Differentiating Chinese Language Learning Experiences

Gregory Fulkerson

National Council of State Supervisors for Languages Delaware Department of Education

STARTALK

Guest Teacher Summer Institute

July 30, 2012

Differentiated Learning

• With an elbow partner, share what you already know about why teachers in the US are always concerned about differentiating learning experiences for their students.

Why Differentiation?

• No Child Left Behind (ESEA)

• World Language learning for All

• Research over the past 10 years

• Differentiation is not a method, a model or a set of instructional strategies

Session Essential Questions

• What is differentiation? – Participants will investigate the essential components

of differentiation

• How does differentiated learning happen? – Participants will develop a repertoire of differentiation

strategies

• What does differentiated learning look like when it happens? – Participants will analyze a sample of differentiated

world language learning activities

Developing a Tiny Transfer Book

Tiny Transfer Book • P1—Cover—Title: Differentiating Chinese

Language Learning Experiences; Name and date

• P2-P3—Differentiating Content (across the top); Readiness, Interest, Learner Profile (down side)

• P4-P5—Differentiating Process (across the top); Readiness, Interest, Learner Profile (down side)

• P6-P7—Differentiating Product (across the top); Readiness, Interest, Learner Profile (down side)

• P8—My Learners

• What do you already know about differentiation?

Groups

• Task A—Understanding Differentiation (5-14 points)

• Task B—Developing Differentiation (15-25 points)

What is differentiation?

Task A

Commonly Accepted Definitions

• “Differentiation of instruction is a teacher’s response to learners’ needs guided by general principles of differentiation such as respectful tasks, flexible groupings and ongoing assessment and adjustment. Teachers can differentiate content, process or product according to students’ readiness, interest or learning profile.” (Tomlinson, 2001)

One Group’s Response

• “Differentiation is the philosophy of using assessment data to intentionally address the individual learning needs of students based on their readiness, interest and learning profiles. Teachers make learning accessible by adjusting content, process or products in order to maximize student learning.” (Fulkerson [OMSI], 2006)

Knowing Your Learners

• Who are the learners you will have?

• What is important to know about them?

Three Areas for Differentiation

• Content

• Process

• Product

Differentiating Content

• Content is what students should know, understand and be able to do as a result of a segment of study. It’s the teacher who asks “What matters the most here?” and “What is the subject really about?”

• Ways teachers help students acquire new information (input)

Taken from Tomlinson, Carol Ann (2003), Differentiation in Practice, pp. 4-8

Differentiating Process

• Process begins when the student stops becoming the consumer and starts making meaning in earnest.

• Often used synonymously with “activities”

Taken from Tomlinson, Carol Ann (2003), Differentiation in Practice, pp. 4-8

Differentiating Product

• Means by which students demonstrate what they have come to know, understand, and be able to do

Taken from Tomlinson, Carol Ann (2003), Differentiation in Practice, pp. 4-8

Differentiating According to Readiness, Interest and Learning Profile

Readiness Interest Learning Profile

Current

knowledge,

understanding

and skill level in

light of what the

teacher is

planning to

teach

What a student

enjoys learning

about, thinking

about and doing

A student’s

preferred mode

of learning—

influenced by

learning style,

intelligence

preference (MI),

gender and

culture Taken from Tomlinson (2003), Differentiation in Practice.

Differentiating Content Readiness •Provide texts at varied levels

•Use a variety of resources to present new information

•Provide organizers for learning

Interest •Provide interest centers

•Use student questions to guide lesson

•Provide a wide range of materials

Learning Profile

•Present in modes appropriate for your students

•Use examples and illustrations from both genders and range of cultures

•Use applications from wide range of intelligences

Differentiating Process

Readiness •Use activities at different levels of difficulty, but all focused on the same key learning goals

•Make task directions more detailed and specific for some learners and more open for others

•Provide small group focused workshops

Interest •Use interest-based groups and discussion groups

•Encourage students to design tasks

•Use jigsaw cooperative strategies

Learning Profile

•Allow multiple options for how students express learning

•Encourage students to work together or independently

•Develop activities that seek multiple perspectives on topics or issues

Differentiating Products

Readiness •Use tiered product assignments

•Use mixed-readiness critique groups

•Develop rubrics for success

Interest •Encourage students to select topics of interest

•Allow students to use a range of media or format

Learning Profile

•Encourage students to work independently or with partners

•Provide visual, auditory and kinesthetic options

•Provide analytic, creative and practical options

How does differentiated

learning happen?

