How to cater for learner diversity in History
classrooms (1): Differentiated instruction
(New)
Yan Chai Hospital Wong Wha San Secondary School
Miss Wong Fung Ming
Class 2C: Life in the Age of Machines
Learning Contract (003)
CDI020131166
28 May 2013
Lesson Overview
Subject: History
Class: 2C
Topic: Life in the Age of Machines
Learning Strategies:
The Learning Contract
Essential issues:
•What were the major developments in
industry, energy, transport, communications?
•What were the effects of Industrial Revolution?
Objectives
 Students will know:
 the major developments in industry, energy,
transport, communications
 the effects of Industrial Revolution
 Students will understand:
 Mass production and division of labour led to the
rise of the Industrial Revolution
 British started to use machines to raise production in
order to satisfy the needs of growing population and
demand for raw materials
 Students will be able to:
 Justify standpoint of different stakeholders in the
Industrial Revolution process.
 Relate Industrial Revolution to changes in
economy and society at that time.
Have you encountered the following problems?
1) Students pay attention in lesson, but
they cannot answer correctly.
2) Students study hard, but the
academic results are not satisfactory.

Direct Instructions:
 highly teacher-oriented
 guidance and structure
frameworks are provided
Students have no choice in what they will learn.
Have you encountered the following problems?
3) Although specific grouping strategies
are used, students are not eager to take
part in group activities.
4) At first, students are motivated by the
rewarding scheme. Later, they are no
longer interested in group activities.
Strategies to cater
learner diversity:
Learning Contract
History Lesson Plan
Topic:
Life in the Age of Machines –
Major developments during Industrial Revolution
Previous Knowledge:
Causes of the Industrial Revolution
Level: S2
No. of Students: 38
Character of the class: Mixed-ability
Lesson Duration: 65 minutes
Time (mins)
5 mins
10 mins
Sequence of Key Points or
concepts
Review:
Causes of the Industrial
Revolution
Introduction of “Learning
Contract”
Activities
Asking questions:
Q.1 When did Industrial Revolution take place?
Q.2 Where did Industrial Revolution first start?
Q.3 What were the main causes of the Industrial Revolution?
The “Menu” of Learning Contract is shown to students.
Differentiate in process
15 mins Introduction to the inventions Playing the song “The Industrial Dream”
during the Industrial Revolution (http://flocabulary.com/industrial-revolution/) and tell students
that the song describes the changes that the Industrial Revolution
brought to industrializing nations. When the video is over, ask
students to share the inventions that they heard and write them
all up on the board.
Flexible grouping: group work
Word Train:
20 mins Importance of various
“Which Industrial Revolution invention changed the world the
inventions to our contemporary most?” Ask each group to consider the various effects of each
life
invention, and decide which invention was most influential. Ask
them to write down the arguments why the invention they list
changed the world most on the debate worksheet.
10 mins
Conclusion
Review the concepts learnt in the lesson:
1)Major developments during the Industrial Revolution;
2)How the Industrial Revolution and inventions influence the
world and our daily life.
Obstacles to cater for learner diversity in
History classes
 ‘Watering down’ curriculum content may widen
the learning gap.
 Teachers have great difficulty in handling
students with different ability in the class at
the same time.
 High achievers may find it boring and time
wasting to wait when teachers focus on helping
the low achievers.
 Traditional approach of standardized teaching is
not recommended for mixed-ability classes as
student differences are masked.
Objectives of Learning Contract
 Learning contracts are formal agreements
between the students and the teacher
relating to what the students are going to
learn.
 Learning contracts have become popular
both as a learning and assessment tool
over the years.
 It allows for individualized approach to
learning activities.
Menu of a ‘Learning Contract’
Sample: Learning Contract – Main Dishes
Sample: Learning Contract –Side Dishes
Sample: Learning Contract – Dessert
Learning Contract – Live Sample
Word Train:
Learning Contract – Live Sample
Word Train
Objectives:
 Students know more about the influences of inventions
by making arguments of why the invention they list
changed the world most.
Learning Contract – Live Sample
Word Train
Tasks:
•Students write down arguments why the
invention they list changed the world most.
(use facts from the song or textbooks to
support their views)
•Students write down reasons to show why
the invention they list was more
influential/important than the other groups.
Results:
 After the implementation of the instructional strategies,
students’ learning outcome has been greatly improved.
 The improvements have been shown in the students’
results of the Second Uniform Test for academic year
2011-12.
 A number of high achievers even got full marks and no
one of Class 2C failed in the History uniform test.
All these outcomes are delightful!
Points to note:
 The contract should be planned based on information obtained
from interest and readiness questionnaire, and pre-assessments.
 Teachers have to state rules and expectations clearly.
 Classroom rules and the daily schedule of activities should be
consistent.
 Lessons begin with simple activities on a single concept and then
more to abstract ideas as the students appear ready.
 The needs of both advanced and struggling students should be
balanced to promote a positive learning environment in class.