This document discusses differentiated instruction for English language learners. It defines differentiated instruction and contrasts it with uniform instruction. It explains that differentiated instruction involves modifying content, processes, and products based on student needs, interests and learning profiles. The document provides examples of how to differentiate speaking, listening, reading and writing activities for students at different proficiency levels through adjusting materials, support, and expectations.

1. Instructional Differentiation for
English Language Learners
Curriculum and Materials Session 10
MA in TESOL Program, Hunter College
Dr. Laura Baecher
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2. What does this picture have to do with
Differentiated Instruction?
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3. What is Differentiated Instruction?
Differentiated Instruction IS: Differentiated Instruction is NOT:
Meeting students where they are. Treating all the students the same.
Based on premise that the TEACHER Based on premise that the student
must adjust the learning to give access must adjust to the learning.
to the curriculum
Done intentionally, in lesson planning
Always done spur of the moment.
stage.
Thinking of higher level students first and
tiering downwards. Starting with the lowest level
student and tiering upwards.
Modifying the same base activity.
Everyone should be able to share out at Giving everyone different activities.
closure.
Flexible grouping-sometimes
Fixed grouping.
heterogeneous, sometimes
homogeneous. 3

4. What does differentiated instruction provide?
Differentiated instruction provides MULTIPLE APPROACHES
to content, process, and product.
– Content – The teacher provides alternative materials,
modifying or adapting the input students will use to learn
the topic.
– Process – The teacher provides alternative structures for
how the learning activity will take place.
– Product – The teacher provides alternative options for
how students may demonstrate their learning.
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5. How do I Differentiate Instruction?
1. Students don’t have to know you are
differentiating.
2. Maintain activity length constant.
3. Offer a choice of activities to let students do
the differentiating.
4. Use tools like Bloom’s Taxonomy to design
prompts, tasks and questions at different
cognitive complexity levels.
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6. Continuum of Task Complexity
Concrete---------------------------------------------Abstract
Simple-----------------------------------------------Complex
Fewer facets-----------------------------------Multi-Facets
Smaller leap----------------------------------Greater Leap
More structured-------------------------------More Open
Clearly Defined Problem-------------Fuzzy Problem
Less Independence-----------Greater Independence
Slower Pace----------------------------------Quicker Pace
Modified----------------------------------------Unmodified
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7. Developing a Tiered Activity
1. Select the
1. Select the 5. Clone the activity
5. Clone the activity
activity-
activity- 3. Create an
3. Create an along the
along the
concept, skill,
concept, skill, activity that
activity that continuum, as
continuum, as
understanding
understanding is interesting,
is interesting, needed to ensure
needed to ensure
causes
causes challenge and
challenge and
students to
students to success for your
success for your
use key skills
use key skills students, in terms
students, in terms
to understand
to understand of:
of:
aakey idea
key idea •• materials-basic to
materials-basic to
2. Think about
2. Think about advanced
advanced
your students’
your students’ •• form of
form of
language
language expression-
expression-
proficiency-
proficiency- familiar to
familiar to
reading,
reading, unfamiliar
unfamiliar
writing,
writing, •• from experience-
4. Chart
4. Chart from experience-
listening &
listening & personal to
the
the personal to
speaking
speaking removed from
complexity
complexity removed from
(interests,
(interests, personal
of the
of the personal
talents)
talents)
activity
activity
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8. Let’s Try Differentiating a Speaking Activity
Language objective: Lower-proficiency Higher-proficiency
Use stress and intonation to
orally present a poem aloud
to class.
Content Ss given poem of 2-3 stanzas
with a couple of different
stress patterns
Process Stress marks identified and
practiced independently
Product Ss orally present a 6-line
poem without notes
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9. Examples of Differentiating a Speaking Activity
Language objective: Lower-proficiency Higher-proficiency
Use stress and intonation to
orally present a poem aloud
to class.
Content Ss given short poem with Ss given poem of 2-3 stanzas
one main stress pattern with a couple of different
stress patterns
Process Stress marks identified Stress marks identified and
working in small group with practiced independently
teacher
Product Ss orally present a 3-line Ss orally present a 6-line
poem and may refer to notes poem without notes
Non-Example: Lower-proficiency students will work with aahigher-level
Non-Example: Lower-proficiency students will work with higher-level
buddy, but higher-level buddy will present.
buddy, but higher-level buddy will present. 9

10. Let’s Try Differentiating a Listening Activity
Language objective: Lower-proficiency Higher-proficiency
Listen to a poem read aloud
and mark stress in
appropriate places.
Content X
Process Ss have the complete text in
front of them while they
listen and mark stress.
Product Ss must mark at least 2
examples of stress in the
poem.
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11. Examples of Differentiating a Listening Activity
Lesson objective: Lower-proficiency Higher-proficiency
Listen to a poem read
aloud and mark stress in
appropriate places.
Content X X
Process Ss have the complete text in Ss have partial text (cloze) in
front of them while they front of them while they
listen and mark stress. listen and mark stress.
Product Ss must mark at least 2 Ss must mark at least 5
examples of stress in the examples of stress in the
poem. poem.
Non-Example: Lower-proficiency students will listen to the poem read aloud and
Non-Example: Lower-proficiency students will listen to the poem read aloud and
draw aapicture. Higher-proficiency students will listen and determine what the tone
draw picture. Higher-proficiency students will listen and determine what the tone
of poem is.
of poem is. 11

12. Let’s Try Differentiating a Reading Activity
Language objective: Lower-proficiency Higher-proficiency
Read a poem with a clear
stress pattern and mark this
stress.
Content Ss given “We Real Cool” by Ss given “Windy Nights” by
Gwendolyn Brooks Robert Louis Stevenson
Process
Product
12

13. Examples of Differentiating a Reading Activity
Language objective: Lower-proficiency Higher-proficiency
Read a poem with a clear
stress pattern and mark this
stress.
Content Ss given “We Real Cool” by Ss given “Windy Nights” by
Gwendolyn Brooks Robert Louis Stevenson
Process Ss work with ESL teacher in Ss work with a partner trying
small group and read poem to identify the stress pattern
as a shared reading activity. and taking turns reading
aloud.
Product Ss asked to read poem aloud Ss asked to read poem aloud
and partner claps where they and also clap where they see
see stress falling. stress falling.
Non-Example: Lower-proficiency students will read for stress and higher-
Non-Example: Lower-proficiency students will read for stress and higher-
proficiency students look for rhyme.
proficiency students look for rhyme. 13

14. Let’s Try Differentiating a Writing Activity
Language objective: Lower-proficiency Higher-proficiency
Write a poem with a clear
stress pattern.
Content
Process
Product
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15. Examples of Differentiating a Writing Activity
Language objective: Lower-proficiency Higher-proficiency
Write a poem with a clear
stress pattern.
Content Ss are provided with some Ss are provided with key
sentence frames to build vocabulary to incorporate
their poem. into their poem.
Process Ss work with ESL teacher in Ss work independently to
small group and draft poem draft their poems.
as a shared writing activity.
Product Ss asked to write a one- Ss asked to write a one-
stanza poem as they pattern stanza poem as they pattern
their poem from “We Real their poem from “Windy
Cool” Nights”
Non-Example: Lower-proficiency students will work with aahigher-level
Non-Example: Lower-proficiency students will work with higher-level
buddy, but higher-level buddy will write.
buddy, but higher-level buddy will write. 15