Teaching English Language Learners isn't that easy, despite what people might say. ELLs can be very diverse in the knowledge and level of English, instructional needs, learning styles, and the like. Through Differentiated Instruction, great teachers can do a lot more for their students.

1. Differentiated
Instruction:
Meeting The Instructional Needs Of
Diverse Classrooms
Sergio Meza Padilla, M.Ed.
Didáctica del inglés I
Fundación Universitaria Colombo Internacional
Abril 2012

2. Session Agenda
➡
Definition
➡
Rationale
➡
Framewor
k
➡
Strategies
➡
Resource
s

3. Differentiated
Instruction
A process that enhances students
learning by matching students’
characteristics and differences
with changes in various
instructional components.

4. Keep This In
Mind
“Differentiated instruction is not a
checklist of strategies, but a
philosophical approach to
teaching all students.”
Carol Ann Tomlinson

5. Differences Among
Students
Prior knowledge or
skill expertise
Learning rate
Cognitive ability
Language
Learning style
preference
Motivation, attitude,
effort
Interests, strength,
talent
Gender
Ethnicity

6. GOALS Of
Differentiation
Academic achievement
Achievement of English Language Learners (ELLs)
Challenge level for achieving students
Support struggling learners
Interest in excitement about learning
Student confidence in own learning ability

7. Components Of A Unit
Study
✓
1. Objectives
✓
2. Assessment tools
✓
3. Resources
✓
4. Introduction/Closure
✓
5. Teaching
✓
6. Learning
✓
7. Grouping for specific
purposes
✓
8. Products
✓
9. Extension

8. 1. Objectives
Levels of knowledge and understanding
Facts/Details
Concepts
Principles
Application skills
Dispositions (beliefs)
Problem solving skills

9. 2. Assessment Tools
Teacher:
• Tests and quizzes
• Checklists
• Rating scales
• Rubrics
Student:
• Product
• Performance
• Processes

10. Sample Pre-assessment
Techniques
KWN charts
Journals
Parent letters
Lists and
surveys
Products
Conferences
Concept maps

11. 3. Resources And/Or
Materials
Connection to standards
Students access (readability,
touchability)
Connection to real world
Encourage extension
Ensure variety

12. 4. Introduction
Consider...
Intro with...
Learning styles
Oral text
Learning strengths
Oral presentation/reading
Level ok knowledge and
skills
Visuals
Sounds
Background knowledge
Experiment
Sensory preferences
Inquiry question

13. 5. Teaching Strategies
Consider role needed...
Drill instructor
Illustrator
Trainer
Inquirer
Coach
Facilitator
Designer

14. Who Provides The
Instruction?
Teacher
Books
Other students
Video, website, software
Parent
Community resource
Aide
Learner
Audio

15. 6. Learning Activities
Consider role...
•
•
•
Memorize
Practice
•
Critique
•
Apply
Evaluate
•
•
Recall
See relationships
•
•
•
Decide
•
Plan
•
Problem solve
•
Create
Sequence
Describe
•
Paraphrase
•
Categorize
•
Analyze

16. Learning Medium
Listening
Observing
Reading
Interacting
Doing/Manipulatin
g
Thinking

17. 7. Grouping For
Specific Purposes
Enhance achievement
Honor student differences
Foster self-regulatory behaviors
Permit ongoing assessment
Alleviate problems associated with ability
grouping

18. 8. Pacing Of
Instruction
Consider...
✤
Current skill level
✤
Introduction of new concept
✤
Practice needed
✤
Connection to previous learning (in this course, other
current course, previous grade levels)
✤
Review
Flexible grouping

19. 9. Products
Paper and pencil (recall and recognition)
Authentic assessment tools (higher order skills,
depth of learning)

20. Authentic Responses
Product
Essay, story, play,
poem, portfolio, model,
art exhibit, journal,
research paper, science
project, audiotape, video,
lab report, spreadsheet,
technical journal, map
diagram, chart, graphics,
etc.
Performance
Oral presentation,
dance/movement,
demonstration, athletic
skills, dramatic reading,
enactment, debate, vocal
presentation, instrumental
presentation, etc.
Process
Oral questioning,
observation, interview,
conference, process
description, oral
description (of thinking,
process), learning log,
thinking log, reflection
journal, etc.

21. 10. Extension
Activities
To learn about a related topic
To accommodate students’ interests
To link to current events
To relate to historical events
To explore career opportunities
To transfer or apply new learning
To solve a related problem
To share a personal experience
To increase intrinsic motivation for learning

22. Thanks!

23. Differentiated
Instruction:
Meeting The Instructional Needs Of
Diverse Classrooms
Sergio Meza Padilla, M.Ed.
Didáctica del inglés I
Fundación Universitaria Colombo Internacional
Abril 2012