Program Portfolio

Master of Education

Student Name: Nonhlanhla Sithole

Student I.D: S492009
Area of Specialization: EDUC 5210 Learning Theory (Research
Artefact Portfolio Entry)

Enhancing Student Learning and Engagement through the Differentiated Instruction

Strategies

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Table of Contents
1. Introduction 3
1.1 Description 3
1.2 Context 3

2. Exploration Class 3
2.1 Learning Objectives 3
2.2 Artefact 1 – Lesson Plan 4
2.3 Artefact 2 – Reflection Link 7

3. Instructional Methodologies 7
3.1 Differentiated Instructional Strategy 7
3.2 Constructivism Theory 7

4. Alignment with standards and impact on student learning 8

4.1 Challenges 9
4.2 Areas of Improvement 9

5. Conclusion 9

6. References 10

7. Appendices 11

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 1. Introduction
Differentiated instruction is a teaching approach that tailors instruction to meet the individual
needs of students. By using a variety of strategies, educators can enhance student learning
and engagement. Some effective strategies include:
 Flexible Grouping: Grouping students based on their learning styles, abilities, or
interests.
 Tiered Assignments: Offering varied tasks at different levels of complexity to
accommodate diverse learners.
 Learning Stations: Setting up different stations in the classroom to address various
learning modalities.
 Choice Boards: Allowing students to choose from a menu of activities to demonstrate
their understanding.
These strategies can help create a more inclusive and engaging learning environment, leading
to improved academic outcomes for all students.(Grogory & Chapman, 2013)

1.1. Description:
This is a practice artefact and it takes the form of a lesson plan on exploration of tectonic
plate margins, movements and earthquakes and a reflection. This unit is broken into five
units espousing the 5E model of learning, namely engagement, exploration, explanation,
Evaluation and Elaboration (Bybee:2009). For the purposes of this artefact, we shall be
focusing on the exploration component and how we engage differentiated instruction
strategies to enhance the learning and teaching process.
1.2. Context:
The exploration of plate tectonics and earthquakes is set for Grade 10 Geography students.
The exploration lesson is one of five lessons on the unit. It is preceded by an Engagement
lesson where students are introduced to the topic of tectonic plate boundaries, movement and
earthquakes.
2. Exploration Class
This is a student-centered work-station lab is set up so students can begin to explore
earthquakes. Eight classroom tables are set as work-stations for groupwork. Four of the
stations are considered input stations where students are learning new information about
earthquakes and four of the stations are output stations where students will be demonstrating
their mastery of the input stations. Each of the stations is differentiated to challenge students
using a different learning style.
2.1. Learning Objectives:
At the end of this earthquakes lesson plan, students will be able to

1. Identify the role plate boundaries play in earthquakes,

2. model different types of faults and their related stresses,
3. compare seismic waves and interpret graphs related to seismic waves,
4. identify the process by which epicenters are determined,
5. describe how tsunamis form and their effects,
6. determine how humans can reduce the impact of very unpredictable earthquakes.
7. Evaluate and elaborate on the factors that influence the impact of earthquakes.

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 2.2. Artifact 1: The Lesson Plan
Earthquakes Lesson Plan
Subject: Geography Date: 17 October 2024
Class: Grade 12 Number of Students: 16
Duration: 90minutes (2 x 45minutes)
Objectives
At the end of this earthquakes lesson plan, students will be able to
1. Identify the role plate boundaries play in earthquakes,
2. model different types of faults and their related stresses,
3. compare seismic waves and interpret graphs related to seismic waves,
4. identify the process by which epicenters are determined,
5. describe how earthquakes form and their effects,
6. determine how humans can reduce the impact of very unpredictable earthquakes.
7. Evaluate and elaborate on the factors that influence the impact of earthquakes.
Exploration Class
This student-centered station lab is set up so students can begin to explore earthquakes. Four
of the stations are considered input stations where students are learning new information
about earthquakes and four of the stations are output stations where students will be
demonstrating their mastery of the input stations. Each of the stations is differentiated to
challenge students using a different learning style.
Materials/ Resources Needed
Prepared Ahead of Time
An alarm clock for keeping time
This student-centered station lab is set up so students can begin to explore earthquakes.
Input Stations
Land models, task cards, a short video on the San Adreas Fault (Earthquake), Question &
answer sheets, earphones, 5 tablet computers, internet connectivity, A one page reading
article, comprehension questions on paper
Output Stations
Standardized multiple-choice questions, task cards, tectonic boundary diagrams, answer
sheets.
Teacher Activities
Introduction by going over the learning objectives and soliciting prior knowledge by asking
questions. The teacher also provides support, guidance, resources, clarifications and ensuring
that students stay on track and engaged on the tasks. The role of the teacher is to facilitate
and ensure that the learning environment is safe.

