At the end of the day, every pupils sit for the same exam, so how can we "short-changed" our pupils by giving them different materials (differentiation in products)
The reflection was the a base-line need to be established first, and then we allow pupils to learn "more" at their own pace.
Now, after teaching a different profile of pupils for a year, I realised I cannot wait for the "base-line" to be established.
I taught in a boys school, and now in a co-Ed school. Girls, who matured earlier, are generally more focused and hardworking. After 1 year of "drilling", most of them could memorized the "good lines" and is already learning the way to apply them and combine them for writing of a ending etc. some of the pupils have problem remembering how to write the words even at the eve of PSLE.i went through with the weaker pupils one by one, identifying the words they had problem "spelling" and make up stories for them to remember.
I wonder the reason I didn't do that earlier was because I knew the girls who already learn the words will be "bored to death" for this lesson.
I could have ask the girls to complete some tasks while I guide these weaker pupils one by one.
Differentiation by process, now no longer is a textbook concept but a need in the classroom.
Pitching it at the middle no longer work when the class has a wide diverse pupils of different abilities.
We have been looking at differentiation at product since it has been the easier way to go about it. Different worksheets and notes for different pupils.
The difference should not be just about having "more" or "less" or having a "simplified" version.
We should allow the Higher progressing pupils to analyze and create and not frame their mind to just write a "good" essay.
Back to writing, I wonder why do we write?
The easy answer would Defintely to be able to communicate and interact with others.
Is it just words and grammar that is needed to "interact"
Blogging makes me understand there is Defintely more than that.
Interaction required a "voice" as much as the form. I have been teaching the "form" because the "voice" is not in the syllabus.
It is the "voice" that calm yourself when u are writing a diary, it is the "voice" that allow your readers to "relate" to u.