie.edu.sg/profile/lucy-oliver-fernandez" target="_blank" rel="noopener noreferrer">Dr Lucy Oliver Fernandez</a>, an Assistant Dean with the <a href="https://www.nie.edu.sg/our-people/programme-offices/office-of-graduate-studies-and-professional-learning" target="_blank" rel="noopener noreferrer">Office of Graduate Studies and Professional Learning</a>, student voices can also play a central role in supporting teachers’ efforts to understand students’ needs and maximize learning for all learners.</p>
<p><img loading="lazy" width="450" height="298" class="aligncenter wp-image-13751" alt="" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/01/ST71_People_LucyFernandez_v4_for_layout_photo1.jpg" /></p>
<h1>Using Students’ Perspectives to Inform Differentiation</h1>
<p>The concept of student voice centres on learners’ unique perspectives about their experiences with schooling, learning and teaching. Throughout her career in education, Lucy has often thought about how educators could invite students to participate in discourses about their educational experiences.</p>
<p>“Students’ perspectives are important because they not only experience our curricula and educational policies first-hand, but can also have varied experiences with the same curriculum,” Lucy explains. “Their perspectives can thus enrich our understanding about the relationship between teaching and learning as well as reveal information about students’ needs and possible gaps between the intended, implemented and experienced curriculum.”</p>
<p>Furthermore, when teachers understand how different students experience the curriculum, they are also better equipped to make informed decisions with regard to differentiating instruction for their students.</p>
<p>“After all, if DI is about adapting to student variance to maximize learning for all learners, inviting students to share on their learning experiences and how teachers can support them can make differentiation more robust,” Lucy elaborates.</p>
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<p>“[Students’] perspectives can thus enrich our understanding about the relationship between teaching and learning as well as reveal information about students’ needs and possible gaps between the intended, implemented and experienced curriculum.”</p>
<p><em>– <b>Lucy</b></em><b>, </b><em>on the role students’ perspectives can play on teaching and learning<br />
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<h1>Avenues for Student Voices</h1>
<p>During her stint as a secondary school teacher, Lucy made time for breakfast with her students to find out how she could cater to their learning needs and make the curriculum more accessible for different learners.</p>
<p>“I invited two students at a time to meet me for breakfast in the school canteen on particular days in a week and engaged them in discussions about the lessons we have had,” she shares. “At these sessions, I also sought my students’ views on whether they found my teaching approaches to be effective and the areas in which they require additional support.”</p>
<p>Lucy was also cognizant about the need to hear from all students when she initiated these meet-ups. “Some students are less outspoken, or prefer to approach teachers in smaller settings so these sessions gave them the opportunity to voice their perspectives and be heard.”</p>
<p>Lucy’s efforts to hear from every student paid off and over time, she observed that her classes blossomed into collegial and supportive learning communities. “From both an academic and socio-emotional standpoint, students appeared better off as they felt a sense of belonging and were helping one another improve,” she adds.</p>
<p>Informal meetings are, however, just one of many avenues in which teachers can gather inputs from students. “Other strategies that teachers may use include surveys and questionnaires, which can be based on an aspect of teaching or learning that teachers would like to focus on.”</p>
<h1>Dialogue between Students and Teachers</h1>
<p>While students’ inputs are central to efforts to engage them in their learning, there needs to be discernment and negotiation from all parties involved.</p>
<p>“It is also not about a teacher agreeing with every student’s view or acceding to every student’s request,” Lucy adds. “Rather, student voice is a dialogue about teaching and learning between students and teachers and in this conversation, both parties engage with one another.”</p>
<p>Additionally, after inviting students to share their perspectives, educators need to show that they appreciate students’ feedback and that teachers have heard what students are saying by responding to them.</p>
<p>“One way for teachers to do this is to initiate a dialogue with students on the feedback they have received and make decisions together so that both parties can move forward,” shares Lucy. “In doing so, students would also be assured that teachers value their inputs and thus not regard efforts to solicit their inputs as perfunctory exercises.”</p>