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Student Activity at the Input Stations

Explore it!
Students will be working in groups of four to better understand how stress can cause the
plates to move. Students will be using a land model to show the three types of stresses,
compression, tension, and shearing. Students will be using this model to make a few
observations and to answer related questions listed on the task cards.

Watch it!

At this station, students will be watching a short video explaining a brief introduction to
earthquakes and their impacts on the different aspects of the environment which include the
society, economy, physical environment, etc. Students will then answer some questions
related to the video and record their answers on their lab station sheet. For example: Describe
the difference between the epicenter and the focus of an earthquake. What causes
earthquakes? Where do most earthquakes occur? Why do we sometimes have earthquakes
away from plate boundaries? What are some of the socio-economic impacts of earthquakes?

Research it!

The research station will allow students to find out more information about earthquakes.
While at this site, students will also be able to create a virtual earthquake in one of four given
locations. Students will become seismologists and input data about S and P-waves, also
where the epicenter would be located. Student can also have a chance of comparing impacts
of different earthquakes found in different regions.

Read it!

This station will provide students with a one page reading about earthquakes. The read it
station is set up to allow students to gain information from a traditional reading passage In the
reading students will learn about seismology and the two types of waves that earthquakes
produce, P-waves and S-waves. There are 4 follow-up questions that the students will answer
to show reading comprehension of the subject.

Student Activity at the Output Stations

Assess it!

The assess it station is where students will go to prove mastery over the concepts they learned
in the lab. The questions are set up in a standardized format with multiple choice answers.
Some questions include: Where do earthquakes generally originate? What does the image
represent? Which statement is incorrect about earthquakes? Where is the epicenter? What are

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the impacts of earthquakes? At the end of the day, I need students to be able to apply their
new learning to this type of questioning.

Write it!

Students who can answer open-ended questions about the work stations truly understand the
concepts that are being taught. At this station the students will be answering four task
cards: Describe the difference between P waves and S waves. How do scientists use data to
determine the epicenter of an earthquake? How are plate boundaries and faults related to
earthquakes? What are the impacts of earthquakes? This provides the students the
opportunity to write in complete sentences while reflecting on the information.

Illustrate it!

Students will sketch and label three diagrams with missing information about the three main
types of stresses that rocks undergo at plate boundaries. This station is not only for creative
students. I’ve seen many students benefit from drawing their reflection and making those
connections.

Organize it/ Group Discussion!

This is a hands-on station which allows students to share their peers their observations and
findings. They can compare and contrast their perceptions and come up with a group report
summarizing the whole exercise. This activity gives the students to reflect and apply what
they have learnt. Through this process students are able to learn from each other, and
appreciate differences. Students are also given an opportunity to organize their finding in a
concise and presentable manner. A group representative gives an oral presentation of their
summary of their findings. 3minutes each. This platform fosters the development of
communication skills, problem solving skills, tolerance, and regard for one another.

Teacher concludes the lesson going over the lesson objectives using the “I used to
think….but now I know that……”

Think Points to take home for further reading

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 1. Why does the impact of earthquakes differ between places and regions?
2. What can be done to minimize the negative impact of earthquakes

Oral Feedback and Closing Remarks given by the teacher.

