The Power of Differentiated Learning at WIS PYP

At Wahaha International School (WIS), differentiated instruction is the cornerstone of the Primary Years Programme (PYP). By utilizing diverse teaching strategies and dynamic assessment methods, we ensure that every student receives personalized support and appropriate challenges, allowing them to thrive within their Zone of Proximal Development (ZPD). Our comprehensive approach includes regular MAP testing, STAR Reading assessments, and ongoing formative assessments, ensuring that instruction is consistently tailored to individual student needs. Differentiated learning is deeply embedded in core subjects such as English, Reading, and Mathematics while fostering transdisciplinary learning within the Units of Inquiry (UOI).

Transdisciplinary

Learning in UOI

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Transdisciplinary learning comes alive in our Units of Inquiry, where we integrate different subjects to help learners form meaningful connections. In the Grade 3 unit “Where We Are in Place and Time”, students explored human migration, why people migrate, and its impact on communities across multiple subjects.

In English, our writing focused on creating informative pieces about the factors of human migration. Students crafted creative hooks related to migration scenarios and discussed why people migrate. For reading, we concentrated on informative texts about human and animal migration, helping students identify the main ideas and key details, which improved their comprehension and focus. Additionally, we learned how to write a summary, focusing on the important details.

In Science, students inquired about animal migrations and adaptations, learning how different species navigate their environments. In Social Studies, they mapped out various historical migration routes, including those of animals.

In Mathematics, students engaged with the concept of measurement and created research-based posters showcasing their family’s migration stories. These posters included the distances between countries and the reasons for migrating.

In Chinese, they explored the migration route of the swallow, a common bird in China that symbolizes the arrival of spring as it migrates north each year. We also examined the history of migration in the tea trade.

During Visual Arts, students created collages and mood boards centered around migration. The key objective was to teach collage techniques while enabling students to creatively express the concept of migration. They used various materials, including colorful paper, fabric scraps, and magazine cutouts, to represent migrating animals and people on the move.

Music classes complemented this exploration by focusing on the jazz song “On My Way,” in which they discussed the lyrics and feelings during his travels. Students also inquired about migrating musicians.

Through these interconnected subjects, students were able to make thoughtful connections to migration. By incorporating the learner profiles of Caring, Open-mindedness, and Thinkers in our unit on Migration, students learned to be empathetic toward different cultures. They understood the challenges people face around the world. This encouraged them to think about solving problems that cause people to migrate and how they can help those communities.

Throughout this unit, we also improved our inquiry skills by researching information from books, videos, and articles. Students practiced their communication skills by sharing what they learned with their classmates. For our final UOI Summative Assessment, students used critical thinking to imagine what they would do if they only had a few minutes to evacuate their homes. They had to decide what to pack if they could only take what they could carry.

English: Station

Teaching and

EAL Support

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An example of English station teaching in Grade 2:
Our dynamic station teaching model in English classes allows students to rotate through four carefully designed learning centers. At the teacher-led station, students engage in guided reading with leveled texts and receive targeted skill instruction in small groups of 6-8 students. The independent practice station utilizes the Razkids digital platform and IXL Language Arts activities, allowing students to work independently. Students participate in peer reading partnerships, group discussions, and writing workshops in the collaborative learning station. The technology integration station offers interactive language applications and digital storytelling tools, enhancing students’ digital literacy skills.

Our English as an Additional Language (EAL) program provides targeted instruction for students requiring additional language support. EAL teachers collaborate closely with homeroom teachers to ensure students acquire the language skills necessary for full academic engagement. Small-group instruction and scaffolded tasks help students build confidence and improve their English fluency.

Reading:

Leveled Reading

and Inquiry-Based

Learning

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The leveled reading program at WIS employs a comprehensive assessment framework that includes monthly STAR Reading assessments and comprehension checks. Teachers use this data to match students with appropriate reading materials from our extensive collection, which includes Razkids A-Z, the Wonders reading program, and our carefully curated library collection. Students maintain reading response journals and digital reading logs, allowing teachers to track comprehension and engagement.

Additionally, library classes are integrated with UOI topics, offering books that complement students’ inquiry-based learning. Our library collection strategically aligns with reading levels and unit themes. It provides fiction and nonfiction selections that expand students’ knowledge, enhance their research skills, and establish meaningful connections between reading and inquiry-based learning.

