This Powerpoint presentation discusses differentiation strategies for language learners. It defines differentiation as planning instruction that takes into account all learners' needs to help them make progress. The presentation provides examples of differentiating instruction based on learners' abilities, learning styles, prior knowledge and experiences. Specific strategies are suggested for differentiating the skills of listening, speaking, reading and writing. The presentation emphasizes that differentiation should be integral to effective teaching and aims to motivate all language learners.
Motivate all your language learners 23 nov13Isabelle Jones
Copy of the slides for the "Motivate ALL your language learners!-Differentiation revisited" session at Manchester Grammar School (for ALL), Saturday 23rd November 2013
Motivate all your language learners 23 nov13Isabelle Jones
Copy of the slides for the "Motivate ALL your language learners!-Differentiation revisited" session at Manchester Grammar School (for ALL), Saturday 23rd November 2013
view video at https://www.youtube.com/watch?v=lLOLbCTSpFQ or at www.elt-training.com
How to set up freer speaking activities to practise English and tips on making them successful.
A selection of strategies and techniques for the teaching of both EAL and non-EAL learners - cloze and others for focusing students' attention on texts themselves (rather than only meaning)
In this webinar, we address some challenges that students with learning differences, such as dyslexia, may endure during their foreign language studies, while offering practical advice on how to offer guidance and assistance. For students with learning differences such as dyslexia, instruction needs to be explicit, direct, and cumulative. Students with learning differences also greatly benefit from a student-centered classroom that is engaging and incorporates multi-modal learning approach to language learning. While the suggestions in this webinar are developed for students with learning differences, they are teaching practices that can support the academic success of all students.
Speaker: Rosa Dene David
Rosa Dene is an English Language Instructor at Universidad del Norte in Barranquilla, Colombia. She has worked as a teacher-trainer, an ESL/EFL instructor, and she has also taught International Relations. She holds a Masters of Arts in Teaching English to Speakers of Other Languages (TESOL) from Portland State University. Her research interests include supporting students with learning differences in the foreign language classroom, computer-assisted language learning, English as an international language, curriculum design, and intercultural learning. She has taught in the United States, Bolivia, Colombia, South Korea, and Mexico. When Rosa is not inside of the classroom, she likes to spend her free time experimenting in the kitchen, exploring the outdoors or curled up with a book.
Dr. Kovalik is making the transition from stricitly face to face classes to the blended format in an attempt to offer her students more opportunity for learning, using a wider choice of learning tools.
'The joys and challenges of teaching Very Young Learners' presentation slides by Anka Zapart (December 6, 2013, BKC-IH Moscow, Methodology Day for teachers)
view video at https://www.youtube.com/watch?v=lLOLbCTSpFQ or at www.elt-training.com
How to set up freer speaking activities to practise English and tips on making them successful.
A selection of strategies and techniques for the teaching of both EAL and non-EAL learners - cloze and others for focusing students' attention on texts themselves (rather than only meaning)
In this webinar, we address some challenges that students with learning differences, such as dyslexia, may endure during their foreign language studies, while offering practical advice on how to offer guidance and assistance. For students with learning differences such as dyslexia, instruction needs to be explicit, direct, and cumulative. Students with learning differences also greatly benefit from a student-centered classroom that is engaging and incorporates multi-modal learning approach to language learning. While the suggestions in this webinar are developed for students with learning differences, they are teaching practices that can support the academic success of all students.
Speaker: Rosa Dene David
Rosa Dene is an English Language Instructor at Universidad del Norte in Barranquilla, Colombia. She has worked as a teacher-trainer, an ESL/EFL instructor, and she has also taught International Relations. She holds a Masters of Arts in Teaching English to Speakers of Other Languages (TESOL) from Portland State University. Her research interests include supporting students with learning differences in the foreign language classroom, computer-assisted language learning, English as an international language, curriculum design, and intercultural learning. She has taught in the United States, Bolivia, Colombia, South Korea, and Mexico. When Rosa is not inside of the classroom, she likes to spend her free time experimenting in the kitchen, exploring the outdoors or curled up with a book.
Dr. Kovalik is making the transition from stricitly face to face classes to the blended format in an attempt to offer her students more opportunity for learning, using a wider choice of learning tools.
