Use the information provided above to accurately answer question to follow. This is part 1 of 2.

Table 6: Graphic representation of Differentiated Instruction techniques Technique Example 1. Setting up learning stations: Groups of leamers work simultaneously on one task, encouraging different ability levels within one group. The teacher uses the theme of transport and divides the class into groups with each group investigating a different aspect of transport such as land, air, water transport; the history of the car; use of transport for food distribution. 2. Setting goals for leamers. Each goal must be achieved within a set period of time and reviewed by the teacher. The teacher can ask each leamer to use a school diary to set their personal goals for the term. The learners then tick off the goal as they achieve it, The homework diary can be used to set the goals for the week and must be signed by the teacher and parent. 3. Grouping learners in pairs and giving each pair a problem to solve. The teacher asks each pair of learners to research and come back with information on a variety of aspects related to a topic such as the life cycle of the frog. Each pair must then report back on what they have found and the collaborative information is recorded so that all the learners receive a copy of what was found. 4. When assigning learning activities, set them at a variety of levels that will cater for a variety of abilities. The teacher may set the whole class the task of investigating the water cycle but provide the learners who are struggling, with pre-prepared paragraphs of information to organise into a sequence whilst more advanced learners can source their own information. All the leamers can make a graphic representation of the water cycle using mixed media and have to work together to achieve the completed display. This allows mixed abilities to support one another. 5. Using what is termed entry points. This means using a variety of starting points on a new topic such as presenting a story on the new information; using numbers to report on the topic; using pictures; using the senses such as something experiential or tactile or using philosophical/foundational information. The teacher is working on the theme of homes and begins by telling the story of the hermit crab that carries his house on his back. The teacher can then invite questions about what other animals carry their house on their back. The teacher could introduce the topic of homes by doing a graph based on the learners' feedback on the types of homes they live in. This could be documented on a large graph and the number of brick houses / flats / shack etc., counted. The teacher could then move onto why we need a home and ask each learner to explain what the word home means to them. The teacher could then ask the learners to work in groups to construct a model of a type of home using boxes, paint and mixed media. 6. Using choice boards to select an activity. This allows learners to have some autonomy over their learning. The activities are printed on cards and pinned to a board. The teacher sets up a choice board on the topic of How to write a story. Gards that learners can choose for discussion and implementation might include the following: structure of a story, characters in a story; illustrating a story; message in a story