Mathematics:

Station Teaching

and Leveled

Assignments

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Mathematics instruction at WIS incorporates station-based learning and leveled assignments to address different learning needs. For example, in our place value unit, students work at three distinct levels: basic level students explore concrete materials and numbers to 1000, intermediate level students work independently with numbers to 10,000, and advanced level students tackle complex problems beyond 100,000. All levels utilize the IXL Math program, hands-on manipulatives, and real-world applications to ensure deep understanding.

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Students rotate through stations where they engage in teacher-led instruction, collaborative problem-solving, hands-on activities, and technology-enhanced learning experiences. Both in-class and homework assignments are differentiated to match students’ abilities, ensuring they are appropriately challenged and supported. This approach not only builds students’ confidence but also fosters a deeper understanding of mathematical concepts.

Assessment

Differentiated

Learning at WIS

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Our comprehensive assessment system includes regular MAP testing, monthly STAR Reading assessments, unit assessments, and weekly skill checks. Student progress is documented through digital portfolios, learning progression maps, and reflection journals. Regular parent updates, student-led conferences, and digital portfolios ensure effective communication about student growth.

At WIS, we utilize NWEA MAP (Measures of Academic Progress) testing as a key component of our assessment framework. Conducted twice yearly in November and May, these computer-adaptive tests provide detailed data in Reading, Language Usage, and Mathematics. The results offer precise measurements of each student’s academic growth and achievement, allowing us to track progress and adjust instruction accordingly.

In Reading, Star Reading is also an important assessment method. Teachers analyze MAP test data alongside our STAR Reading assessments to create targeted reading groups, select appropriate texts, and design specific interventions for students requiring additional support. The Language Usage assessment helps identify areas for growth in writing, grammar, and mechanics, enabling teachers to differentiate writing instruction and provide focused support in specific language areas.

At WIS, homework is thoughtfully differentiated to extend classroom learning while respecting each student’s developmental level and learning needs. In reading, students engage with leveled take-home readers matched to their STAR Reading assessment results, ensuring they are both challenged and confident in their independent reading. Mathematics homework offers tiered problem sets, allowing students to begin with core concepts and progress to more challenging extensions when ready. For our Units of Inquiry, students receive differentiated research tasks and project work that allow multiple entry points and varied ways to demonstrate understanding.

Data-Driven

Instruction at WIS

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With the support of multi-dimensional assessment data, we will carry out more targeted differentiated instruction based on each student’s mastery of knowledge.

For example, Mathematics MAP data provides detailed information about student understanding across different strands, including number sense, algebraic thinking, geometry, and data analysis. Teachers use this information to create flexible groupings for math instruction and develop targeted intervention strategies for specific mathematical concepts.

Following each MAP testing period, our teaching teams engage in detailed data analysis sessions. During these meetings, teachers:

Examine individual student growth and achievement

Identify patterns across grade levels and learning areas

In the future, we will design targeted approaches based on the characteristics of each student：

Create intervention plans for students performing below grade level

Design enrichment

opportunities for high-achieving students

Adjust teaching strategies based on class-wide trends

Set individual student goals for the next testing period

This data-driven approach ensures that our differentiation strategies are precisely targeted to student needs. For example, if MAP data shows that a group of students needs additional support in reading comprehension, teachers might adjust their station teaching activities to include more explicit comprehension strategy instruction. Similarly, mathematics instruction might be modified to provide extra practice in areas where data indicates students need reinforcement.

Parents receive detailed MAP reports that show their child’s progress over time, including comparisons to grade-level norms and projected growth targets. These reports form an important part of our parent-teacher conferences, helping families understand their child’s academic progress and supporting home-school partnerships in learning.

The school provides extensive resources for differentiated learning, including digital platforms like Razkids A-Z and IXL, a leveled library collection, hands-on materials, and specialized learning spaces like our Science lab, Art studio, and music room. These resources are strategically integrated into daily instruction to enhance learning experiences.

Conclusion

At WIS, differentiated instruction ensures that every student progresses at their own pace while receiving the support and challenges needed for growth. Through our comprehensive approach to station-based learning, leveled reading, structured math instruction, and transdisciplinary inquiry, students develop into confident, independent learners. We aim to cultivate lifelong learners well-prepared to tackle future challenges with curiosity, resilience, and critical thinking.