'The joys and challenges of teaching Very Young Learners' presentation slides by Anka Zapart (December 6, 2013, BKC-IH Moscow, Methodology Day for teachers)
English Language Teaching Frameworks - Yasmina Zergani.pptxYASMINAZERGANI
This is a presentation about English Language Teaching Frameworks. As teachers, we implement different teaching and learning methods through various teaching models and frameworks. The chief goal is always to make the teaching and learning process an enjoyable and beneficial one.
Teaching International Students: Tools and Strategies or teaching students whose first language is not english. Session given by Margaret Campbell, Instructor, Learning Services, March 2014
LESSON PLAN TEMPLATESection 1 Lesson PreparationTeacher Can.docxcroysierkathey
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to ...
CLINICAL SOURCEBOOK (PORTFOLIO) Each student will develop a WilheminaRossi174
CLINICAL SOURCEBOOK (PORTFOLIO): Each student will develop a Clinical
Sourcebook of useful neurogenic diagnostic/therapy materials for each disorder, such as readings
for collecting language samples, good quality pictures to use in testing for prosopagnosia,
therapy techniques for cognitive rehabilitation, etc. This sourcebook is a major class requirement,
intended to serve as a professional tool for clinical activities in adult rehabilitation. As you move
through your disability’s courses, you will be adding to your sourcebook (e.g., motor speech,
voice, communication modalities). You are to find and develop your informational content based
on what works for you as a quick reference in preparation for Level 4.
So create a booklet with everything that that is Aphasia, including stroke, TbI, motor speech.
This needs to include conditions, definitions, pictures, treatments..and so on.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will a ...
LESSON PLAN TEMPLATESection 1 Lesson PreparationTeacher Can.docxwashingtonrosy
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to.
LESSON PLAN TEMPLATESection 1 Lesson PreparationTeacher Can.docxjeremylockett77
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to.
Handout for the "Motivate ALL your language learners!-Differentiation revisited" session at Manchester Grammar School (for ALL), Saturday 23rd November 2013
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Motivate all your language learners
1. Powerpoint Templates
Page 1
Powerpoint Templates
Motivate ALL your Language Learners!
Differentiation revisited…
Isabelle Jones
Alderley Edge School for Girls
http://isabellejones.blogspot.com
Twitter: @icpjones
2. Powerpoint Templates
Page 2
Aims :
• Develop generic strategies to ensure
all our learners’ needs are best
caterered for.
• Consider different ways to support
EAL learners and native speakers in
your class.
• Share tips on how ICT can support
differentiation in and out of the
classroom
3. Powerpoint Templates
Page 3
What do we mean by differentiation?
The planning and teaching that takes into
account all the learners in the class so
that they can all be given the opportunity
to make good progress, regardless of
their starting point.
Not an add-on
Responsive teaching
Integral to effective learning and teaching
Covering content/ Getting learners engaged with content
You already do it- you just need to show others how you do it
4. Powerpoint Templates
Page 4
All learners?
Name different ways in which our students
are all different.
How many can you think of?
1.Age/ maturity levels
2.
3.
4.
5.
6. …
5. Powerpoint Templates
Page 5
All learners?
Name different ways in which our students
are all different.
How many can you think of?
1.Age/ maturity levels
2.Gender
3.Ability
4.Learning style
5.Motivation
6.Prior learning
7.Experiences (of life)
8.Specific learning difficulties
9.Behavioural difficulties
10.Emotional difficulties
6. Powerpoint Templates
Page 6
Progress?
• OFSTED needs to see all «pupils
make rapid and sustained progress »
• Key groups need to be identified in
your planning: FSM, SEND, EAL,
Gifted and Talented …
• Progress within the lesson and
progress over time
7. Powerpoint Templates
Page 7
Know your learners :
•Ability range and SEND
•Experience/ Prior learning
•Exposure to home language, English and L2
•Different learning styles (VAK)
•Motivation/cooperation and independence
Know your setting :
• General school setting/ profile of intake
• Specific trends in different years
• Awareness of specific learning and
emotional difficulties
Can you talk about one of your classes/ introduce your setting for
2 minutes?
