START OF THE YEAR START OF THE YEAR SECONDARY TEACHER SECONDARY TEACHER TRAINING SESSIONTRAINING SESSION

Marianthi Kotadaki

School Advisor for Teachers of English,

Ilia, Peloponnese

http://dschool.edu.gr

Useful questions to ask for lesson planning1. What is the purpose of the lesson?

2. What are the objectives for the lesson?

3. What is the best way for the pupils to achieve?

4. What activities or tasks will help them to achieve?

5. What is the minimum amount of time needed for each task or activity?

6. What will happen when different pupils take different amounts of time

7. to do a task?

8. What extension activities can I provide for those pupils who finish

9. their work early?

10. Are the pupils likely to be fully occupied in learning throughout the

11. lesson?

12. Have I catered for my SEN (special education needs) and/or G&T (gifted and talented) pupils?

13. How much time do I set aside to settle the class?

14. What materials and resources will I need for the lesson?

15. What homework have I planned for the students?

Can you write a caption for this photo?

Student grouping

Controlled activity Free activity

Strong with weak Strong with strong

Weak with weak

If the group is working with a set of information, divide

the information between the students so that they work

together.

All classes are mixed-ability classes. No matter what criteria are

used to sort pupils into so-called ability groups there are no

homogeneous classes; every class consists of mixed interests and

abilities.

K : KNOWU : UNDERSTANDD : D0

Must – Should – Could

All – Most - Some

- decide on a name for the café, - design a menu, - record a radio advert announcing special offers -write the script of a play

Every pupil is given a task to complete. All the different tasks are brought together at the end of the project and pieced together like a jigsaw

Varying

the

outcomes

: Topic of

“café”

The theory of multiple intelligences

Exploiting story content

Differentiation : a BLEND of whole-class, group, and individual instruction.

1. Students come together as a whole group to begin a

lesson.

2. Students move out to pursue learning in small

groups or individually.

3. Students come back together to share, make plans

for additional investigations.

4. Students move out again for work.

5. Students come together again to share or review,

and so on. (Tomlinson, 2001).

Steps to differentiating

Decide first exactly what core learning your lesson is

intended to achieve

Organize a support routine of different tasks,

activities or interventions, or

Extension / anchor activities that help some

progress further involving greater challenge

Differentiate by adapting materials questioning,

tasks, etc

Things to differentiate

a. Differentiation by task

b. Differentiation by outcome

c. Differentiation by resource

d. Differentiation by support

e. Differentiation by time/pace

f. Differentiation by teaching style

a. preparing different levels of task within the whole class

b. pupils perform at their own level

c. using materials, texts or resources chosen to suit pupils’ needs

d. changing and adapting teacher feedback

e. extending r reducing task/questioning time

f. Asking different responses from pupils

Tiered activities : creating a brochure

To achieve differentiation

Evidence of differences (knowledge, skills, styles, interests)

Student-centered, teacher moves from group to group or to

individuals

Careful planning, good class management

Clearly explained tasks and procedures

Variety in presentation techniques

Opportunity for choice

Variety in grouping (individual, pair, group work)

Open ended tasks

Variety of outcome

Homeworkto consolidate class work

Weaker students

less demanding tasks

can help both to motivate

them and to give them

further practice in areas

of the language which they

have not yet mastered

Stronger

students

more challenging tasks

should ensure that they

remain motivated and

continue to make progress