ALL CHILDREN ONBOARD! IMPLEMENTING DIFFERENTIATED INSTRUCTIVE INTERVENTION IN JUNIOR HIGH SCHOOL Presented by Arleen Quien...
★   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...
<ul><li>What area of English are we specifically teaching? </li></ul><ul><ul><li>Social English (about two years or so) </...
<ul><li>Do you really embrace the idea that all children can learn? </li></ul><ul><li>Do you differentiate between teachin...
Arleen Quien 2010
<ul><li>If the student is at the acquisition stage, an even more basic question you should be asking is  whether the stude...
FACTORS AFFECTING THE SUCCESS OR FAILURE OF RTI/DI IMPLEMENTATION <ul><li>Frequency of learning problems in the classroom ...
FACTORS AFFECTING THE CLASSROOM’S OR SCHOOL’S CAPACITY TO CHANGE <ul><li>Too much effort for too little yield </li></ul><u...
STRATEGIES FOR DIFFERENTIATING INSTRUCTION Arleen Quien 2010
Arleen Quien 2010 <ul><li>Environmental strategies </li></ul><ul><ul><li>Create a climate that promotes diversity and nurt...
ENVIRONMENTAL STRATEGIES <ul><li>Determine learners’ interests, learning styles, and knowledge </li></ul><ul><li>Use varie...
CONTENT STRATEGIES <ul><li>Adapt learning objectives to make them simpler or more complex, using adjustable practices </li...
PROCESS STRATEGIES <ul><li>Adapt learning process to engage varied levels of thinking skills </li></ul><ul><li>Incorporate...
PROCESS STRATEGIES <ul><li>Provide opportunities for students to share what they know </li></ul><ul><li>Employ rubrics to ...
GROUPING Arleen Quien 2010
<ul><li>What are you going to teach? </li></ul><ul><li>Why you think you need to group? </li></ul><ul><li>How will you gro...
RECOMMENDED CLASSROOM ACTIVITIES Arleen Quien 2010
ORAL LANGUAGE (LISTENING AND SPEAKING) <ul><li>Read-Aloud </li></ul><ul><li>Dialogue from a movie or favorite TV program <...
<ul><li>In all cases, do the following: </li></ul><ul><li>1. Make a copy and put it on the projector. </li></ul><ul><li>2....
Consider using visual text first to teach these strategies.  For example, use complex but short films (5 – 15 minutes) to ...
Next, use comprehensible texts, including short stories, excerpts from larger works, and adolescent novels . Give students...
SUPPORTING VOCABULARY ACQUISITION FOR ENGLISH LANGUAGE LEARNERS Arleen Quien 2010
Adolescent ELLs are often talented at basic interpersonal communication skills, which often masks their difficulty in atta...
Before reading a text, identify  key content vocabulary  and vocabulary that may be difficult for language learners, such ...
Use Google images to pre-teach vocabulary. &quot;Google&quot; the focus vocabulary words, and choose the images category. ...
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All children onboard!

  1. 1. ALL CHILDREN ONBOARD! IMPLEMENTING DIFFERENTIATED INSTRUCTIVE INTERVENTION IN JUNIOR HIGH SCHOOL Presented by Arleen Quien May 3, 2010 Arleen Quien 2010
  2. 2. ★ 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 Arleen Quien 2010
  3. 3. <ul><li>What area of English are we specifically teaching? </li></ul><ul><ul><li>Social English (about two years or so) </li></ul></ul><ul><ul><li>Academic English (5 – 7 years) </li></ul></ul><ul><ul><li>Technical English (school age and beyond) </li></ul></ul><ul><li>How do we intend to achieve learning and to what level do we expect our students to reach? </li></ul>Arleen Quien 2010
  4. 4. <ul><li>Do you really embrace the idea that all children can learn? </li></ul><ul><li>Do you differentiate between teaching and learning so that teaching is all about what you do to make sure that all students learn? </li></ul>Arleen Quien 2010
  5. 5. Arleen Quien 2010
  6. 6. <ul><li>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 . </li></ul><ul><li>A student’s prior knowledge is the best predictor of how much he will learn during a lesson. </li></ul><ul><li>If prerequisite skills have not been learned, the teacher needs to: </li></ul><ul><ul><li>Teach an easier version of the skill </li></ul></ul><ul><ul><li>Teach an easier skill altogether </li></ul></ul>Arleen Quien 2010
  7. 7. FACTORS AFFECTING THE SUCCESS OR FAILURE OF RTI/DI IMPLEMENTATION <ul><li>Frequency of learning problems in the classroom or school </li></ul><ul><li>Available resources for intervention </li></ul><ul><li>Whether intervention is truly an organizational priority for the classroom or for the school. </li></ul>Arleen Quien 2010
