This document discusses differentiated instruction for English language learners. It begins by noting that English language classrooms consist of students with diverse abilities, backgrounds, and thinking styles. The document then outlines Tomlinson's framework for differentiating instruction based on content, process, and product. It states that differentiation requires teachers to make adjustments to lesson plans to provide all students access to content. Several principles are presented to guide teachers in differentiating, such as understanding students' strengths and needs, setting clear objectives, and offering flexible grouping and activity choices. The document also summarizes a study that examined factors that prevent Pakistani students from speaking English in English-only classrooms, such as social, institutional, psychological and linguistic factors.
Classroom Management: Are we seeking Obedience or Responsibility? Are we gett...ETAI 2010
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This presentation focuses on the results of attempts to introduce the Developmental Management approach into all schools in the Northern Metropolitan Region of Victoria, Australia, as part of the 'train the trainer', AiZ project. The rationale underlying the 15 recommendations for teacher behaviour implicit in the DMA are highlighted and examples of schools' attempts to introduce elements of the DMA into primary and secondary classrooms are discussed.
Classroom Management: Are we seeking Obedience or Responsibility? Are we gett...ETAI 2010
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Without effective behaviour management, a positive and productive classroom environment is impossible to achieve. Finding the most effective techniques for producing behaviour change and preventing the development of classroom discipline problems is a moderately stressful part of the professional lives of many teachers, and a major reason for job dissatisfaction. The need for confidence regarding the impact of particular strategies is important to teachers given that the ability to manage students effectively is a critical component of their sense of professional identity.
This presentation focuses on the results of attempts to introduce the Developmental Management approach into all schools in the Northern Metropolitan Region of Victoria, Australia, as part of the 'train the trainer', AiZ project. The rationale underlying the 15 recommendations for teacher behaviour implicit in the DMA are highlighted and examples of schools' attempts to introduce elements of the DMA into primary and secondary classrooms are discussed.
The implementation of the Australian Curriculum has been an opportunity for reform within the educational landscape. One of the areas of reform has been in teacher pedagogy, particularly around being able to cater to each and every student within our learning environments.
This workshop is a hands-on practical workshop that explores with the teachers what are the habits, structures and routines that will creating a learning environment that builds independent learners. We will discuss the factors that hinder, support and boost independence such that students can develop the capacity to be learning partners rather than receivers.
The aims and objectives of this presentation is to identify different learning styles
To explore how interactive teaching strategies support all learners
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How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.
The implementation of the Australian Curriculum has been an opportunity for reform within the educational landscape. One of the areas of reform has been in teacher pedagogy, particularly around being able to cater to each and every student within our learning environments.
This workshop is a hands-on practical workshop that explores with the teachers what are the habits, structures and routines that will creating a learning environment that builds independent learners. We will discuss the factors that hinder, support and boost independence such that students can develop the capacity to be learning partners rather than receivers.
The aims and objectives of this presentation is to identify different learning styles
To explore how interactive teaching strategies support all learners
To share practical ideas for whole class teaching
How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.
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The Effect of Using English Language only and Not Using the Mother Tongue in ...inventionjournals
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Macroeconomics- Movie Location
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
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Differentiated instruction in the english language classroom a case for integrating personality factors
1. Differentiated Instruction In The
English Language Classroom: A Case
For Integrating Personality Factors
A. Najib Tuanany
2. Basic Concept
In a classroom of English Language Learners (ELLs) will consist
of students with many types and level of the ability.
The differences may based on their culture background,
environment based, races, level of thinking, way of thinking, style,
and etc.
Otherwise, teacher have to meet the needs of those differences
with the linguistically diverse.
It could be done through differentiated instruction
This term leaves teacher confuse with some thought about the
preparation.
2
3. ✖ Tomlinson (2001) framework for differentiating; tasks based on
1. Content
2. Process,and
3. Product
,has widely used by educators to organize many different the many different
ways an activity can be modified for different learners.
In the context of differentiation for ELLs, it is important for classroom
teachers to feel capable of making instructional choices that will support
access to content learning and develop language skills.
3
4. Principles of Differentiating for ELLs
✖ Differentiation demands that teacher make
some alterations to their base lesson plans
to provide access to content learning for
ELLs.
✖ There are some principles that helps and
may guide teachers attempting to address
common concern to a differentiated.
4
6. 1. Know ELLs’ strengths and weaknesses in English
2. Set a common content objective and differentiate the language
objective
3. Make differentiation manageable for teacher
4. Make learning manageable for the students through
differentiation.
5. Identify a base activity for higher-level students and tier downward
6. Use yourself rather than a higher level students to serve as the
differentiation in the lesson
7. Use flexible rather than fixed grouping
8. Offer a choice of activities to let students do the differentiating
9. Recognized that cognitive complexity is intertwined with language
proficiency
10. Allot the same number of minutes for a differentiated task
6
8. Sample of Research
“What Are The Factors Affecting the Use of English Language in English-
Only Classrooms: Student’s Perspectives in Pakistan”
By Asif, Bashir & Zafar (2018)
Aim of the Research
To give deeper
insight why
Pakistani
students use
their mother
tongue in
English only
classrooms.
To examine the
factors that limit
students and
teachers from
communicating
in English.
To explore
student’s thoughts
and potential
reasons for
speaking mother
tongue instead
English, in
English language
classrooms.
8
9. methodology
9
Participants
130 participants were included in this study
between the ages of 19-22 of EFL learners.
Setting
Institute of Communication and Cultural
Studies (ICCS) at Univeristy of Management
and Technology (UMT).
Data Collection
1. Questionnaire
2. Interviews from individual students
3. Focus group interviews
Research Approach
Qualitative research approach
Result
The results demonstrated that most
of the students like to communicate
in English and be a part of the
English-only environment however
they acknowledged some key
factors that prevented them from
speaking English in the classrooms.
10. 1. Social factors
2. Institutional factors
3. Psychological factors
4. Linguistic factors
(Hwang, 1993; Park, 1998;
Tomizawa, 1990 as cited
in Asif, Bashir & Zafar,
2018)
factors affected oral communication
✖ Kang’s (2006) add to
main sociocultural
factors prevented the
participant from using
English:
1. Lack of contact with
native speakers
2. Feeling of insecurity
about speaking
English
10
11. Conclusion
✖Differentiated instruction will take different form depending on
the styles of teacher and students, but it should become more
familiar to teachers as they more routinely implement it.
✖In addition, according to the research most of the students like
to communicate in English and be a part of the English-only
environment, however they acknowledged some key factors
that prevented them from speaking English in the classrooms.
✖Fundamental factors they spoke about were personal, linguistic
and social. There were also various psychological and
institutional hindrances and all these factors were largely based
upon their beliefs, assumptions, needs and desires.
11
