Topic: EDUC4721 Differentiation for Divers Learners

Assignment 2: Differentiation Portfolio

Student Name: Sitiaidahton Osman

FAN: osma0031

Student ID: 2205611

Differentiation Portfolio

This portfolio represents my understanding on the topic of differentiation that was gathered

over the duration of course EDUC4721 Differentiation for Divers Learners. It presents the

differentiation as a teaching strategy and inclusive practices in the special education setting

that I am employed and currently working.

If curriculum and instruction are the heart and limbs of sound

teaching, then classroom management is the central nervous system.

Without the heart, there is no life, but without the nervous system,

there is no function.

- Carol Ann Tomlinson

Note: Cover page photograph is a picture of hands that symbolizes different diverse students

from different countries, varying religious and ethnic background and from a variety of family

arrangement. Picture retrieved from “Working with Diverse Students and Families”

GlogsterTMEDUCopyright © 2007 – 2018.

Table of content
 Definition of Differentiation and Inclusion in Education ……….. 4

School Diversity and Inclusion Profile …………………………… 6

Professional Reflection ……………………………………………. 11

References ………………………………………………………….. 16

Appendices …………………………………………………………. 18

Definition of Differentiation and Inclusion

 Students are all different and also in the way they learn. The positive outcome of their

learning highly depend on their interests, preferences, prior knowledge or background,

learning pace and beliefs towards the subjects or topics being taught. As compared in the

past, Teachers in the twenty-first century are likely to have students of wide diversity with

cohort of various nationals, culture, ethnic group and who are diagnosed with disabilities or

learning difficulties. As a result, it is imperative that teachers recognize and shape their

teaching pedagogy to match the learning needs of these diverse learners (Foreman &

Arthur-Kelly, 2014; Jarvis, 2013). This approach is referred to as teaching differentiation. The

students’ readiness, interests and learning profiles will determine students’ motivation

towards learning (Sousa & Tomlinson, 2011; Tomlinson, 2004). Every student should be

included and offered tasks that provide appropriate challenges. Differentiation in this manner

would be through providing differentiated tasks that not only cater to students who require

more needs due to their disabilities but will also benefit the entire class (Jarvis, 2013).

Overall, in summary, differentiation should start from planning for instruction, adapting the

curriculum, encouraging partial participation of students and modifying classroom

environments (Foreman & Arthur-Kelly, 2014). It is also important for teachers to be

respectful in the manner they approach and deliver differentiated tasks.

Inclusive education does not require special schools, care, expensive materials or

specialized expertise. It simply means that schools should, without question, provide

education towards the learning needs of all children in the community regardless of their

background, ability or disability and for them to reach their full potential and be active

members in their own community. Although Singapore schools have the least enrolment for

student with Special Education Needs (SEN), MOE is committed to support the learning

needs of children with SEN by the implementation of Compulsory Education for all special

needs children from 2019 (MOE 2018). Studies from Klibthong et al. (2014) and Schwartz

(2015), states that children acquire positive learning outcomes when they are subjected to
an inclusive and productive classroom environment. Marginalization is an unhealthy practice

and will not promote inclusion (Messiou, 2012).

School Diversity and Inclusive Profile

Background Information
 Sunshine Training and Development Centre (STDC), not the real name of the centre,

started its operation in April 2015. It provide services for adults with intellectual disabilities

(ID) of age 19 years old and above with intelligence quotient or IQ score of below 50 to

receive specialised intervention and higher level of support to be integrated into the

community. Comorbid conditions in individuals with Intellectual Disabilities (ID) includes

attention deficit hyperactivity disorder (ADHD), autism (ASD), epilepsy, cerebral palsy and

anxiety disorders (Gautam, 2014).

Each Teacher is required to attend a minimum of 40 hours per year of training and

development. Teachers are regularly sent for advanced and relevant trainings such as

courses in ASD, strategies in managing challenging behaviours, positive behavioural support

to name a few. In addition, in-service training and workshops are provided to empower staff

and provide them with opportunities to share ideas on the implementation of the curriculum

while learning about instructional strategies for effective differentiation.

