Teachers Learning Journey

Views:
 
Category: Education
     
 

Presentation Description

No description available.

Comments

Presentation Transcript

Slide 1: 

Where every student matters and every staff counts Differentiated Instruction (DI) –Teachers’ Learning Journey

What is DI? : 

What is DI? Consist of 3 different aspects- content, process and product Content- what the teacher wants the students to learn Process- how to ensure students understand the lesson Product- the end result which demonstrates their level of understanding

Slide 3: 

Why DI? DI offers strategies that cater for a variety of learning profiles Suitable for the Sec 2NA classes involved

Our Approach : 

Our Approach Phase 1: Diagnostic Testing and Learning Style Profile Phase 2: Identifying Key Essential Learning Outcomes Phase 3: What to Differentiate? Phase 4: Development of Teaching Materials and Resources Phase 5: Review and Re-strategise

Teacher’s reaction before carrying out DI : 

Teacher’s reaction before carrying out DI Not very positive Lots of reading Most books in English (the need to translate) Examples provided are more suitable for primary schools Texts are literary based Fear that DI will affect SOW Whether it is effective in a big-classroom setting

Slide 6: 

Lots of preparation Teacher has to think of many suitable activities for students Start from scratch (no materials in ML) To create new worksheets Time consuming ( 1 lesson plan- 3 different worksheets) Energy-sapping – in dealing with students of different abilities and needs Teacher’s reaction before carrying out DI

Students’ reactions before undergoing DI : 

Students’ reactions before undergoing DI Not enthusiastic- comprehension is not their favourite component Doubtful whether DI is interesting and effective Do not like the idea of being banded based on their abilities and unable to choose their own group mates

Students’ responses while undergoing DI : 

Students’ responses while undergoing DI Not serious while attempting the worksheets as they are not in favour of doing comprehension Uncomfortable with non-traditional methods of learning (students have to be active participants) Lots of interaction among students- students are allowed to make mistakes as their mistakes will be corrected by their own peers who are of the same ability (peer assessment) DI as a motivation for weaker students to improve themselves to be ‘promoted’ to the next level of ability

Teacher’s Observation on Students After Carrying Out DI : 

Awareness Students are aware of their abilities and this helps to build their confidence They are aware of the need to improve their weaknesses Students realise that comprehension is not as difficult as they thought Finds reading interesting Teacher’s Observation on Students After Carrying Out DI

Teacher’s Observation on Students After Carrying Out DI : 

Confident in giving correct answers Students’ answers are more precise and concise especially for the weak students. They are given guided questions which is tagged at their level More focus in answering questions as they understood the requirement of the question and do not digress unnecessarily Teacher’s Observation on Students After Carrying Out DI

Slide 11: 

Teacher’s Observation on Students After Carrying Out DI Change of attitude towards DI More excited in carrying out DI Do not want to miss DI lessons, absenteeism rate almost nil as they feel they will be at a lost if they miss 1 lesson Request teacher to use the same technique in teaching other components such as suffix, prefix, idioms etc

Slide 12: 

Teacher’s Reflection After Carrying Out DI Satisfaction Students appreciate teacher’s effort to understand their weakness and thinking of ways to help them overcome their limitations Worth the effort The struggles faced is rewarded by students’ acceptance to try and can be seen through the improvements in their results Confident of the end result when the students sit for the national exams in 2011

Teacher’s Reflection After Carrying Out DI : 

Teacher’s Reflection After Carrying Out DI Open-minded Teacher realise that each individual has the desire to learn. DI makes the teacher realise the importance of knowing your students and finding ways to help students learn effectively. Teacher also realise her own shortcomings in lacking effective teaching methods (chalk and talk). Teacher feels less pressurised as teacher accepts small successes as objective for each individual students differ.

SA Overall Results : 

SA Overall Results 61 93 95 27 60

SA Comprehension Results : 

SA Comprehension Results 19.7 68 63

Overall Picture of DI : 

Overall Picture of DI DI Proactive Quality not quantity Assessment based (summative) Differentiated instructions in teaching content, determining process and producing results (product) Student-centered Mixed-ability and individual-based Organic

Conclusion : 

Conclusion In a DI class, teacher proactively plans and carry out differentiated instructions in teaching content, process and product. This aims to prepare the teacher to be ready and react according to the students’ different ability in terms of their preparedness, interest and learning needs.

Conclusion : 

Conclusion DI….. developing Distinct Individuals Dare to be In (Different) Delivering lessons with Impact Just Do It

Slide 19: 

Thank You It is not how much we do, but how much love we put in the doing. Mother Teresa By : Mdm Badariah Md Noor & Mdm Nurul Farhana Md Kassim

authorStream Live Help