2.3. Artefact 2- Reflection on the essential instructional/pedagogical elements

about adolescents in a school or classroom setting. Follow Link:
https://docs.google.com/document/d/1Topmljf4gVi4ENzMVKXY3rKGEcBM7bi
v/edit?usp=drive_link&ouid=114805578402256219800&rtpof=true&sd=true

2.4. Differentiated Instruction Strategy: - Lesson Plan

The two artefacts incorporates differentiated instruction methods and the constructivist
approach to learning. Throughout the lesson the students move from one workstation to
another, with different resources to enhance learning. The lesson uses, videos, technology,
traditional methods of presenting information (written Article) for the reading exercise, there
is the use of land models, drawings, illustrations, and more. At each station students are
stimulated differently. This strategy allows students to stay engaged on the activities. It
also promotes inclusivity, peer-learning and collaboration in the class. Students with different
abilities get to work together in groups and support each other in the process and students
with different learning styles find a place where they can shine.

2.5. Constructivism Theory

Constructivism in education is an approach that focuses on allowing students to construct

their own understanding of a subject by actively engaging with the material presented to
them. This theory emphasizes learner-centric approaches where the student takes ownership
of their knowledge and experiences as they progress through a course or program. It
encourages exploration, experimentation, collaboration, critical thinking, and reflection—all
essential components of effective education systems today
https://elmlearning.com/hub/learning-theories/constructivism/ Dr. Martin says constructivism
focuses on how the learner makes meaning with guidance from others. My lessons thrive on
prior knowledge otherwise there would be gaps in the learning process.

There are three main types of constructivism that have been identified, each having a
significant (and slightly altered) impact on the way learners interact with their environment.
They are: Social, Cognitive and Radical constructivism. These are all incorporated in my
lessons.

The topic on earthquakes is quite broad and this exploration lesson is preceded by an
engagement lesson where the topic is introduced. It builds up to lessons that increase in
complexity. Explanation, Elaboration and Evaluation lessons are the follow up. My
approach tries to follow the Bybee’s 5E method. Topics start from their simple forms and
new information is introduced in small chunks as we master each stage, we move to more

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complex materials (Bybee:2009) This approach is also aligned to Bloom’s Taxonomy of the
cognitive approach(Schunk:2012). The subject matter is introduced starting from its simplest
form, with some scaffolding support and build on each other as the level of challenge
increases.

In the subsequent lessons, as a teacher, I get to clear and correct any misconceptions with and
interactive PowerPoint, anchor charts and more. Students will also be interacting with their
journals using INB templates for earthquakes. Each INB activity is designed to help students
compartmentalize information for a greater understanding of the concept. Moreover, students
are given an opportunity to choose a project that they will create to prove their mastery of the
topic on earthquakes. Finally, students get evaluated using assessments that foster
application, analysis, personal reflection and evaluation of what has been learnt with real life
activities.

The reflection looks at differentiated instructional methods as informed by the understanding

of the adolescent brain development.

3. Alignment with Standards and Impact on Student Learning

In my opinion, there several education philosophies and principles that are aligned to this
approach to learning. For instance, Dewey’s principle of experiential, interactive and
interdisciplinary and progressive learning are highly espoused in this lesson (Zrudlo:2021).
Students are hands-on with their work, also the lesson relies on the recognition of prior
learning. The content is directly linked to real world case studies which students can relate
to. Students are stimulated in many different ways and they apply different skills even from
other subjects, such as the English writing skills. In addition, inclusivity in this lesson is
fostered. The teacher plays the role of a facilitator, moving around the classroom making
sure that students stay on the tasks and also assisting students with challenges on a one-on-
one basis.
Vygotsky’s Zone of Proximal Development (ZPD) (Schunk:2012) is fully embraced in my
lessons. Students are introduced to topics based on the level of their ability, scaffolding
support is provided as and when needed. Content is always challenging but achievable with
guidance and support. My teaching methods, provide differentiated instruction delivery of
content. There is plenty of opportunity for students to collaborate and learn from each other
(peer learning). As a teacher who plays the role of a facilitator, I get to move around assisting
students according to their individual needs as and when necessary. (Schunk 2012) talks
about Vgyotsky’s ZPD factors of scaffolding, peer collaboration, differentiated instructions,
apprenticeship and reciprocal learning. In my view these are also embraced in the
constructivist theory. In both approaches, students are at the centre. Recognition and
consideration of prior knowledge is of great importance for both theories. I am the facilitator,
with the task of creating the best suited and safe learning environment, make available all
necessary resources to facilitate learning, guide, support, assess and evaluate. The goal is to
develop holistically rounded learners.
I believe that this approach to teaching encourages active participation of students, triggers
curiosity and promotes initiative among students, stimulates interest and aids retention,