Centre Approaches

Training Programmes

The organisation believes in providing equal opportunities for student with ID to be

integrated as contributing and responsible citizens in Singapore. This is in line with the

organisation vision and mission statement. (Refer to Appendix C). The centre programmes

as shown in Appendix A, focus on promoting the students’ social integration into gainful

mainstream activities, so as to enable them to lead a meaningful and enriched life

independently. Programmes are conducted by the Teachers with the support from the Allied

Health Professionals (AHPs). The centre is equipped with training, activity and therapy

rooms, independent living area with barrier-free facilities like ramps, a lift and ‘handicap’

toilets.
Screening Interview and Assessment

All students will undergo screening interview and pre-assessments conducting by the

team of AHPs, Centre Manager and Supervisor prior to admission into the centre after they

graduated from special education schools (SPED) or referral from SG Enabled, an agency

set up by the Ministry of Social and Family Development (MSF) dedicated to PWDs. The

students will be assessed on their suitability to receive service in Sunshine TDC.

Curriculum

The centre offers a wide range of domains and activities to cater to the student’s

interests and profile. All students have access to the same curriculum based on classroom

programmes. Teachers plan each student Individual learning plan (ILP) and conduct

lessons. Periodic case review meetings conducted with AHPs team, Teachers, Centre

Manager and Supervisor for continual assessment of student’s progress. In addition, AHPs

provide additional support to ensure students received early interventions to support their

continual learning needs. Teachers provide active support to proactively engaged student of

varying support needs to participate in activities of their choice and interests. With this

classroom arrangement, Teachers will provide tier levels alternative tasks during the activity

to cater to the diversity of the students.

Classroom Instructions

The school demographic profile shows that students in each classroom are of diverse

background of different disability, age, culture, ethnic and different home background and

support (refer to Appendix D). This means that students in the class will have differences in

their readiness, interests and profile with majority of the students requires individualized

teaching strategy. Even though there are two Teachers per class with small class size of 15
or less, the high level of support required to train or teach each student means some

students may be left out due to specified time given to complete the subject teaching.

Hence, the needs of some of the students are unmet. Teachers will have tendencies to use

one method fit all approach (i.e. used one lesson plan for all) to teach the majority of the

students; given less attention to the students who requires more support to complete the

task. Although, student’s ILP was created with the differentiation instructions in mind,

Teachers found it tedious to conduct differentiated instructions and also due to possible

student meltdown. They prefer to have more Teachers’ support or to have students engage

in individual work or group of students with the same age group or same learning ability.

Constraints are lack of Teacher training and support from centre and excessive

administrative duties for Teachers.

Based on my interview conducted with 4 different Teachers who are currently teaching in

different classes (refer to Appendix E), similar concerns were highlighted with all Teachers

agreed in modification of ILPs and adjustment in teaching pedagogy to meet the diverse

needs of the students. Also to conduct regular reviews as ongoing assessment.

Differentiation instructions are required to suit student learning needs and styles since one

method does not fit all. Consideration to be given to provide tier levels alternatives to cater to

the diversity of the student cohort. Teachers prepared resources and used age appropriate

materials in their lesson plan and to create interesting and fun learning environment to

motivate and promote student participation (Gargiulo & Kilgo, 2014; Wiggins & McTighe,

2005). However, fifty percent of the teachers have the opinion that it will be challenging and

stressful for the teachers, caregivers and even to the students if the students are enrolled in

Singapore mainstream schools which is too competitive and academically inclined. This is

because, Teachers from mainstream schools are not trained to handle special needs

students.

