VBS News Net: On the afternoon of April 8th,  the Chinese lesson preparation team held the teaching and research activity of creating differentiated and responsive classes in the school library. This activity was hosted by the leader of the teaching and research team, Ms. Luo Yulan.

Ms. Luo pointed out that it was necessary to teach students by their aptitude and use a growth mindset to give students more opportunities to challenge, responding to their needs. According to the students' learning ability and their foundation of Chinese knowledge, we set up the learning groups, guiding students with different learning abilities to improve the learning effect. It is our responsibility to respond to all students.

Ms. Gao Pengbo spoke at the school exchange meeting on behalf of the junior high school Chinese group, taking The Oath of the Land as an example to explain the practical application of the differentiated and responsive classes.

Ms. Shao Jing said, 'a differentiated and responsive class means responding to each student and performing corresponding exercises according to their learning level.  It requires us to pay full attention to each student in the classroom. The teaching steps should be carefully designed for the students.'

Ms. Wu Xiaoxia said that differentiated and responsive classes were the embodiment of teaching students by their aptitude. Teachers should respond to each student's differences with teaching design, questions design, and class guidance, which is efficient and valuable.

Ms. Chen Yanping said, 'While focusing on differentiated teaching, combined with Chinese subjects' characteristics, the model of making doubts and guiding thinking can be used in the class, and build a bridge between what students know and what they need to know.'

Ms. Chen Lin said, 'a differentiated and responsive class, is to teach different contents according to students' differences, which promote each student's maximum development. To implement this kind of class, we need to pay attention to students' levels and the teaching content.'

Ms. Guo Luan gave a differentiated and responsive Chinese class. She said that, in lesson preparation, we needed to design the scenes that students often encounter, explain the elements and structures, and return the class to them.

When visiting the differentiated and responsive classes, the subject group made detailed observations and records. They conducted a second discussion on these classes and affirmed the lively and efficient classes, and, at the same time, formed a preliminary class model.

Ms. Luo Yulan summarized the activity. Every teaching and research activity can be a collision and an exchange of ideas, a platform for teachers to communicate, learn from each other, and improve themselves, laying a solid foundation for enhancing Chinese class quality. The Chinese lesson preparation team will continue to integrate traditional teaching concepts with international advanced teaching models and truly create efficient classes that focus on every student, teach students by their aptitude, and let our children experience the future.

Written by Ms. Luo Yulan

Editor & Photographer: Linda

Translated by Reny