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This resource outlines differentiated instruction and its application across three tiers: Tier I focuses on core curriculum using scientifically researched strategies and universal screenings; Tier II provides supplementary instruction to address individual needs with small group teaching; and Tier III offers individualized instruction through IEPs and intensified support. It emphasizes maximizing student learning by considering their unique characteristics, ensuring an inclusive classroom environment, and detailing effective practices to engage all learners.
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DifferentiatedInstruction Bernice Lee (3) Elizabeth Chua (6) Teo Lisa (36) Isabel Yeo (42) Heather Yew (44)
Tier I – Differentiated Instruction • Effective practices • Focuses on the core curriculum • Scientifically research-based strategies and materials • Universal screening assessments • Multilevel opportunities for learning • Grouping children based on their levels • Designing an inclusive classroom
Tier II – Supplementary Instruction • Working to identify ways to respond to individual student’s needs • Can be within or outside general classroom • More frequent progress monitoring • Small group teaching for students who need more support than others • Identifies and addresses challenges that individual students’ have as a result of learning difficulty
Tier III – Individualized Instruction • More explicit and intense instruction • Similar interventions to Tier II but more intensified in focus, frequency and duration • Outside the classroom • Individualized educational programme (IEP)used • Strategies planned to support Tier I and II • Formal referrals for services during school
What is Differentiated Instruction? • Teaching and learning for students of differing abilities in the same class. • Responding to the differing needs of children to create the best learning experience possible for the learner. • Maximizes the learning and growth of every student by taking into consideration their characteristics and differences.
Differentiated Instruction? Content Process Product Environment
Differentiation: creating everything to all individuals all the time create a reasonable range of approaches to learning, so that students find learning a fit most of the time
Content • Instruction is concept-focused and principle-driven • Instruction based on student’s readiness, interest and learning profile • Foundational Transformational • Concrete Abstract • Simple Complex • Single Facet Multiple Facets • Small Leap Great Leap • Structured Open • Less Independence More Independence • Slow Quick
Process • Instruction based on student’s readiness, interest and learning profile • Encouraging peer support and independence • Smooth transition and regulated system
Product • Evaluation and assessment • Every child will become active and responsible explorers • Making sure that every student is challenged
Environment • Delineating optimal learning spaces • Open Ended Materials (catering to different learning levels) • Anchor Activity (Learning corners)
Role of the Teacher • Organizers of learning opportunities • Mentor • Reflector
How do we implement? Strategies Challenges Varying levels of skills
Singapore context • How do we make use of all the examples above and implement in a local centre? • What are the challenges faced? • What can we do to make it better?
