DIFFERENTIATED STRATEGIES AND ACTIVITIES IN THE REMEDIAL CLASSROOM

by Puan Shafinaz Binti Adam (SISC+, Bahasa, PPD Seremban)

Objective : Participants will be able to differentiate lessons to meet the learning needs of all
students.
Success Criteria : You will be successful if you can articulate the key principles for differentiated
learning, identify differentiation approaches.

“Differentiation means tailoring instruction to meet indivdual needs. Whether teachers differentiate
content, process, products, or the learning environment, the use of ongoing assessment and flexible
grouping makes this a successful approach to instruction.” (Tomlinson, 1995)

Remedial classroom is where teacher conduct remedial teaching to identify slow learners and providing
them with the necessary help and guidance to help them overcome their problems, after identifying their
areas of difficulty.

SESSION 1 : KNOW THE LEARNER

The theory of multiple intelligences (Gardner, 1983)

1. Definition : “The theory of multiple intelligences differentiates human intelligence into specific
‘modalities’, rather than seeing intelligence as dominated by a single general ability” (Gardner, 1983).
2. 8 distinct intelligences describing the many different ways students might respond to instruction.
3. Gardner suggests that students’ learning progress would improve if information was presented in
multiple ways and learning through a variety of means, whenever possible, reflecting the different ways
students’ may prefer to review instruction.
SESSION 2 : PRINCIPLES OF DIFFERENTIATION
1. Differentiated groupings
Four No More : 4 is a successful size of groups. It facilitates pair structures in different combinations.
Larger than 4 means that not all students are readily involved.
a. A table group refers to the group students are seated in. In groups of 4, pair structures can be
utilised.
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 b. A shoulder partner refers to the person on either the right or left of a student.
c. A face partner refers to pairs facing each other in a table group of 4.
2. Types of grouping
a. Mixed ability groups
b. Ability groups
c. Social groups
3. Differentiated approaches
a. Content : What is being learnt?
Differentiation by content
Example :
 Reduced content
 Simplified content
 Wordwall
 Vocabulary list
 Pictures
 Dictionaries
b. Process : The way the content is learnt.
Differentiation by process
 Tiered activities : Tasks are differentiated to 3 levels
 Anchor activities : Enrichment activities for fast phase learners.
c. Product : How the learning is demonstrated?
Differentiation by product
Give students a choice about the way they can demonstrate their learning as individuals, pairs or
group.
Example :
 Talk about their learning
 Pictures
 Creative writing
4. 3 parts lesson structure
a. Starter
Differentiation?
 Content/Process : Instructions spoken / written to differentiate for learning experience.
 Content : Questions levels directed to students’ ability level.
b. Main activities
Differentiation?
 Process : Students support each other in mixed ability teams.
 Process : Students read and build on ideas of peers.
c. Plenary
Differentiation?
 Process : Thinking time is given.
 Content : Speaking frame place on board for students who need it.

5. Assessment for Learning vs Assessment of Learning

Assessment for learning Assessment of learning
Formative Assessment (PBD) Summative Assessment (EXAM)
Occurs during the learning Occurs after the learning
Grows learning Measures learning
Done with students Done to students

6. A Recipe for Effective Feedback

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 Celebrate the Highlight what was
success done well

Indicate areas Indicate where work could be

of improved
improvement

Suggest how to Provide scaffold

improve

7. Gagne’s nine levels of learning

a. Gain students’ attention
b. Share the learning objective
c. Encourage recall of prior learning
d. Explain content
e. Provide guidance
f. Allow student practice
g. Offer feedback
h. Assess performance
i. Enhance rentention and transfer