While learning to apply differentiated learning strategies, I got my class to identify suitable differentiated learning strategies they could use for their workplace curriculum. One group flip charted the diverse profile of the target audience as comprising of workers from Singapore, Malaysia, Taiwan, China and Philippines. They brainstormed and decided that the workplace learning materials should include some translation of traditional and simplified mandarin for workers from Malaysia, Taiwan and China while the main materials will be written in English medium to cater to the Singaporean and Filipino workers. This is an example of accommodation in differentiated learning; accommodating to the various language abilities of the workers. With a simple differentiation strategy, all workers are better able to understand a common term of reference used in the workplace training programmes.
After the group’s presentation, I pointed that the group has analysed the profile of the learners, contextualised their understanding of the differentiated learning concerning the workplace dynamics and decided to accommodate the learning of all staff by recommending the use of translation in the training materials. In the debrief, I wrote down the top three levels of the cognitive domain in Bloom’s Taxonomy; Analysis, Synthesis and Evaluation. As I explained what the group did, I physically drew the connections on the flip chart to the specific level in the cognitive domain. By visibly pointing out the levels of the cognitive domain, I could help the group identify their thinking. I was making thinking visible.