4. One Size DOESN’T Fit All ‘The biggestmistake of past centuries in teaching has been to treat all children as if theywerevariants of the sameindividual, and thus to feeljustified in teachingthem the samesubjects in the sameway.’ Howard Gardner
31. Different TASKS: reassemble jumbled text (stronger ST can have one extra paragraph that does not fit); find titles or match titles with paragraphs; find a headline for newspaper article or select the best one out of a list; answer different types of questions (tick ideas; True / False; MC …); put events into chronologicalorder
34. Novelreading: one (strong) ST is a character in ‘hot seat’, other ST ask questions – according to ability - to find out more, to challenge the characteretc
39. Different level readers (from different levels of simplified to original text; topic texts of varying levels of difficulty, with or without glossary …)
Content: WHAT ST are supposed to learnProcess: activities to make ST makesense out of information + ideasProducts: vehiclesthroughwhich ST demonstrate and extendwhatthey have learned (Tomlinson)
Learning profile: how welearn; talk to others or study on yourown, withwriting; seebigpicture first or part-to-wholeapproach; logical, analyticalapproach or creative, application-orientedapproach
B S Bloom, American educationalistHandout a sheetwithpracticalexamples of tasksrelating to theselevels
Bring FLIPCHARTS and feltpens
Handout 1 (engineertext) & handout 2 (our house): first page only; textbook suggestions handed out after the groups presentations
Hand out textbookexamplesCan beapplied to a ‘find the matchingwords’ exercise
Weaker ST: readtapescriptbefore and turn overST canchoosewhichtasktheywant to do / fosterlearnerresponsbility / Listeningatanylevel: different types of questions / responsewithdifferent cognitive requirementstrue / false ; MC questions (use wordsfrom script or paraphrase for strongerLs)note-taking (lowerlevelLstickelements of a grid)graded questions; f.e.xLearner A: ‘Paul doesn’tlikehisstepfather’. T / FLearner B: ‘Whatdoes Paul think of hisstepfather?’Hand out question starters according to Bloom’staxonomyMORE FOOD FOR THOUGHT see last slide (takenfrommy P13 seminar on listeningskills)
Weaker ST: readtapescriptbefore and turn overST canchoosewhichtasktheywant to do / fosterlearnerresponsbility / Listeningatanylevel: different types of questions / responsewithdifferent cognitive requirementstrue / false ; MC questions (use wordsfrom script or paraphrase for strongerLs)note-taking (lowerlevelLstickelements of a grid)graded questions; f.e.xLearner A: ‘Paul doesn’tlikehisstepfather’. T / FLearner B: ‘Whatdoes Paul think of hisstepfather?’Hand out question starters according to Bloom’staxonomyMORE FOOD FOR THOUGHT see last slide (takenfrommy P13 seminar on listeningskills)
Practicalexample: newspaper articles on the London riots; letters to the editor; politicalcomments are more challenging, generally, thanmere news reports
Clarifier looks up words in dictionaryf.ex.; youcangive prompts to questioner: why? What , when? I’dlike to know …; connectorestablishes connections to other stories, other passages in the story / noveletc (differentorderthinkingskills)Hand out copies on book club roles and readingcircleroles
Is there a need to providevisualmaterial?
Notetaker= talkativestudent; to giveothers an opportunity to speak, native speakerPresenter = (weaker or quiet ST, given confidence by the factthatstronger ST prepared the notes)