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<p>“It is also not about a teacher agreeing with every student’s view or acceding to every student’s request. Rather, student voice is a dialogue about teaching and learning between students and teachers and in this conversation, both parties engage with one another.”</p>
<p><em>– <b>Lucy</b></em><em> clarifies on the definition of dialogue between students and teachers</em></p>
</div>
<h1>An Opportunity for Educators to Grow</h1>
<p>Making time to gather students’ perspectives did not just help Lucy understand the needs of different students and the pedagogical approaches that they find effective; they also gave her insights about herself as an educator.</p>
<p>“The conversations I shared with my students also prompted me to think about how, as a teacher, I could enact the curriculum differently and incorporate different strategies into my practice to support their growth and development as learners,” Lucy shares.</p>
<p>Inviting and accommodating students’ perspectives can, however, be challenging for teachers given the limited curriculum time. Nevertheless, Lucy encourages fellow educators who may be uncertain but interested in incorporating students’ voices into their practice to take small steps and trust their professional judgement.</p>
<p>“Even within a planned curriculum, there are spaces for teacher discretion, where the teacher can consider inviting students to share their inputs and make informed decisions together,” Lucy explains.</p>
<p>Furthermore, as classrooms and schools become more heterogeneous, students’ perspectives can strengthen teachers’ efforts to maximize learning for all students in a differentiated classroom.</p>
<p>“Accommodating diversity in our classrooms may require teachers to think and work in new ways, but it is also an opportunity for the fraternity to grow professionally and become better educators,” concludes Lucy.</p>
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<title>Differentiation in Practice</title>
<link>https://singteach.nie.edu.sg/2020/01/21/issue71-intheirownwords/?utm_source=rss&utm_medium=rss&utm_campaign=issue71-intheirownwords</link>
<dc:creator><![CDATA[singteach]]></dc:creator>
<pubDate>Tue, 21 Jan 2020 05:15:55 +0000</pubDate>
<category><![CDATA[Issues]]></category>
<category><![CDATA[issue 71 dec 2019]]></category>
<category><![CDATA[Differentiated instruction]]></category>
<category><![CDATA[Learning]]></category>
<category><![CDATA[In Their Own Words]]></category>
<category><![CDATA[Assessment for Learning]]></category>
<category><![CDATA[Learning preferences]]></category>
<category><![CDATA[Creative thinking]]></category>
<category><![CDATA[Learning profiles]]></category>
<category><![CDATA[Collaboration]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=13687</guid>
<description><![CDATA[Differentiation consists of the efforts of teachers to respond to variance among learners in the classroom and it […]]]></description>
<content:encoded><![CDATA[<p><strong><em>Differentiation consists of the efforts of teachers to respond to variance among learners in the classroom and it can help address learners’ readiness, interests and learning profiles. Two teachers share more on the efforts they have made to serve diverse learners in their classrooms.</em></strong></p>
<p><div class="message-box-wrapper yellow"><div class="message-box-title">Andrew Jonathan Teo (Subject Head of Design & Technology, Montfort Secondary School)</div><div class="message-box-content"></p>
<p><img loading="lazy" width="150" height="239" class="alignleft wp-image-13750" alt="" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/01/ST71_InTheirOwnWords_v2_for_layout_photo2.jpg" /></p>
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<!-- wp:paragraph --></strong> Enabling Learning through Four Instructional Strategies</h1>
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<p>Every student learns differently; there is no one learning preference. To engage them during lessons, the use of differentiated instruction strategies is required to address their learning needs effectively.</p>
<p>For my lessons, besides assessment for learning strategies, I also use four instructional strategies.</p>
<p>The first involves using different types of graphic organizers to help students to organize their thoughts while also offering them different ways of presenting information visually. However, the use of different organizers during different sections of the lessons may cause confusion among students. To overcome this, I spend some time explaining and showing my students examples to help them appropriately utilize the different organizers. Students appreciate the provision of such structures to organize information.</p>
<p>The second one involves providing students with different types of support based on their individual needs to enable them to either work in pairs, small groups, or individually. This requires me to spend a fair bit of time on my students as I will monitor their work closely to allow me to better plan each lesson based on their different learning preferences.</p>