Recommendations
Although the centre has a wide range of programmes, this does not mean it meets the

criterion of differentiation. Differentiated classrooms support students who learnt in different

ways and rates based on their own background, strength, needs and interests (Tomlinson,

2014). I believe that the practice of inclusion can be implemented with differentiated

instructions by using the Universal Design for Learning (UDL) concept to minimize barriers

and maximizes learning for all students. The curriculum planning should provide learning

opportunity for each and every students to gain knowledge, skills and enthusiasm for

learning (CAST, 2010, January 06). Curriculum should be designed to be sufficiently flexible

to meet the needs of diverse learners by taking into consideration what I want my students to

do, know and care about and remove barriers that might interfere with their learning process.

Each learner is unique and students learn at difference pace. For example, students with

severe disability, being able to verbalize or indicate their daily needs i.e. when they are

hungry, tired or to show preference or their likes or dislikes, will have a significant positive

effect on their quality of lives. It is not a typical school learning, but it is still learning; which

can be nurtured and develop by teachers in centre. Partial participation concept is to create

ways for student to be able to participate partially in a particular way if unable to do so fully.

Also modifying the classroom in the aspect of social, physical and academic environments

(Foreman & Arthur-Kelly, 2014). Currently, more efforts are put in place by the centre to

expand the curriculum to enable students to maximize participation in society. For example,

introduction of the community model programme to capitalises on community facilities and

activities for students’ learning activities such as making purchases, travelling skills, arts and

nature appreciation by walking in the community parks and provide volunteer service at

other organisation. In this process, students acquire more independent living skills and also

help in promoting social inclusions in the community.

Other areas for consideration will include:

 Provision of multiple means of representations such interactive white board, personal

Ipad.
 Partnering and Collaboration with parents, teachers and AHPs to enhance practices

of supporting to the student.

 Increased teachers training to provide good differentiated instructions and lesson to

suit different needs. Also to reduce Teacher’s anxiety (Mallick & Sheesh, 2013).

 Provide additional Teacher support in class to help in overseeing the different needs

of students.

 Increase public education to educate students, parents and shareholders on why an

inclusive environment is necessary through regular caregivers’ activities and

collaboration efforts.

 Reduce the administrative duties of Teachers by simplifying the reporting and

documentation process so that Teachers can focus on differentiation lesson.

Professional Reflections

Self- Evaluation

During my practicum, I conducted my lesson to a small group of 3 to 5 students (Refer to

appendix F). I have consulted the Teachers, Psychologist, SLT and also the OT on

students pre-assessment and preparation of the lesson plan. In planning the lesson, I

found myself not only asking questions but also finding answers on the following:

 How should I start my lesson?

 How do I respond to the diverse needs of the students?

 How can I remove barriers that might interfere with their learning process?

 How will the learning benefit them?

 How do I know if they are interested to learn?

  How to approach and deliver the differentiated tasks in a respectable manner?

 How can help the students to be effectively engage with the key ideas or “big

ideas” and ensuring their understanding on the topic?

 How to effective apply ‘Tier level” alternatives task to challenge persistent

learners and motivate the slow learners or those with learning disabilities and

difficulties.

 Will there be any behaviour difficulties that may affect the teaching methodology?

While asking these questions, I discovered that understanding the needs and limitations of

the diverse students are critical in setting the right platform before I proceed to start my

lesson. I realize that the core approach to differentiation lesson is about how the Teacher’s

proactive approach is shaped by the Mindset of Differentiation. This understanding is further

elaborated in Figure 1. With having the right mindset, I will then be able to make the

necessary modification in my teaching, taking into considerations the students’ background,

learning profiles, readiness and interests.

