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3.5.12 Providing Multiple Pathways to Creating a Poetry Portfolio through Process Differentiation
This study, which was conducted in a Singapore school for high-ability learners, examined how the use of a differentiated instruction approach facilitated students’ creative writing process in a grade eight poetry portfolio task where a menu of writing prompts presented multiple pathways to poetry writing. Quantitative analysis of the writing prompts chosen by students and qualitative analysis of students’ artifacts and focus group discussion responses showed that the approach of process differentiation enabled students to (i) maximize their learning capacities, (ii) experience success, and (iii) connect emotionally with the subject matter of their poems.