Karen Jogan, Ph.D.kjogan@alb.edu

What are your students thinking?

How are students different? How can we allow students with different abilities to achieve the same outcome?

How can we modify instruction so that students realize different outcomes?

How are your students different?

Different ContentDifferent Process Different ProductDifferent Assessment

Write down

◦3 things you found interesting about this year’s Peru TESOL conference

Write down

◦3 things you found interesting about this year’s Peru TESOL conference

◦2 things you learned that you will use in your class

Write down

◦3 things you found interesting about this year’s Peru TESOL conference

◦2 things you learned that you will use in your class

◦1 thing that you still have a question about

Talk about your 3 – 2- 1 list with a friend.

Write two sentences summarizing one session that you attended.

How will you apply what you learned to your own classroom?

Repeat your summary to a friend.

3 What’s

◦What is one thing I learned at Peru TESOL?

◦So what? How is this useful?

◦Now what? How will I follow up?

Teachers can adjust◦Level of complexity◦Amount of material presented◦Type of material presented

Meet individual learning profile of students

Teachers can present new concepts and ideas using varied instructional strategies

Read: Write: Listen: View: Talk

Student engagement and motivation is personalized and durable

Teachers can allow different product choices to demonstrate outcomes

Product choices allow students to demonstrate concept mastery and solve authentic problems through ◦multiple intelligences, ◦individual learning styles and interests

Along with traditional tests, teachers can differentiate assessment…

Provide feedback to teacher and to student

Share one aspect of how you differentiate instruction…

Skills◦Which skills?

Content◦Apply or enrich class content

Time Line◦Check-in requirements

Agreement◦Consequences?

Student will (read, write, discuss, prepare, etc.)

About (content) Student will check in (time) If this assignment is done correctly, student

will… If portions of this assignment need revision,

student will…

Your students finish an assignment early in your class.

What do you tell them to do?

Illustrate a story Write a message to your parent Read Write a poem using today’s vocabulary

Make a crossword puzzle using new vocabulary

Write a recipe, newspaper article, rules for a game, etc.

A Simple Crossword A Simple Crossword Puzzle…Puzzle…

F

R

U

I

T

S

F

O R RANGE

GRAPEFR U IT

K I WI

T ANGERINE

APPLE S

S

P

O

R

T

S

Tennis Volleyball Golf Swimming Soccer Football Baseball

What is something else your students can do when they finish early? What will you tell them to do?

PointsRandom checkPercentage of final gradeRubric

Listen to tape

Write a menu

Role Play Read a recipe

Act out a scene & Narrate

Role ◦(hotel manager, visitor from abroad, teacher

from your school) Audience

◦(English teachers in Peru, English teachers from abroad, colleague at your school)

Format ◦(email, tv report, office memo, brochure,◦poster)

Topic

1. Announcement for next year’s PERU TESOL conference

2. Why is PERU TESOL a great conference?

3. Why is Chiclayo a great conference destination?

Role ◦(hotel manager, visitor from abroad, teacher

from your school) Audience

◦(English teachers in Peru, English teachers from abroad, colleagues at your school)

Format ◦(email, tv commercial, office memo,

brochure, poster) Topic

Teachers can present new concepts and ideas using varied instructional strategies

Student engagement and motivation is personalized and durable

How can we group students?

How can we group students?◦Based on interests, readiness◦Cooperative groups

I like to talk I like to listen and write I like to listen and draw

I like to talkI like to listen and writeI like to listen and draw

Where were you on July 28?Who was with you?What did you do?

Month of birth?Choose a color?Line up…

Draw a clock…

Make appointment with 4 different people between 10 am and 4 pm◦ Write the person’s name next to the hour

Where do you live and work? – 11 a.m. What is your favorite hobby? – 2 p.m. Tell me about your family. – 4 p.m. What should a visitor do in Lima? – 10 a.m. What destinations in Peru would you

suggest for a tourist, and why? -- 12 noon What enjoy about your job? –3 p.m. If you could change one thing about your

job, what would that be? – 1 p.m.

Appointments: Ask Appointments: Ask QuestionsQuestions

Geography?Language?Ethnic groups?Religion?etc

Talk with your partner about ONE aspect of diversity in the U.S.

Brainstorm and write down about this type of diversity in the U.S.

DCLIMA

Journal Writing Small group discussion Problem solving Connect to own life Recognize patterns Novelty Movement Think-pair-share

Sydney New York San Francisco London

If I were going to ……, I’d…

1. What would you pack?2. With whom would you plan your trip?3. What would you see there?4. What would you do there?5. What would you eat?6. What would you miss most about

Peru?

BlueGreenRedYellow

Which is your favorite color?Pick someone with the same favorite color…

What are the main concerns about my classes this year?

What would you like to learn more about at next year’s PERU TESOL meeting?

Teachers can allow different product choices to demonstrate outcomes

Product choices allow students to demonstrate concept mastery and solve authentic problems through ◦multiple intelligences, ◦individual learning styles and interests

Design a poster Develop an interview questionnaire Create a webpage design Collect pictures Design a game Listen to music, create a song Present from another point of view

Group of 3….Group of 3….Choose a role to play…Choose a role to play…

Write a poem

1 = Favorite City (noun) 2 = 2 nouns (about the city) 3 = 3 adjectives (describing the city) 4 = sentence or question

Along with traditional tests, teachers can differentiate assessment…

Provide feedback to teacher and to student

Rubrics Portfolios Authentic Assessment

We are teaching a unit about FOOD. The students are at the end of their first year studying English.

◦K- What do students know?

◦U- What do they understand?

◦D- What can they develop/ design as a final product?

Tiered Activity◦ 3 activities for 3 levels

Learning Contract that lists different products: students will select three from the list to fulfill the contract

RAFT assignment◦ Choose a Role, Audience, Format, and Topic

Thank You! Time for questions and comments…