Transcript
Session 1: Differentiation strategies and supporting pupil-centred teaching Group 3 :Emily, Zu, Azwa, Azlin, Hasma Differentiation 5to reflect the abilities , preferred ways of learning and interests of different pupils 1is a teaching strategy 2 practical steps a teacher takes to adjustlearning processes 3take into account the needs of individual pupils 4scaffold ( support ) and adaptclassroom activities Differentiation lets teachers plan for activeand inclusivelearning Effective ‘differentiated’ learning equals to :1noticing how different pupils react to different techniques2 responding and adapting to techniques3modifying and varying activities within the teaching mix 4keeping all pupils involved in lesson outcomes Feedback-According to ability-Focuses on what the pupils do wellTask-Same task-Different taskSuccess Criteria-According level-Based on Lo- Use ‘all, most, some’ Time-Shorter / longer depending on pupils levelPreference-Interest (pupils choose)-Multiple IntelligencesOutcome- Pupils’ production -Varied in length, content, skills, quantity, complexitySupport-Individual, pairing, grouping-Guidance given Ways to support pupils with different learning rates and needs :