8. Powerpoint Templates
Page 8
Differentiation aimed at different abilities
• Use of language: cut on teacher talk and provide key words for the lesson
at the beginning or before the lesson. (previewing homework)
• Give practical examples rather than explanations and get students to give
further examples to show they show what they have to do
• Actively teach dictionary skills and a range of strategies to learn vocabulary
• Share the rationale of your seating plan (instruction, collaboration etc…)
• Set up a pool of “experts” or “envoys” (depending on ability mix) to teach
other students for topic research.
• Photocopy good work to discuss features (AfL)
• Automatic reward for attempting extension work
• Blooming extension
• Writing/ speaking frame
9. Powerpoint Templates
Page 9
Differentiation aimed at different abilities-element of choice?
An element of choice can motivate students and encourage them to do more
o complete the tasks successfully
Choice has to be guided e.g. by levels or by requesting different types of
activities => importance of students knowing the assessment criteria
Students could be allowed to start on harder tasks with extra support-to avoid
he issue of all students just going for the easiest tasks
Marking and giving feedback on a wide range of tasks can be challenging for
he teacher but it can make peer assessment and evaluation more meaningful
provided all tasks are to be assessed against the same criteria.
To allow some choice, support mechanisms must be in
place and students must be at least partially independent
earners.
Discuss Pros and cons of introducing an element of choice
10. Powerpoint Templates
Page 10
Generic differentiation techniques:
•By outcome: Open-ended tasks or tasks with defined
differentiated outcome: Write a different number of sentences,
including different key components-different tenses, connectives…
•By task: Graded tasks or same reading/Listening with different
tasks e.g. gapfill (NOT by use of English and TL in responses)
•By questioning: From closed to open and lower order to
higher order questions
•By support: Use of FLAs, TAs, peers, time, learning mats,
glossaries, dictionaries, verb tables, textbooks, ICT…
Practical positive and negative points of each generic strategy?
How can negative aspects be dealt with?
Can you give an example of a language task for each technique?
11. Powerpoint Templates
Page 11
Learning styles?
Visual
Auditory
Kinaesthetic
=VAK
Visual learning style involves the use of seen
or observed things, including pictures,
diagrams, demonstrations, displays, handouts,
video clips…
Auditory learning style involves the transfer of
information through listening of spoken words,
sounds or music and noises.
Kinaesthetic learning involves physical
experience - touching, feeling, holding, doing,
practical hands-on experiences.
Dominant learning style?
Use of VAK in schools/in the classroom
12. Powerpoint Templates
Page 12
Learning styles?
Howard Gardner’s Multiple Intelligences
intelligence typeintelligence type capability and perceptioncapability and perception
Linguistic words and language
Logical-Mathematical logic and numbers
Musical music, sound, rhythm
Bodily-Kinaesthetic body movement control
Spatial-Visual images and space
Interpersonal other people's feelings
Intrapersonal self-awareness
Naturalist natural environment
Spiritual/Existential religion and spirituality
Moral ethics, humanity, value of life
Not just one type of intelligence-always a mix
Not a way to classify students
13. Powerpoint Templates
Page 13
Planning and Learning styles :
1.How can you turn a listening comprehension
into a more visual/ kinaesthetic activity?
2.How can you turn a reading comprehension into
a more auditory/ kinaesthetic activity?
3.How can you support all learners in a visual,
auditory and kinaesthetic way when completing
speaking and writing tasks in class?
14. Powerpoint Templates
Page 14
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)
15. Powerpoint Templates
Page 15
Differentiation ideas per skill: Speaking
Students with prior knowledge contribute to a regular ”Show and Tell” session.
When teaching vocabulary some students already know, students may be asked
to find synonyms or different words they know with similar sound (phonic focus)
Peer teaching in pair work or group activities
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,
16. Powerpoint Templates
Page 16
Differentiation ideas per skill: Reading
Students with prior knowledge receive stimulus in authentic handwriting.
Differentiation by task e.g. more able learners are given tasks focusing on
Connectives, adjectives, verbs and opinions.
Offer a wide range of reading material to encourage independent reading and
reading for pleasure.
Students ask questions as well as answer them.
Students are offered different cloze exercises with gradually more gaps and
less support.
Students with prior knowledge are asked to share strategies
to understand new words (cognates, compound & context).
17. Powerpoint Templates
Page 17
Differentiation ideas per skill: Writing
Students substitute words for pictures in a model text or use a writing frame.