Task B Differentiation and

Multiple Intelligences

Differentiated Learning & Multiple Intelligences

• V

• V

• I

• I

• M

• M

• N

• B

• V VERBAL/LINGUISTIC

• V VISUAL/SPATIAL

• I INTERPERSONAL

• I INTRAPERSONAL

• M MUSICAL/RHYTHMIC

• M MATHEMATICAL/LOGICAL

• N NATURALIST/PHYSICAL WORLD

• B BODILY/KINESTHETIC

Differentiating Products via Multiple Intelligences

• Cubing—allows students to look at an issue or concept from a variety of angles and to develop multidimensional perspective

• Add element of novelty and fun to differentiating

• Create a cube – Multiple Intelligences

– Choose one MI

– Design six different activities relating to Les Vacances (Vacation)

• Be prepared to share your cubes and explain the activities you have designed

Repertoire of Strategies

Useful for Differentiation

Learning Profile Resources

• Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12. Minneapolis, MN. Free Spirit.

• Internet4Classrooms Differentiated Instruction Resources – Learning Styles – Instructional Theory – Practical Tips for the Classroom – Sample Units and Lessons – http://www.internet4classrooms.com/di.htm

Tiered Assignments/ Pre-Assessments

• Allow teacher to help students focus on essential skills and understandings

• Allows for students to access concepts at varying levels of complexity but assures that the standards are kept the same

• Pre-Assessment or knowledge of student performance is key to adjustable assignments

• Example: Giving and Following Directions

Learning or Interest Centers

• Collection of material, designed purposely, with a goal in mind

• Students develop, discover, create and learn a task at their own pace

• Hands-on experiences in which students are responsible for their own learning

• Remediate, enhance or extend knowledge

• Examples: French Water Lesson

Choice Charts

• A list of choices of activities who have completed an activity

• May be arranged according to types of activities (oral, written, listening), learning styles, Multiple Intelligences, etc.

• Example: Tic-Tac-Toe Menu

Tic-Tac-Toe Menu

Read the email from Helga about her pets and respond.

Using the form provided, interview classmates about their pets.

Create a shadow puppet show about Helga’s pets.

Listen to Helga’s voice mail recording and plan a response.

Using the “What’s Different” sheet with a partner, discover how your pets are different from Helga’s.

Create a video of a product that would be perfect for one of Helga’s pets.

Access the website attached and complete the task.

Complete the “Hear-Say Activity” with three other students.

Create a PowerPoint comparing your pets to Helga’s.

(Interpersonal) (Interpretive) (Presentational)

Graphic Organizers/ Advanced Organizers

• Any kind of design, drawing, outline, web or diagram that assists students to arrange information visually

• Used for brainstorming, to guide a discussion, reading or video, to relate new information to previously learned, note taking and summarizing, and comparisons

• Example: Cajun Folk Tale Cultural Comparison

Reflection

• Review the information that you recorded in your tiny transfer book and think about something new you have learned about differentiated learning. Then think about a new strategy that you have learned about and how you will use it as you design your next differentiated learning experience.

• Share your thoughts with a partner.

Research

• Benjamin, A. (2002). Differentiated instruction: A guide for middle and high school teachers. Larchmont, NY: Eye on Education.

• Blaz, D. (2006). Differentiated Instruction: A guide for foreign language teachers. Larchmont, NY: Eye on Education.

• Brant, R. (1998). Powerful learning. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

• Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12. Minneapolis, MN. Free Spirit.

• Tomlinson, C. (2001). How to differentiate in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

• Tomlinson, C. (2003). Differentiation in Practice. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

Gregory Fulkerson, Ph.D. National Council of State Supervisors for Languages Education Associate World Languages and International Education Delaware Department of Education gfulkerson@doe.k12.de.us