Differentiated instructions for high ability diverse learners in a regular classroom: a case study in an independent school
RGS PeRL is embarking on an Academic Research on “Differentiated
instructions for high ability diverse learners in a regular classroom: a case
study in an independent school”. The
investigators are Ms Tan Yen Chuan and Mr Azahar M Noor.
This exploratory study seeks to develop an understanding on how teachers plan
and implement differentiated instruction to address the needs of high ability
diverse learners in a regular classroom. This study seeks to gain insight into
teachers’ understanding on differentiated instruction, the enablers and their
challenges faced when implementing it.
Using a qualitative case study research design, teachers’ understanding
on differentiated instruction was investigated through one to one interviews,
lesson observations and document analysis. A document analysis was undertaken
of the school’s professional development plans. By
gaining insights into the actual implementation of differentiated instruction
for high ability learners, school administrators and professional development
department will understand how teachers use differentiated instruction.
findings will provide input to the professional development department to
address concerns and challenges that teachers might face and support teachers
in developing competency in differentiated instruction. This research would
also attempt to develop and establish baseline standards for differentiated
instruction and provide input for benchmarking so that there will be
standardized teacher expectations on the implementation of differentiated
The Role of a Professional Learning Community in Informing Teacher Practice
According to Kazemi & Hubbard (2008), in order to better understand changes in teachers’ practice while engaging in professional development, there is a need to document and understand the learning that occurs.
In this light, RGS PeRL is conducting a research on "The Role of a Professional Learning
Community in Informing Teacher Practice", to
find out how Professional Learning Space (PLS) sessions within the school influences teacher practice. The project team comprises Ms Masturah binte Abdul Aziz, Ms Tan Yen Chuan and Mrs Lucille Yap, as well as Ms Thet Thiri Ko, a research intern with PeRL. The project is advised by the Deputy Principal, PeRL & Community Engagement, Mrs Mary George Cheriyan.
This project aims to investigate the relationship between PLS and the classroom, and how teachers’ participation in these two settings co-evolve in terms of individual classroom practices. From this study, the investigators hope to gain insights into how classroom practices influence or are influenced by participation in the PLS.