  8. 8. FACTORS AFFECTING THE CLASSROOM’S OR SCHOOL’S CAPACITY TO CHANGE <ul><li>Too much effort for too little yield </li></ul><ul><li>Unsound instructional environment </li></ul><ul><li>Conflicting organizational priorities </li></ul><ul><li>Unwillingness to cooperate </li></ul><ul><li>The right questions are not being asked </li></ul>Arleen Quien 2010
  9. 9. STRATEGIES FOR DIFFERENTIATING INSTRUCTION Arleen Quien 2010
  10. 10. Arleen Quien 2010 <ul><li>Environmental strategies </li></ul><ul><ul><li>Create a climate that promotes diversity and nurtures a community of learners </li></ul></ul><ul><li>Content strategies </li></ul><ul><ul><li>Enrich instruction by incorporating adjustable lessons, practices, assignments, and assessments </li></ul></ul><ul><li>Process strategies </li></ul><ul><ul><li>Focus on how the teacher recognizes students’ diverse learning styles to create relevant learning experiences that improve skills. </li></ul></ul><ul><li>Product strategies </li></ul><ul><ul><li>Focus on how students can demonstrate acquisition of strategies and skills in diverse ways </li></ul></ul>
  11. 11. ENVIRONMENTAL STRATEGIES <ul><li>Determine learners’ interests, learning styles, and knowledge </li></ul><ul><li>Use varied grouping options to address learners’ needs </li></ul><ul><li>Provide an environment with multi-sensory and varied materials and manipulatives </li></ul><ul><li>Provide an audience for student work and create exhibits </li></ul><ul><li>Arrange “spaces” for whole-group, small group, and individual learning experiences </li></ul>Arleen Quien 2010
  12. 12. CONTENT STRATEGIES <ul><li>Adapt learning objectives to make them simpler or more complex, using adjustable practices </li></ul><ul><li>Compact the curriculum to reflect learner needs by : </li></ul><ul><ul><li>Defining goals and outcomes of a particular unit </li></ul></ul><ul><ul><li>Determining and documenting which students have already mastered most or all of the learning outcomes </li></ul></ul><ul><ul><li>Providing accelerating or enrichment options for students who demonstrated mastery </li></ul></ul>Arleen Quien 2010
  13. 13. PROCESS STRATEGIES <ul><li>Adapt learning process to engage varied levels of thinking skills </li></ul><ul><li>Incorporate multiple intelligences and learning styles </li></ul><ul><li>Use graphic organizers and other non-linguistic representations to scaffold learning </li></ul><ul><li>Use varied questions to guide student’s learning and retaining of lessons </li></ul>Arleen Quien 2010
  14. 14. PROCESS STRATEGIES <ul><li>Provide opportunities for students to share what they know </li></ul><ul><li>Employ rubrics to provide specific feedback </li></ul><ul><li>Utilize real-world and authentic materials as models for student products </li></ul>Arleen Quien 2010
  15. 15. GROUPING Arleen Quien 2010
  16. 16. <ul><li>What are you going to teach? </li></ul><ul><li>Why you think you need to group? </li></ul><ul><li>How will you group your students? </li></ul><ul><li>How will you determine which students will be assigned to each group? </li></ul><ul><li>How will the group be differentiated? </li></ul><ul><li>How will you determine if each of the groups has accomplished the learning goals? </li></ul>Arleen Quien 2010 Interests Multiple intelligences Skill needs Ability Strengths Strategies Emerging Meeting Exceeding
  17. 17. RECOMMENDED CLASSROOM ACTIVITIES Arleen Quien 2010
  18. 18. ORAL LANGUAGE (LISTENING AND SPEAKING) <ul><li>Read-Aloud </li></ul><ul><li>Dialogue from a movie or favorite TV program </li></ul><ul><li>Lyrics of a song </li></ul>Arleen Quien 2010
  19. 19. <ul><li>In all cases, do the following: </li></ul><ul><li>1. Make a copy and put it on the projector. </li></ul><ul><li>2. Make a copy for each of your student </li></ul><ul><li>3. 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) </li></ul><ul><ul><li>4. Do choral, paired or solo reading </li></ul></ul><ul><ul><li>5. Play song or movie clip </li></ul></ul><ul><ul><li>6. Ask students to sing the song or act out the scene </li></ul></ul>Arleen Quien 2010
  20. 20. 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. Arleen Quien 2010
  21. 21. 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. Arleen Quien 2010
  22. 22. SUPPORTING VOCABULARY ACQUISITION FOR ENGLISH LANGUAGE LEARNERS Arleen Quien 2010
  23. 23. 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. Arleen Quien 2010
  24. 24. 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. Arleen Quien 2010
  25. 25. Use Google images to pre-teach vocabulary. &quot;Google&quot; 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. Arleen Quien 2010

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