ALL CHILDREN ONBOARD!IMPLEMENTING DIFFERENTIATED INSTRUCTIVE INTERVENTION IN JUNIOR HIGH SCHOOL

Presented by Arleen Quien

May 3, 2010

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★ 教師對英語文教學的需求？What is the most difficult

aspect of teaching English? 您認為英語學習領域教學最困難的部份是什麼？□教材太難 □教學資源不足□學生基本知識不足□ 多媒體設備不足□教師專業知識不足□其它

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What area of English are we specifically teaching?Social English (about two years

or so)Academic English (5 – 7 years)Technical English (school age

and beyond)

How do we intend to achieve learning and to what level do we expect our students to reach?

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Do you really embrace the idea that all children can learn?

Do you differentiate between teaching and learning so that teaching is all about what you do to make sure that all students learn? 4

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If the student is at the acquisition stage, an even more basic question you should be asking is whether the student has the prerequisite skills necessary to learn the new targeted skill.

A student’s prior knowledge is the best predictor of how much he will learn during a lesson.

If prerequisite skills have not been learned, the teacher needs to:Teach an easier version of the skillTeach an easier skill altogether 6

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FACTORS AFFECTING THE SUCCESS OR FAILURE OF RTI/DI IMPLEMENTATION

Frequency of learning problems in the classroom or school

Available resources for intervention

Whether intervention is truly an organizational priority for the classroom or for the school.

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FACTORS AFFECTING THE CLASSROOM’S OR SCHOOL’S CAPACITY TO CHANGE

Too much effort for too little yield

Unsound instructional environment

Conflicting organizational priorities

Unwillingness to cooperate

The right questions are not being asked

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STRATEGIES FOR DIFFERENTIATING INSTRUCTION

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Environmental strategies

Create a climate that promotes diversity and nurtures a community of learners

Content strategies

Enrich instruction by incorporating adjustable lessons, practices, assignments, and assessments

Process strategies

Focus on how the teacher recognizes students’ diverse learning styles to create relevant learning experiences that improve skills.

Product strategies

Focus on how students can demonstrate acquisition of strategies and skills in diverse ways

ENVIRONMENTAL STRATEGIES

Determine learners’ interests, learning styles, and knowledge

Use varied grouping options to address learners’ needs

Provide an environment with multi-sensory and varied materials and manipulatives

Provide an audience for student work and create exhibits

Arrange “spaces” for whole-group, small group, and individual learning experiences

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CONTENT STRATEGIES

Adapt learning objectives to make them simpler or more complex, using adjustable practices

Compact the curriculum to reflect learner needs by : Defining goals and outcomes of a particular unit Determining and documenting which students

have already mastered most or all of the learning outcomes

Providing accelerating or enrichment options for students who demonstrated mastery

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PROCESS STRATEGIES

Adapt learning process to engage varied levels of thinking skills

Incorporate multiple intelligences and learning styles

Use graphic organizers and other non-linguistic representations to scaffold learning

Use varied questions to guide student’s learning and retaining of lessons

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PROCESS STRATEGIES

Provide opportunities for students to share what they know

Employ rubrics to provide specific feedback Utilize real-world and authentic materials as

models for student products

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GROUPING15

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What are you going to teach? Why you think you need to group? How will you group your students?

How will you determine which students will be assigned to each group?

How will the group be differentiated?

How will you determine if each of the groups has accomplished the learning goals?

Interests Multiple intelligences

Skill needs Ability

Strengths Strategies

Emerging Meeting Exceeding

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RECOMMENDED CLASSROOM ACTIVITIES

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ORAL LANGUAGE (LISTENING AND SPEAKING)

Read-Aloud Dialogue from a movie or favorite TV

program Lyrics of a song

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In all cases, do the following:1. Make a copy and put it on the projector.2. Make a copy for each of your student3. Read the text aloud several times focusing on the phrasing (ability to read several words in one breath), rate (speed of reading), and intonation (emphasis given to particular words or phrases)4. Do choral, paired or solo reading 5. Play song or movie clip 6. Ask students to sing the song or act

out the scene19

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Consider using visual text first to teach these strategies. For example, use complex but short films (5 – 15 minutes) to teach strategies, build background knowledge, and for students to use for practice. These films do not have dialogue and, therefore, no language burden.

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Next, use comprehensible texts, including short stories, excerpts from larger works, and adolescent novels. Give students time to apply comprehension strategies while in collaborative learning groups.

Finally, use complex texts such as novels, non-fiction, and academic exposition. The goal is for students independently to choose and use strategies for different purposes, and to be able to critically analyze, in writing or in speech, the texts they read strategically.

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SUPPORTING VOCABULARY ACQUISITION FOR ENGLISH LANGUAGE LEARNERS

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Adolescent ELLs are often talented at basic interpersonal communication skills, which often masks their difficulty in attaining content and academic literacy proficiency.  This is due to the vocabulary load that middle and high school learners suddenly face. 

It is estimated that that students need to know 88,500 word families to understand their content-area texts, yet only 10% of needed vocabulary is usually learned through direct instruction. 23

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Before reading a text, identify key content vocabulary and vocabulary that may be difficult for language learners, such as phrasal verbs and prepositional phrases. ELL's tend to acquire these language forms last because they do not exist in many languages.

Also, identify potentially difficult idioms, homonyms, and slang phrases. Pre-teach essential vocabulary words and phrases through word walls.

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Use Google images to pre-teach vocabulary. "Google" the focus vocabulary words, and choose the images category. Connect the images to the vocabulary words.

When vocabulary words are more conceptual than concrete, use the images to start a discussion rather than name an object.

When possible, bring in the real thing to make the meaning of objects clear, physically demonstrate verb phrases or ask students to role-play, and use relevant film-clips to illustrate vocabulary. In short, use multiple modalities to teach vocabulary.

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