1. Refresh your memories…
What have your learnt from the last session??
Have you identified what type of learner you are??

2. Differentiation What is differentiation??
Is ‘Differentiation’ being implemented in the
Traditional classroom?
Modern classroom?

3. You as a learner, what is your learning intention in this session or workshop?
How does it cater to your needs?
What do you want to know about differentiation?
Answer in post-it note!!

4. I see … I Think … I wonder …..
Why must we ?
Who should I focus on?
What should I teach ?
When would be the best time?
Where is the best place?
How to do they learn?

5. Why differentiate? 5min More focus
Obtain readiness n prep to higher level
Meet individual / group learning needs
Cater one group’s learning style
Gaining one group’s interest in learning
Better control over the activity planned
Better effect or result (teaching & learning)

6. Who to differentiate? 5min
Every students as an individual
A group of students with similar ability or a mix ability – make use of their talent, etc.
Facing difficulties in certain way or area
Special needs (learning difficulties, text font, text limit, sentence limit, etc)

7. What to differentiate? Developmental Skills Ability Outcome
Ways of doing
Conceptual understanding

8. Where to differentiate?
In the classroom
Within group
Around the learning corners
Outside the classroom
Field trip / Excursion
Expedition
Task / homework

9. When to differentiate? Initial activity Mix ability
Specific outcome needed
Emergency outcome
Task management (research, homework, knowledge, etc)
Developing skills/ personality
Assessment

10. 4 keys of differentiation
Content: What students learn based on curricular concept
Process: Teaching strategies, pace of learning, teaching instruction (language used)
Products: how students demonstrate and extend what they learned
Learning environment: Seating and flexible groupings, movement, atmosphere and resources

11. Strategies/ methods Content ( decide what to learn -- concepts):
language -- simply text, vocabulary, structure
movement -- create / plan based on their ability
Process (how to learn) :
5 to 3 , ‘free-semi-tight’ appraoch, the complexity of language used
Product (what to expect):
Final outcome of the task – concepts, diorama, waving mat, grammar exercises, structured to freestyle (DA/MU/AR/PE)
Setting (where to learn to gain what with who):
In or out (classroom vs outdoor vs home, indi vs grouping, learning background (field trip, lang proficiency, ability –equipment used, knowledge, thinking level, etc)

12. Ways to manage Limit number groups Integrate with other approaches
Limit kinesthetic activities- too much movement
Use aids to organize groups
Use partial differentiation
Involve others eg: TA, parent, helpers, paired work.

13. Classroom differentiated approaches
5 senses, VAK, Graphic organizers
Guided reading, activities
Learning centers, self learning (preprep stripes / videos, etc)
Differentiated structures
Differentiated homework
Portfolios esp special needs / attention

14. Grouping and re-grouping (process n product)
Imagine your class has 2 different ability group.
Group 1 – MA and Business (MYP)
Group 2 – All PE / MU / DA
Group 3 – BM / MN / EN Language
Group 4 – ART / TECH
Group 5 – SC / HUM
Group 6 – lower PYP HM
Group 7 – upper PYP HM

15. --Rhythmic Gymnastics
Morning activity:
FIS is working with the National Sport Council of M’sia in promoting the long existence but not so popular sport
--Rhythmic Gymnastics

16. Aim / Objective
To promote and create awareness for the unique yet challenging sports to the young generation / society / community

17. Differentiation in Action
Use the knowledge of integration & data collected from learning style
You are assigned to take full charge of the program present your outcome based on your creativity and attractiveness to promote the sport.
You can choose the area that you would like to contribute pertaining to your discipline
i.e. promotion, campaign, designing, budgeting, ,marketing, etc.

18. Let’s see ..… let’s watch ….. let’s experience it ….. (senses to learn)
Some video clips on Rhythmic Gymnastics Sports
Group
Individual

19. RGS -- video

20. Work In Progress !! When you hear ‘Its All Coming Back to Me Now’

21. Let’s enjoy our presentation

22. Does differentiation make sense?
Yes…No…. Statistics ??!!?? WHY???
Sharing by enthusiastic participant group
which areas you are differentiating?
By what approach did you use?
Feedback or reflection on the effectiveness – “each group 3 min present their output”
Update your responses or output

23. Tips and strategies of differentiation in elementary school

24. Reviewing and Realignment --35min
Group yourself in your own – 20min
Grade level; or
subject group
Review and realignment your Q4 UP on differentiation strategies (high/ low achievers)
Produce Essential Agreement on Differentiation in your own – 15min
Grade level ;or
subject group – file it in your Team Folder