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

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

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!!

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?

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)

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)

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

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

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

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

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)

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.

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

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

--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

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

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.

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

RGS -- video

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

Let’s enjoy our presentation

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

Tips and strategies of differentiation in elementary school https://www.youtube.com/watch?v=mVRYSC8YyYA

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