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triggers curiosity, develops critical thinking and problem-solving capacity, build self-esteem,
concretizes learning and knowledge and helps in developing episodic memory all of which
are incorporated in the IB principles (IBO). Students get to construct their own
understanding and can use

3.1. Challenges
Having said all this about my approach, I have to mention that there are some challenges that
come this approach. This method is time consuming; it needs constant attention. It is only
effective with small groups of students; it can be very exhausting with large groups. Another
disadvantage is that it is susceptible to subjective truth and cultural biases, which could result
into unequal outcomes. As an approach constructivism is not holistic, it needs supplementing
with some other approaches as well. In my effort to develop a holistic approach to learning I
also engage other approaches. Adaptation is a skill that is necessary for both the teacher and
the students.
3.2. Areas of Improvements and Modification
Based on insights gained from the lesson, one needs to have a variation of methods to assist
students with learning difficulties without compromising the other students. Ideas such as
giving such students a head-start before the lesson by sharing some relevant links that they
can use prior to the lesson and also giving them extra time to finish of their work as
homework, will make an even better impact on their learning experience. The advancement
in technology and shared information on teacher-to-teacher blogs, one is constantly looking
out on what could enhance learning and student development. I also think that as much as
students are encouraged to collaborate with each other (peer-learning), different subject
teachers should also collaborate between themselves to a much greater extent than now to
create the links between subjects (interdisciplinary learning) and make it easier for the
learners.

4. Conclusion
In conclusion, implementing differentiated instruction strategies can significantly enhance
student learning and engagement. By recognizing and accommodating diverse learning needs,
educators can create a more inclusive and effective learning environment. Through the use of
flexible grouping, tiered assignments, and varied instructional methods, teachers can better
address individual student needs and promote academic growth. Additionally, providing
ongoing formative assessments and feedback allows for continuous adjustment and
personalization of instruction.
Differentiated instruction not only supports academic achievement but also fosters a positive
classroom climate, where students feel valued and empowered in their learning journey. By
acknowledging students' unique strengths and challenges, educators can cultivate a more
supportive and inclusive educational experience.

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 5. References
About the IB. (n.d.). International Baccalaueate. https://www.ibo.org/about-the-ib/
Bybee, R. (2009). The BSCS 5E instructional model and 21st century skills.
https://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/
dbasse_073327.pdf
ELM Learning. (n.d.). Constructivist Learning Theory. ELM Learning.
https://elmlearning.com/hub/learning-theories/constructivism/
Gregory, G. H., & Chapman, C. (2013). Differentiated instructional strategies: One size
doesn't fit all. Corwin
Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson.
https://www.researchgate.net/file.PostFileLoader.html?
id=53ad2847cf57d75c068b45c5&assetKey=AS%3A273549456019456%401442230680395
Talebi, K. (2015, September). John Dewey- philosopher and educational reformer. European
Journal of Educational Studies, 1(1). https://files.eric.ed.gov/fulltext/ED564712.pdf
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all
learners. ASCD
YouTube. (2024). Youtu.be. Vgyotsky’s Zone of Proximal Development
https://youtu.be/sYF5HefF6wA?si=EPVoOn0iJ9TMMJov
Zrudlo, I. (2021). Was Dewey (Too) Modern? The Modern Faces of Dewey. Philosophical
Inquiry in Education, 28(3), 222-236. http://files.eric.ed.gov/fulltext/EJ1339902.pdf