<p>I have also created a third-teacher environment in my studio to foster creativity and provide the culture of design for students to experience. A continuous careful and intentional selection of relevant learning materials is posted on the wall to support creative thinking and invention. I observe which learning materials on the walls were being referred to by my students and replace those they showed little interest in. This can help to ignite the joy of learning in students.</p>
<p>The last of the four instructional strategies involves me video-recording my lessons for students to watch again at their convenience. I see this as a scaffolding that supports students who need more time to process information. For the videos to be useful, it requires me to put in a considerable amount of effort, time and planning to ensure that the contents are engaging and beneficial.</p>
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<p><div class="message-box-wrapper yellow"><div class="message-box-title">Chan Audrey (Math and English Teacher, Junyuan Primary School)</div><div class="message-box-content"></p>
<p><img loading="lazy" width="160" height="255" class="alignleft wp-image-13749" alt="" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/01/ST71_InTheirOwnWords_v2_for_layout_photo1.jpg" /></p>
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<h1>Empowering Students’ Learning through Choices</h1>
<p>“Learning anything new takes practice, and with practice comes comfort, and with comfort comes the ability to do new and exciting things.” – Unknown</p>
<p>I find this quote apt when reflecting about my journey in implementing differentiated instruction (DI) in my classroom. At first, it was daunting and the obstacles seemed insurmountable. However, as I seek to inculcate in my students a love of learning, to give up DI without trying would go against my teaching. And as with learning anything new, I found DI easier to implement with practice.</p>
<h1>Teaching beyond Academics</h1>
<p>At the core of all my teaching lies my teaching philosophy that academics aside, I also have a duty to help students to build compassion, strong character and positive disposition towards learning. To do this, it is crucial that I 1) understand my class dynamics and students’ learning profiles; 2) create a kind, safe and conducive learning environment where students are not afraid to make mistakes and ask questions; and 3) build resilience in my students so they are equipped to deal with setbacks.</p>
<p>With these in place, I read up on and thereafter, carefully curated available DI strategies, making modifications to suit my teaching and students’ learning preferences. I realized that I could use DI as a vehicle to give my students a choice and a voice where they can learn to make decisions and verbalize their thoughts. It empowers my students to take greater ownership of their learning and enables them to grow into self-directed learners through collaborative learning.</p>
<h1>Giving and Making Choices</h1>
<p>Before implementing a new strategy, I would explain my expectations and routines explicitly to my students. After some experimentation, I found and modified DI strategies to suit my teaching style and philosophy. I feel that a combination of DI with open-ended tasks imbues in my students critical-thinking and decision-making skills, and creativity – skills which I think are essential to them in the long run.</p>
<p>In general, I implement DI in my classroom by providing students with the autonomy to decide:</p>
<ul>
<li>how (and who) they would like to work (with) (i.e., individually, in pairs, or groups);</li>
<li>the number of tasks they would like to work on;</li>
<li>the number of responses/solutions to provide for each task; and</li>
<li>where they would like to work.</li>
</ul>
<p>Additionally, I found it useful to scaffold my students’ learning by providing them with different options. Learners who feel they need more help can make a conscious decision to modify one of the given exemplars, and more advanced learners can challenge themselves to produce an original piece of work. This helped my students to feel safe and unpressured to perform, giving them the time and space to create with little inhibition.</p>
<p>To consolidate their learning, my students were given opportunities to present their learning and reflection in a form they preferred from a non-exhaustive list provided. I was surprised that many of my students actually took the time and effort to create comics, jokes and/or riddles to demonstrate their understanding. They shared that they enjoyed these DI tasks which, I think, helped them to develop positive dispositions towards the subject. This in turn, enabled them to enjoy the learning process and for me, the teaching process, as we grow together.</p>
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