The results of conducting the differentiated lesson and observing the other Teachers

conducting theirs, I understand the strength and weakness in my teaching methodology. The

collaboration opportunities with the others Teachers and professional support, allows me to

gain cross curriculum learning where I could constantly collaborate with other teachers to

maximize my student learning outcomes. I encountered difficulties and challenges to

conduct the differentiate lesson across the group. Being an expert on the topic or content will

not guarantee that I can provide the best teaching pedagogy to teach the student in my

class. One method does not fit all, therefore the key factors for effective differentiation are as

illustrated in figure 1. The intent of the differentiating instructions is to maximize each

student’s growth and increased student achievement by meeting the student at their profile

level, and assisting them in the learning process. Hence it is imperative for me to recognize

the learning needs of the diverse learners for the purpose of planning and developing a

differentiated lessons.
 Teacher’s Proactive Approach Shaped by
the Mindset of Differentiation

How do Teachers Response to the Students Needs

Guided by General Principles

of Differentiaton

Classroom High Quality Flexible

Environment Curriculum Grouping Assessment
- Understand - Engage all students Respectful tasks - Make adjustments - Acquire feedback on
student readiness - Set clear goals effectiveness of teaching
- Offering Choice - Managing Flexible
levels, interests - Support
- Honour student routines that - Clear misconceptions
and motivations understandings
learning styles response to diverse - Note individual student
interests &
learners needs
motivation

Teachers can Differentiate Through

Process Product
Content Affect/Environment
- How student digest - How student show
- How student access, relate to and make sense of the - Create positive environment
their understanding
the curriculum to reach their content learning
and demonstrate
learning goal - Pedogogy to learning thier learning - How learning is structured
- Clear objectives sequence. How its
learn
 Knowing the students

Readiness Learning Profile

In meeting specified learning Interests Preferred approach towards
goals learning
What motivates their learning

Through a Variety of Instructional Strategies

Such As
Tiered lessons Small-Group Instructions
Independent project Simplified/complex instruction
Individualise 1-1 teaching Expression Options
Multiple means of representations/engagement/actions

Figure 1: Key Principles of Differentiation

In addition, it is essential for Teachers to conduct a pre-assessment for the purpose of

gathering data of students’ readiness, learning profiles and interests before beginning a
lesson. The pre-assessments must be designed with the understanding on what all
students should know, understand, and be able to do (Tomlinson & McTighe, 2006).
Depending on the student’s capabilities, include questions that should help students
engage with the “big ideas” or understandings that will allow the teacher to draw on what
and how students are thinking. Then, using the information for planning of the
instructions to maximize students’ learning needs. In the process, I need to be mindful
that the pre-assessments will be useful if only they are aligned with key lesson or unit
goals—the facts, skills, and understandings that are essential for students to know
(Wiggins & McTighe, 2005). It should be limited to a few key questions and are
accessible to all students in order to gauge the student’s understanding in addition to
their knowledge and should be administered shortly before the lesson so it will provide
the most up-to-date about students’ strength and needs.

With this understanding, I have conducted a pre-assessment. However, I have noted that
my pre-assessments were not aligned to my set objectives. Also there was some
misalignment in my learning objectives and in the differentiated lessons which created
some confusion to myself and also the students. I should keep my objectives focused
and clear and shared this with my students so that I can make sure that every group is
working towards the same objectives in the task and has a clear link to my set
objectives. Nevertheless, I was able to engage and motivate my students to learn the
lesson with the pedagogy and tier-task alternatives listed in my lesson plan (refer to
appendix F). At the end of the lessons, only students with moderate disability were able
to meet the learning objectives and were able to prepare a shopping list. Nevertheless,
all students have the opportunity to go to the supermarket to make purchase as reward
for their learning interests and participation with students who met their objectives
leading the group.

Future Growth

Although I have to some extend practice differentiation instructions in my lessons, I still

face difficulties in managing my expectations. The instructions that I designed and taught
were based on the assumptions of what I think is best and will interest my students. This
is because most of the students were unable to verbalise or articulate their needs.
Nevertheless, the experience have thought me that I will need to change my mindset
towards differentiation. Differentiation starts at the planning level where class plans
should include various tasks that caters to the differences in diverse learners and should
always match and meet the needs of each student in order to maximize their learning
potentials. To include effective and ongoing assessments to ensure what I teach is
learnt. I hope to change and shape my lesson accordingly to meet the needs of the
diverse learners in my class.