The document discusses techniques for differentiating instruction when teaching English as a foreign language. It provides examples of how to differentiate based on content, tasks, support, products, learning styles, interests and other factors. Some key ideas include differentiating content by using texts of varying levels of difficulty, tasks by varying the complexity and open-endedness of questions, and support provided through modeling, scaffolding and grouping. The document emphasizes that differentiation involves providing students choice and a variety of instructional approaches rather than focusing on weaknesses.

1. Дифференцированный подход
в обучении английскому языку:
техники и приёмы
Центр
иноязычного образования
КК ИПК
Толстова Екатерина
VIII Всероссийская научно-методическая конференция
Современная дидактика и качество образования:
соотношение индивидуального и коллективного в обучении
28.01.16.

3. Постулаты обучения

4. And instruction is the road map to achieving
understanding
Learning as a journey

5. What are the teacher’s mistakes and
problems
• Video: Classroom Management in a
Differentiated Classroom
• Martha Kaufeldt models how classroom
management is a key to success when
differentiating instruction.

6. Differentiation
is NOT
• A different lesson plan for each student each day
• A different program for each student in the class
• Only ability grouping to reduce the differences
• Grading particular students harder than others
• Allowing students who finish a required task earlier than others to play
games
• Assigning more work, at the same level, to high achieving students
• Differentiation doesn’t suggest that a teacher can be all things to all
individuals all the time
• Focusing upon students weaknesses and ignoring their strengths
• Students spending a significant amount of time teaching material which
they have already mastered to others who have not yet mastered it

7. Differentiated instruction
IS
• A variety of teaching methods and activities
• Learning choices with multi-option
assignments
• Multiple materials

8. Differentiation by
Learning styles Choice Interest

9. Differentiation by

10. Content: Differentiation by text
• authentic articles from
a British newspaper or
magazine
• an article from a course
book
• A text adapted by the
teacher
• An authentic recording
of a weather forecast
• A cassette recording
from the course book

11. Content: Differentiation by task
1. identify only a
minimum amount of
information
2. identify more
information
3. a more open-ended
task
1. read for the gist,
without needing to
understand all of the
words in the text
2. search for specific
information

12. Tasks graded in difficulty
1. complete sentences by filling in gaps
2. write sentences based on a model
3. write their own sentences

13. Dialogue
Act out the dialogue with a friend. Choose the
challenge!
1. Read the dialogue.
2. Read and change some words in the dialogue.
3. Cover and remember the dialogue.
4. Cover, remember and add some more questions
and answers.
Great Explorers 5 - Teaching mixed ability classes
https://www.youtube.com/watch?v=J0m05aRNzPk
Oxford University Press ELT
What is
the level of
difficulty?

14. Content: Differentiation by support

15. Differentiated Learning – Incredible Teaching Tip
What is the main idea of the sequence?
• Grammar point
• Topic
• Number of levels
• Materials
https://www.youtube.com/watch?v=TagbnwkeoJE
Oxford University Press ELT

16. Going deeper
work in groups

17. Match the level of difficulty and its description
A very high
level of
support
Models of the question and answer in the speech
bubbles.
Pictures
Slightly less
support
A list of the verbs on a separate sheet of paper.
Match the verbs to the pictures
Put the verbs into the correct form
A moderate
level of
support
Post-its with the verb in the ing-form.
The verbs on the right pictures.
Substitute these verbs in the example sentences
Very little
support
All is covered
Only pictures
No support A post-it over the end of the example answer.
Recall the vocabulary and the correct form of the
verb.

18. Answer
A very high level of
support
Models of the question and answer in the speech bubbles.
Pictures
Slightly less support A list of the verbs on a separate sheet of paper.
Match the verbs to the pictures
Put the verbs into the correct form
A moderate level of
support
Post-its with the verb in the ing-form.
The verbs on the right pictures.
Substitute these verbs in the example sentences
Very little support All is covered
Only pictures
No support A post-it over the end of the example answer.
Recall the vocabulary and the correct form of the verb.
Can you add any other variants of this activity?

19. Differentiation by support
Must
should
…. ;
opinion;
…. ;
rule;
…. ;
-only with a
…. verb;
-no ... ;
-no … forms;
-?? … help;
Modal
verbs
express
… to
actions

20. Differentiation by

21. Differentiation by product

22. Differentiation by product
All of you must
• use at least five of the new
vocabulary items we
studied this week
• use the imperfect tense
correctly
• use the model provided to
help you
Some of you might
• be creative and humorous
• extend and develop the
model provided

23. Comic strips
• Open ended tasks
• No right answers

24. Comic strips: Ideas on how to use
1. Give students the blank caption portion and
have them guess the captions.
2. Teacher can blank out some words from
original text for students to fill in.
3. Teacher can scramble letters of words, or mix
up the words of the text for students to sort
out.
http://toonut.com/esl-printable-worksheets/

25. Differentiation by

26. Differentiating based on multiple
intelligences theory
Sports Activities
Reading about three different sports
• 1st
group practice demonstrating a sport from the
target culture as a kinesthetic option
• 2nd
group collaborate on designing a poster with
the rules for the sport as a visual-spatial option
• 3rd
group develop a presentation or report on a
sport, thus touching on the verbal-linguistic
intelligence
Theisen, 1997

