1. Implementation of NSS Curriculum : Diversified Learning & Stretching Potentials Ethics and Religious Studies

2. Polly & the Popcorn

4. Quality Curriculum Differentiated Instruction What we teach (content)What we teach (content) Whom we teach (students)Whom we teach (students) How we teach (Instruction)How we teach (Instruction) DI

5. The big ‘Verb’ Know Identify Recognise Apply Explain Understand You really understand when you can: – explain – interpret – apply & adapt – see from different perspectives – show empathy – reveal self- understanding

6. Responsive Teaching: Managing Curriculum and Learner Diversity Planning for Content and Students Students need to learn disciplinary knowledge, make meaning of information and think at a high levels Students need to learn the ‘basics’ and apply them in respectful and meaningful ways Students need to have a balance between self- construction of meaning and teacher guidance Students need to know the learning goals of a lesson and criteria for successful demonstrating proficiency with the goals

7. Instruction in an one-fit-all setting How do I give directions for tasks? How will I know what students understand and can do? How do I keep their interest? How do we transit from one part of the lesson to the next? How do I distribute resource materials?

8. We think, learn and create in different ways. Development of our potential is affected by the match between what we learn and how we learn with our particular intelligences How we share in common makes us human. How we differ makes us individuals.

9. Overview of D. I.

10. Differentiated Instruction What is it? And isn’t? Is not Individualized Instruction Chaotic: market place vs supermarket Another way to provide a few homogeneous groups Is Proactively planned Qualitative Rooted in assessment Multiple approaches to content, process and product Student centered A blend of whole-class, group, and individual instruction

11. General Principles of Differentiation All students participate in Respectful Task which offers all students (struggled or advanced) tasks that are equally interesting, equally important and equally engaging Flexibility: flexible grouping; use materials flexibly and employ flexible pacing On going assessment and adjustment: to meet students’ needs

12. Differentiation Is a teacher’s response to learner’s needs Shaped by mindset & guided by general principles of differentiation Respectful tasksFlexible groupingContinual assessment Teachers can differentiate through Content Process ProductAffect/Environment According to students’ Readiness Through a variety of instructional strategies such as: RAFTS…Graphic Organizers…Scaffolding Reading…Cubing…Think-Tac-Toe…Learning Contracts…Tiering… Learning/Interest Centers… Independent Studies….Intelligence Preferences…Orbitals…Complex Instruction…4MAT…Web Quests & Web Inquiry…ETC. Quality Curriculum Bldg. Community InterestLearning Profile

13. Teachers modifies Content, Process and Products Content: what students going to learn and the materials used (knowledge & theory) Process: designed activities to delivery the essential learning elements and skills Products: vehicles which students used to demonstrate what they have learnt

14. According to students diversity in…… Readiness: a student’s entry point relative to a particular understanding and skills (struggled and advanced learners) Interest: a student’s affinity, curiosity or passion for a particular topic or skills Learning style: refers to how people learn, may shape by intelligence preferences, gender, culture…

15. What’s the point of differentiating in these different ways? Readiness Growth and Proper Challenge Interest Learning Style Motivation Efficiency 15

16. Differents in terms of… Skills Concepts READINESS INTEREST LEARNING STYLE Content Knowledge Interest Surveys Interest Centers Self-Selection Areas of Strength and Weakness Work Preferences Self Awareness

17. Elements of Differentiation ContentProcessProduct Readiness Interest LearningStyle

18. Instruction in an one-fit-all setting How do I give directions for tasks? How will I know what students understand and can do? How do I keep their interest? How do we transition from one part of the lesson to the next? How do I distribute resource materials? Rethinking the Classroom Instruction

19. What Strategies can be Used for Designing Purposeful Instruction? Learning Style Multiple Intelligences – Sternberg Triarchic –Modality Readiness – Tiered –Compacting –Scaffolding Other Ideas – Think Dots / Cubing – RAFT – Contracts – Jigsaw –Centers –Complex Instruction –Note taking Strategies –Novelty ideas

20. CurriculumInstructionAssessmentAssessment for understandingtransfer personal relevance for individual fit in response to readinessinterests learning profile evidence feedback informing instruction engagement & meaning making reflection Curriculum and DI Connections

21. Reflective Questions How can we differentiate approaches to curriculum planning and implementation for the classroom while assuring that all students learn and gain more in- depth understanding? How can I truly understand my students as learners, and interpret their learning needs? How can we get the evidence we need while allowing students to work to their strengths How do we develop lessons and activities that lead to acquisition of knowledge and skill, understanding and transfer while catering the diversities in learners?

22. Thank You