Curriculumand materialssession10 1.differentiated instruction for el-ls

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Transcript of Curriculumand materialssession10 1.differentiated instruction for el-ls

  • 1. Instructional Differentiation forEnglish Language LearnersCurriculum and Materials Session 10 MA in TESOL Program, Hunter College Dr. Laura Baecher 1

2. What does this picture have to do with Differentiated Instruction? 2 3. What is Differentiated Instruction?Differentiated Instruction IS:Differentiated Instruction is NOT:Meeting students where they are.Treating all the students the same.Based on premise that the TEACHER Based on premise that the student must adjust the learning to give access must adjust to the learning. to the curriculumDone intentionally, in lesson planningAlways done spur of the moment.stage.Thinking of higher level students first and tiering downwards. Starting with the lowest level student and tiering upwards.Modifying the same base activity.Everyone should be able to share out at Giving everyone different activities.closure.Flexible grouping-sometimesFixed grouping. heterogeneous, sometimes homogeneous. 3 4. What does differentiated instruction provide?Differentiated instruction provides MULTIPLE APPROACHES to content, process, and product. Content The teacher provides alternative materials, modifying or adapting the input students will use to learn the topic. Process The teacher provides alternative structures for how the learning activity will take place. Product The teacher provides alternative options for how students may demonstrate their learning.4 5. How do I Differentiate Instruction?1. Students dont have to know you are differentiating.2. Maintain activity length constant.3. Offer a choice of activities to let students do the differentiating.4. Use tools like Blooms Taxonomy to design prompts, tasks and questions at different cognitive complexity levels.5 6. Continuum of Task ComplexityConcrete---------------------------------------------AbstractSimple-----------------------------------------------ComplexFewer facets-----------------------------------Multi-FacetsSmaller leap----------------------------------Greater LeapMore structured-------------------------------More OpenClearly Defined Problem-------------Fuzzy ProblemLess Independence-----------Greater IndependenceSlower Pace----------------------------------Quicker PaceModified----------------------------------------Unmodified6 7. Developing a Tiered Activity1. Select the 1. Select the 5. Clone the activity5. Clone the activityactivity- activity- 3. Create an3. Create an along thealong theconcept, skill, concept, skill, activity thatactivity thatcontinuum, ascontinuum, asunderstanding understanding is interesting,is interesting,needed to ensureneeded to ensure causescauses challenge andchallenge and students tostudents tosuccess for yoursuccess for your use key skillsuse key skills students, in termsstudents, in terms to understandto understandof:of: aakey idea key idea materials-basic tomaterials-basic to2. Think about 2. Think aboutadvancedadvancedyour students your students form ofform oflanguage languageexpression-expression-proficiency- proficiency-familiar tofamiliar toreading, reading,unfamiliarunfamiliarwriting, writing, from experience-4. Chart 4. Chart from experience-listening & listening & personal tothe thepersonal tospeaking speakingremoved fromcomplexity complexity removed from(interests, (interests, personalof the of the personaltalents) talents)activity activity 7 8. Lets Try Differentiating a Speaking ActivityLanguage objective:Lower-proficiency Higher-proficiencyUse stress and intonation toorally present a poem aloudto class.ContentSs given poem of 2-3 stanzas with a couple of different stress patternsProcessStress marks identified and practiced independentlyProductSs orally present a 6-line poem without notes8 9. Examples of Differentiating a Speaking ActivityLanguage objective:Lower-proficiency Higher-proficiencyUse stress and intonation toorally present a poem aloudto class.ContentSs given short poem withSs given poem of 2-3 stanzas one main stress pattern with a couple of different stress patternsProcessStress marks identified Stress marks identified and working in small group with practiced independently teacherProductSs orally present a 3-lineSs orally present a 6-line poem and may refer to notes poem without notesNon-Example: Lower-proficiency students will work with aahigher-level Non-Example: Lower-proficiency students will work with higher-levelbuddy, but higher-level buddy will present. buddy, but higher-level buddy will present.9 10. Lets Try Differentiating a Listening ActivityLanguage objective: Lower-proficiencyHigher-proficiencyListen to a poem read aloudand mark stress inappropriate places.Content XProcess Ss have the complete text infront of them while theylisten and mark stress.Product Ss must mark at least 2examples of stress in thepoem.10 11. Examples of Differentiating a Listening ActivityLesson objective: Lower-proficiency Higher-proficiencyListen to a poem readaloud and mark stress inappropriate places.Content X XProcess Ss have the complete text inSs have partial text (cloze) infront of them while theyfront of them while theylisten and mark stress. listen and mark stress.Product Ss must mark at least 2 Ss must mark at least 5examples of stress in the examples of stress in thepoem. poem.Non-Example: Lower-proficiency students will listen to the poem read aloud and Non-Example: Lower-proficiency students will listen to the poem read aloud anddraw aapicture. Higher-proficiency students will listen and determine what the tone draw picture. Higher-proficiency students will listen and determine what the toneof poem is. of poem is. 11 12. Lets Try Differentiating a Reading ActivityLanguage objective:Lower-proficiencyHigher-proficiencyRead a poem with a clearstress pattern and mark thisstress.ContentSs given We Real Cool by Ss given Windy Nights by Gwendolyn Brooks Robert Louis StevensonProcessProduct 12 13. Examples of Differentiating a Reading ActivityLanguage objective:Lower-proficiency Higher-proficiencyRead a poem with a clearstress pattern and mark thisstress.ContentSs given We Real Cool bySs given Windy Nights by Gwendolyn BrooksRobert Louis StevensonProcessSs work with ESL teacher in Ss work with a partner trying small group and read poem to identify the stress pattern as a shared reading activity. and taking turns reading aloud.ProductSs asked to read poem aloud Ss asked to read poem aloud and partner claps where they and also clap where they see see stress falling.stress falling.Non-Example: Lower-proficiency students will read for stress and higher- Non-Example: Lower-proficiency students will read for stress and higher-proficiency students look for rhyme. proficiency students look for rhyme. 13 14. Lets Try Differentiating a Writing ActivityLanguage objective: Lower-proficiency Higher-proficiencyWrite a poem with a clearstress pattern.ContentProcessProduct 14 15. Examples of Differentiating a Writing ActivityLanguage objective:Lower-proficiency Higher-proficiencyWrite a poem with a clearstress pattern.ContentSs are provided with some Ss are provided with key sentence frames to buildvocabulary to incorporate their poem. into their poem.ProcessSs work with ESL teacher in Ss work independently to small group and draft poemdraft their poems. as a shared writing activity.ProductSs asked to write a one-Ss asked to write a one- stanza poem as they pattern stanza poem as they pattern their poem from We Realtheir poem from Windy Cool NightsNon-Example: Lower-proficiency students will work with aahigher-level Non-Example: Lower-proficiency students will work with higher-levelbuddy, but higher-level buddy will write. buddy, but higher-level buddy will write. 15