Transforming teaching and learning in Asia and the Pacific: case studies from seven countries; 2015

• role play


• painting


• making a mini-book


• making dolls


• making a movie poster


• Evaluation of the task


• Wrap-up the class

Source: Min et al., 2010, pp. 47–48.

In the next example, from a middle school social studies class, the teacher
used different modes of instruction depending on the content being learned
(Min et al., 2012, pp. 93–94). The class was learning about the constitution
and national assembly, and the teacher chose the most effective way of
instruction to help the students learn about this particular content. In this
case, the teacher used the internet to present the learning objectives and
motivate the students before the main learning activities began. Worksheets
were used to reinforce students’ learning. At the inquiry stage, the students
used the internet to find answers to the questions regarding the national
assembly. Using the cooperative learning mode, the students then worked
in groups to share information they had found on the internet, and discussed
the issues raised by the teacher and the group. After the group work, the
students worked individually to design a poster to share their own opinions
about the topic.

Table 3 : Social Studies class about the constitution and national
assembly

Stage Mode Teaching aids

Warm-up Q & A with the whole class Internet

Development Inquiry learning Worksheets, internet

Cooperative learning Worksheets

Individualization: presentation Poster-making materials

Wrap-up Direct mode Presentation software

Source: Min et al., 2010, pp. 93–94.

Evaluations of the new curriculum (Cho et al., 2012; Kim et al., 2013) note
that parents have reported positive changes in students’ attitudes toward
learning since the introduction of the differentiated instruction method.