27. Differentiating based on different
learning style
• Prepare and perform a music video for the
song (listening, discussion, drama)
• Write a story that has similarities to the song
and tell it. (listening, writing, speaking)
• Draw a picture about the song and explain it
(listening, drawing, speaking)
• Change some words in the song and sing the
new version. (listening, reading, vocabulary)

28. Differentiation ideas per skill: Listening
• Students are given core and extended details to identify from the same listening
materials.
• Students are given a choice to answer in the target language or not, provided they
can identify the key words and they know what they mean.
• Students are asked to respond to what they hear: How do they think the person
feel? Do you think they sound interesting? Do you think they are telling the truth?
• Students are asked to use/ hide away support material.
• Students have to establish if statements referring to the listening material are true
or false (identifying key words) and correct them (understanding negatives,
synonym…)
• Students have to sequence pictures and label them correctly (labels provided or
not)
• Students listen and underline what is different from the recording (higher ability
students can correct and/or give synonyms.
• Students work with a script: they self-correct or peer-correct their listening
exercise as well as highlight key words. Higher ability students can be asked to
identify specific key words by giving them synonyms, lower ability students could
be asked to spot cognates and near cognates in the transcript.

29. Differentiation ideas per skill: Speaking
• When teaching vocabulary some students already know, students
may be asked to find synonyms or different words they know with
similar sound (phonic focus)
• In role-play activities, students with prior knowledge and more able
students can be encourage to include additional/ more advanced
language such as tenses or opinions
• If the speaking activity is to be performed individually the
differentiation will be determined by the support allowed e.g. full
text/ cue card
• When answering questions, more open-ended questions will be put
to the more able or the students with prior knowledge
• Students complete a survey where they have to tick other people’s
opinions from a range of provided answers (higher ability students
can gain extra points by giving additional full sentences.
• Students are given sentence starters or speaking frames before
being asked to do a speed-dating speaking game.

30. Differentiation ideas per skill: Writing
• Students substitute words for pictures
• Student use help sheets independently with key phrases/ prompts/
vocabulary.
• Students are requested to use a defined number of stylistic devices such
as:
– connectives: and, or, but, because …
– sentence starters: firstly, secondly… on the one hand, on the other hand, in
general…
– opinions: I think, I believe, In my opinion… (+ justification of opinions)
– qualifier and adverbs: quite, very, a lot, extremely …
• Students are requested to refer to more than one time frame.
• Students are asked to develop their writing in a creative way:
– poems: finding rhyming words
– songs/raps: writing additional verses
– Writing captions for cartoons, photos…

31. RAFT
• Not a student
• Not a teacher
• Not an essay

32. Think-Tac-Toe
DEPARTMENT OF EDUCATION
G10

33. Tic-Tac-Toe
Choice Board

34. Animal school
The students’ problems
• A nervous breakdown
• Frustration
• Overexertion
• To be a problem child and
be disciplined severely
Animals and curriculum

35. Does this fable have a moral?
• The animals failed because they there were
too many subjects at school
• Who can do everything a little is the best
student
• Using one’s own way to learn is not
acceptable at school
• Average is acceptable in school

36. Tiered activity
STANDARD: Identify the characters in a story
• With your group examine how the
characters changed over time. You may
choose your product. (Choose 2 characters)
• With your group show the characters in the
story. You may choose your product.
(Choose 2 characters)
• With your group compare and contrast the
strengths of the characters in the story. You
may choose your product. (Choose 2
characters)
What is
the level of
difficulty?

37. Tiered activity: answer
STANDARD: Identify the characters in a story
• More Complex Task (Tightened): With your
group examine how the characters changed over
time. You may choose your product. (Choose 2
characters)
• The Just Right Task: With your group compare
and contrast the strengths of the characters in
the story. You may choose your product. (Choose
2 characters)
• Less Complex Task (Loosened): With your group
show the characters in the story. You may choose
your product. (Choose 2 characters)

38. Tiered activities: how to do?
Knowledge tell, list, define, label, recite, memorize, repeat, find, name, record,
fill in, recall, relate
Comprehension locate, explain, summarize, identify, describe, report, discuss,
review, paraphrase, restate, retell, show, outline, rewrite
Application demonstrate, construct, record, use, diagram, revise, reformat,
illustrate, interpret, dramatize, practice, organize, translate,
manipulate, convert, adapt, research, calculate, operate, model,
order, display, implement, sequence, integrate, incorporate
Analysis compare, contrast, classify, critique, solve, deduce, examine,
differentiate, appraise, distinguish, experiment, question,
investigate, categorize, infer
Evaluation judge, predict, verify, assess, justify, rate, prioritize, determine,
select, decide, value, choose, forecast, estimate
Synthesis compose, hypothesize, design, formulate,
create, invent, develop, refine, produce, transform

39. Tiered activities: how to do?

40. To sum up
• Что удивило?
• Какие открытия
состоялись?
• Какие техники будете
применять?

42. What hasn’t been discussed
• Learning centers
• Types and roles of assessment
• Flexible grouping

43. TTT: things take time
• One subject area at a time
• One unit a time
• One lesson at a time
• One student at a time
• One strategy at a time
• One grade level at a time

44. Start small
Think BIG
Begin NOW