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 6. APPENDIX A
CAS AT WK AND THE SUSTAINABLE DEVELOPMENT GOALS
The CAS program in the IBDP, and at Waterford Kamhlaba, provides an opportunity to learn
and practise responsible citizenry. There are over 40 CAS activities currently at Waterford
Kamhlaba today. The table below shows how each of these activities align with 16 of the 17
Sustainable Development Goals. If you would like to support any of these activities or the
CAS Program, please use the following link, www.waterford.sz/admissions/fees/pay/ and
please ensure to add CAS60 as a reference.
SDG CAS ACTIVITIES
GOAL 1: No Poverty
Phoenix Fest fundraising event to raise E250,000 to support communities of children, the
elderly, refugees and others in Eswatini, while helping our students learn the importance of
service as responsible world citizens
GOAL 2: Zero Hunger
Salvation Army Msundza bi-monthly service of cooking a meal for 60 elderly members of the
community (1000 meals cooked in 2022)
Gardens in pre-schools and neighbourhood care points around Eswatini
GOAL 3: Good Health and Well-being
Community service at Mbabane Government Hospital’s pharmacy & physiotherapy
departments
Waterford Permaculture Garden
Salvation Army Garden
Shamba Trust Preschools gardens
GOAL 4: Quality Education
Weekly community service in 5 preschools
Annual Careers Fair, WK Model UN Conference, Maths Olympiad and others
GOAL 5: Gender Equality
Student-led initiatives that promote inclusive gender equality on campus, and advocacy
within our community, for example: Women's Week, Asinakekelane, Girl Up, Africa Week
Women's Leadership Panel
GOAL 6: Clean Water and Sanitation
Funding 13 water projects in preschools and neighbourhood care points in every region of
Eswatini between 2020 - 2023, that brings potable water to over 1000 community members
comprising mainly of children and the elderly
GOAL 7: Affordable and Clean Energy

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Solar Energy Monitoring project is a campus-initiative by students and a teacher that
measures the amount of solar energy produced by our solar panels
Climate Action is a staff initiative that works with students to measure Waterford Kamhlaba’s
Carbon Footprint
GOAL 8: Decent Work and Economic Growth
Kamhlaba Entrepreneurial Agent Hub (KEAH) Club provides maintenance and support staff
who have small businesses with free consulting services
GOAL 9: Industry, Innovation and Infrastructure
Waterford Kamhlaba Sustainability Projects: Solar Panels, Recycling Shed, Water Collection,
Permaculture Garden, Solar Energy Monitoring
GOAL 10: Reduced Inequality
WK Annual Careers Fair is an ongoing 14-year project by students that hosts the biggest
career fair in Eswatini, which brings local and international universities, colleges and
employers to high school students from around Eswatini; there are also workshops for
students and career guidance teachers provided on the day
CAS Projects by students are 4-week long intensive activities where a group of 2 - 5 students
work collaboratively to find sustainable and innovative solutions to problems on campus and
with our partner
Brave Girl is an empowerment camp for local high school students that provides information,
workshops and training on topics affecting young girls, e.g. menstrual health, career
planning, self defence
GOAL 11: Sustainable Cities and Communities
Earthship is a service where students learn how to and construct a house made entirely of
recyclable materials, which they use for education and advocacy around sustainable living
GOAL 12: Responsible Consumption and Production
WK Environmental Club & WK Sustainability Council lead various activities on campus and
beyond to advocate on sustainability and to create policies that change our consumption on
campus
GOAL 13: Climate Action
Climate Action is a staff-led initiative where students learn how to calculate Waterford
Kamhlaba’s Carbon Footprint and to advocate for
GOAL 15: Life on Land
Animal Welfare & Veterinary Education community service
GOAL 16: Peace and Justice Strong Institutions
Community Service Days that focus on the rights of refugees, and children living with
disabilities

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GOAL 17: Partnerships to achieve the Goal
Africa Week
Women’s Week
Model UN
Public Speaking Club

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