Differentiate 2012
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Differentiate 2012 Presentation Transcript

  • 1. World LanguageDifferentiation Ed Weiss April 14, 2012
  • 2. Get into the swim of things....
  • 3. Definition of “Heritage Speaker”
  • 4. The Challenge of HL Learners
  • 5. HL StudentsTeachers of HL Students
  • 6. The Myths about with HL Students#1#2
  • 7. Our challenges
  • 8. Our challengeswe must teach content, but students learnat different times with different strengths
  • 9. Our challengeswe must teach content, but students learnat different times with different strengthswe have students at different levels oflanguage background in a classroom
  • 10. Our challengeswe must teach content, but students learnat different times with different strengthswe have students at different levels oflanguage background in a classroomwe must set main learning goals and findways to make sure students reach themand move through our program
  • 11. Traditional view of TeachingTeacher sets curricular goalsfor a class and teaches thatclass the necessary elements tocontinue their journey
  • 12. Differentiated view of TeachingTeacher sets curricular goalsfor a class and teaches themany different individuals whoeach bring different needs,interests and abilities.
  • 13. http://startalk.nhlrc.ucla.edu/Uploads/ypiwv5yt_zq2.mov
  • 14. Our essential questionHow do teachers varyinstruction and assessmentin order to be responsive tothe needs of all students?
  • 15. What is Differentation?
  • 16. What is Differentation?A teacher’s response to learner needs
  • 17. What is Differentation?A teacher’s response to learner needs
  • 18. What is Differentation? A teacher’s response to learner needsThe recognition of students’ varying background knowledge and learning styles
  • 19. What is Differentation? A teacher’s response to learner needsThe recognition of students’ varying background knowledge and learning styles
  • 20. What is Differentation? A teacher’s response to learner needsThe recognition of students’ varying background knowledge and learning stylesInstruction that honors students’ differences
  • 21. What is Differentation? A teacher’s response to learner needsThe recognition of students’ varying background knowledge and learning stylesInstruction that honors students’ differences
  • 22. What is Differentation? A teacher’s response to learner needsThe recognition of students’ varying background knowledge and learning stylesInstruction that honors students’ differencesA philosophy of teaching and not just a set of strategies
  • 23. Why differentiate?To provide access, equity andsupport for all students.
  • 24. http://startalk.nhlrc.ucla.edu/Uploads/ze1t1oda_4au.mov
  • 25. Characteristics of a differentiated class High expectations for allRespectful tasksFlexible groupingOngoing assessmentPositive and safe learningenvironment
  • 26. Misconceptions about differentiationIt is extra teachingThere is never full class activityIt is high level kids vs. low level kidsI’m a language teacher - I automaticallydifferentiate!
  • 27. How it works
  • 28. ContentWhat a student knows,understands and is able todo as a result of theinstruction: “the input”
  • 29. Content=CurriculumIt must engage students/spark curiosity(they already have stuff that engages them!)Covering material drives us - how we coverit makes the connectionCurriculum design - backwards/top down(driven by essential questions)Students then take different paths to learn
  • 30. The Rocky Road to Differentiation
  • 31. ProcessThe process helps thestudent “make sense of”,make meaning from, or“own” the content
  • 32. ProductHow the studentdemonstrates what he/sheknows, understands, and isable to do: ”the output”
  • 33. How do we start? Start Slowly Organize classroom Find student interests Use technology Start w/familiar tasksProvide choices to students
  • 34. How to start (cont.)Let students know that you are usingdifferentiationSpend time studying your studentsUse pre-assessmentsSit with groups of students early in courseAsk students what works best for them
  • 35. “Me”Graph
  • 36. Self Evaluation
  • 37. Making sense of pre-assessment data * It is our qualitative research * Sort this data into groups, based on powerful differences * Identify learning differences* Decide how to address the differences
  • 38. Pre-assessment: Diagnostic Tools * Teacher observations * K-W-L charts *Journals *Lists & surveys *Concept maps
  • 39. My French III challenge! The Imperfect tense is our first major challenge They must know the passé composé from Fr II Do they know when to use pc?Do they know être vs. avoir verbs? Do they understand agreement? I need to pre-assess!! I may want to compact....
  • 40. Building a communityIt takes time with adolescentsBuild a teamUse tools like interest inventories “find someone in the class who...” “me” inventory
  • 41. Learning areas activity
  • 42. Student products
  • 43. Learning centers activity
  • 44. Learning centers/literature
  • 45. Learning Centers ActivityIn small groups, select a content concept (weather, literary excerpt, story...) Suggest various learning areas Design products for each area
  • 46. On-going Assessment
  • 47. Assessment grading Fable - Le Corbeau et le RenardC - draw story w/10 stick figures to show understanding B - write 5 sentences in French about what happened to show grasp of subtleties A - write your own French version / change ending to show depth of comprehension
  • 48. Formative & Summative AssessmentWhen the cooktastes the soup,that’s Formative Assessment When the customertastes the soup, that’sSummative Assessment
  • 49. 54321
  • 50. Tiered activities - Clothing
  • 51. Tiered writing assessments
  • 52. Tic Tac Toe - Family Vocabulary
  • 53. Think Dots
  • 54. Webquestshttp://www.clta.net/lessons/
  • 55. The Big PictureNow that we have seen differentiation: 1) What is your one sentence definition? 2) How can it help you?
  • 56. Range of Activities