Differentiated Instruction (DI) is an empirically-based educational approach prompting teachers to assess students and adapt their teacher according to the needs of the students. For DI to be successful, it needs to be supported by a sound theoretical basis to help teachers interpret data and adapt their practices in a pedagogically sound manner.

Collaborative Learning (CoL) is a common form of learning in our schools since its introduction in the ICT masterplan 3. Collaborative learning is a platform for students to work together based on interests and support each other in the learning journey. This creates a natural opportunities for purposeful differentiation that serves to bridge the differences and gaps between students working in groups. CoL and DI are immediately complementary.

This course is designed to provide teachers with resources to create a learning environment that will deepen individual student’s learning by adapting strategies associated with collaborative learning and differentiated instruction. Teachers will examine and deconstruct the practices of collaborative learning to drive principled and practical ways to differentiate instruction by interest and readiness.

Practical applications of ways to elicit and understand students’ interest and readiness; and ways to maintain their learning momentum in a collaborative setting will be explored throughout the course. 

1. designing triggers to surface students’ natural curiosity;


2. systematic analysis of students’ ideas and questions as a way to gauge their interest and readiness;


3. engaging students from where they are and maintaining their momentum through collective discourse and different learning modalities;


4. responding to emerging learning patterns, questions and ideas;


5. using group dynamics as scaffolds to support each student to learn; strategies for formative assessment of deep learning and 21CC.

• Pre-course reading – 0.5 hrs


• Synchronous lecture, discussion – 2 hour (30 mins allocated for individual planning of lesson idea)


• Online reflection of enacted lesson ideas (one week after the face-to-face session) – 0.5 hrs

*MOE Participants include: MOE Participants & Direct Hires Staff from independent schools, Specialised Independent and Specialised Schools