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…
18. Powerpoint Templates
Page 18
Differentiation specifically aimed at students with prior
linguistic experience
• Expert corner
• Helpers
• Stepped activities
• Options /choices/ extension sheet wall
• Student presentations
19. Powerpoint Templates
Page 19
Differentiation strategies aimed at students with EAL / higher
exposure to a range of languages
EAL good practice is MFL good practice
Visual support
Shorter instructions
Unambiguous language
Examples/ demonstration of desired outcome
Assessment issues
21. Powerpoint Templates
Page 21
The 7 Ts of Practical Differentiation, Sue Cowley:
•Top and Tail: plan a core activity, an
extension and support mechanism for the core
to be completed.
•Time:
•Targets:
•Teamwork:
•Thinking Skills:
•Things: (resources)
•Technology:
22. Powerpoint Templates
Page 22
The 7 Ts of Practical Differentiation, Sue Cowley:
•Top and Tail: plan a core activity, an extension and support
mechanism for the core to be completed.
•Time: deadlines, preview of material, personalised time limits,
MAD time
•Targets: multi-layered lesson objectives, personalised targets
linked to feedback & assessment with matching rewards: best
worker, most creative, most risk-taking student, most supportive
team member…
•Teamwork: Know your students-strengths & weaknesses as
well as ability, social skills, interests …
•Thinking Skills: encourage lateral & creative thinking,
deduction, creativity and risk-taking by providing opportunities
to apply knowledge in new contexts.
•Things:(resources)multi-sensory,memorable,
authentic, range of text types, people & props
•Technology: self-access, collaboration, creativity
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ICT as a differentiation tool in and out of the classroom
A range of tools to match a range of outcome and learning styles:
audio support, visual support, prompt for creative writing.
(from drilling to creative tasks)
Writing notes: Linoit http://en.linoit.com
Making comic strips: Makebeliefscomics http://www.makebeliefscomix.com/
Tasks set to encourage collaboration, creativity and risk-taking.
Independent learning: Self-access language sites
e.g.languagesonline http://www.languagesonline.org.uk ,
(Hello) Mylo http://www.hellomylo.com
Zondle http://www.zondle.com (make your own games)
Quizlet and Studystack (flashcards)
http://quizlet.com/848918/nudepigs-flash-cards/
http://www.studystack.com/flashcard-120159
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Using visuals to create open-ended tasks
http://www.flickr.com/
http://www.flickr.com/groups/imagestoteachlanguages/
My own authentic pictures
http://www.flickr.com/photos/icpjones/sets/72157621889909661/
http://www.flickr.com/photos/icpjones/sets/72157612320791556
i
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Supporting and Recording Talk
http://www.easi-speak.org.uk/ http://audacity.sourceforge.
net/
http://www.voki.com Ppt recording function
Differentiated speaking tasks?
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Real or fake technology?
Visual support & Engagement
Classtool.net http://classtools.net/
Site with templates for resources to be printed
or put on a blog or a VLE.
http://www.triptico.co.uk/
Drama!
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How do you differentiate? (19)
By asking open-ended questions
By providing a range of resources to support the same learning objectives or task
By planning in a way to appeal to a range of learning styles and students
By providing a variety of assessment opportunities: oral, written, non-verbal…
By sharing assessment criteria and using target-setting with individual students
By allowing different starting points for graded activities
By scaffolding to support progression
By spending a different amount of time with different individuals
By using other members of staff in the classroom in different ways
By pairing up students in different ways in order to provide support/ encourage motivation
By setting different objectives and targets for individual tasks
By ensuring that students have the correct level of independence required to complete
the tasks
By introducing some element of choice
By increasing the level of interaction with or between students (interdependent learning)
By modelling the desired outcome and breaking it down into small steps
By increasing/ decreasing the complexity of the language used to
introduce and prepare for the task
By giving appropriate feedback and points for action
By assigning different roles in co-operative learning tasks e.g expert
By encouraging self assessment and student-generated questions
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Aims :
• Develop generic strategies to ensure
all our learners’ needs are best
caterered for.
• Consider different ways to support
EAL learners and native speakers in
your class.
• Share tips on how ICT can support
differentiation in and out of the
classroom
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Powerpoint Templates
Motivate ALL your Language Learners!
Differentiation revisited…
Isabelle Jones
Alderley Edge School for Girls
http://isabellejones.blogspot.com
Twitter: @icpjones