Differentiated Instruction for e.f.l. Learners-withaudio (k.s.a., 3 Dec. 2012)
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Transcript of Differentiated Instruction for e.f.l. Learners-withaudio (k.s.a., 3 Dec. 2012)
DIFFERENTIATED INSTRUCTION
for English Foreign Language Learners
Presented by
Shelia Ann PeaceEnglish and Communication Skills Instructor_________________ College Prep Year Program
(__________, Kingdom of Saudi Arabia)
3 December 2012
What Is Differentiated Instruction?
Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.
(Carol Ann Tomlinson)http://www.readingrockets.org/article/263/
Carol Ann Tomlinson:
At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experience possible, that teacher is differentiating instruction.
http://www.readingrockets.org/article
(CAROL ANN TOMLINSON)
HTTP://WWW.READINGROCKETS.ORG/ARTICLE/263/
Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile:
Content – what the student needs to learn or how the student will get access to the information;
Process – activities in which the student engages in order to make sense of or master the content;
Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and
Learning environment – the way the classroom works and feels.
(Carol Ann Tomlinson)http://www.readingrockets.org/article/263/
CONTENT
Using spelling or vocabulary lists at readiness levels of students;
Presenting ideas through both auditory and visual means;
Using reading buddies . . .(Carol Ann Tomlinson)
http://www.readingrockets.org/article/263/
PROCESS
Using tiered activities through which all learners work with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity.
(Carol Ann Tomlinson)
http://www.readingrockets.org/article/263/
PRODUCTS
Allowing students to work alone or in
small groups on their products
(Carol Ann Tomlinson)
http://www.readingrockets.org/article/263/
PROCESS
Using tiered activities through which all learners work with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity.
(Carol Ann Tomlinson)
http://www.readingrockets.org/article/263
EQUATIONS for E.F.L. Learning
Faulty Reasoning
False analogy (agreement)
Opinion: Dancing is the same as fighting.
Reason: Both are done with a partner.
2 + 2 ≠ the same thing
Faulty ReasoningOvergeneralization (not always true)
Opinion: Rich people are greedy.
Reason: I read about a rich man who bought everything that he saw and liked; even when he didn’t need some things.
1 person ≠ the whole group
Faulty ReasoningIrrelevant argument (off-topic)
Opinion: I think he owns a truck.
Reason: I saw him carrying a box outside of the building.
1 box ≠ a truck driver
Faulty ReasoningCircular reasoning (different words / same opinion)
Opinion: Peter never lies.
Reason: He always tells the truth.
Negative + Positive ≠ good reasoning
LEARNING ENVIRONMENT
Helping students understand that some learners need to move around to learn, while others do better sitting quietly.
(Tomlinson, 1995, 1999; Winebrenner, 1992, 1996).
Role-Plays / Questions and Answers
INTRAPERSONAL (critical thinking)
Choosing a Col l egeFACTORS
Advantages:
Large or Small College? ________________________________________________________________________________________________________________________________________________
Disadvantages:
Large or Small College? ____________________________________________________________________________________________________________________________________
Spatial/Naturalistic Intelligence
PREVIEWING VERBS
begged
cleaned (his) plate
greet
hitchhike
ignored
PREVIEWING VERBS
begged
cleaned (his) plate
greet
hitchhike
ignored
Previewing ADVERB
casually
Students dress casually in Mr. Smith’s class.
The girls talk casually on their outings. outings.
Spatial/Naturalistic Intelligence
Word f or ms
immigrateimmigration
tourtouristtourism
cultureculturalmulticulturalmulticulturalism
diversediversifydiversity
R elat ive ClausesAnswer the question Who? Or Which one?
owho (w ho, t ha t ) owhat thing (t ha t , w h i c h )olocation (w her e )
The woman _______ runs the convenience storeis very kind.The person ________ you told me about is on the phone.
Spatial/Naturalistic Intelligence
VOCABULARY LISTPopulations All of the people in an
area or countryNoun Inhabitants, residents
Preservatives Chemicals that prevent decay
Noun Additives
Consume Eat or drink something; use something up
Verb Eat, drink, use
Cure Treat an illness successfully
Verb Heal, restore to health
Prevent Stop something from happening
Verb Stop
VOCABULARY LISTSolve Find an answer to a problem Verb Unravel; resolve
Theorize To speculate or form a theory about something
Verb Speculate, think about, guess
Active Moving around Adjective Lively, energetic
Available Able to be used or relied on Adjective Accessible
Different Unlike something or somebody else
Adjective Diverse, unusual
Famous Very well known Adjective Well-known, renowned
Long-lived Having a long life Adjective Prolonged
Moderate Not very good or very bad Adjective Average, reasonable
Unpolluted Clean Adjective Uncontaminated
Valid Usable or acceptable until a certain date
Adjective Official, legitimate
VOCABULARY LISTAs a result Shows cause, reason,
resultConnectors See page 139
Furthermore Shows addition or similarity Connectors See page 139
However Shows contrast or contradiction
Connectors See page 139
In addition Shows addition and similarity
Connectors See page 139
Moreover Shows addition or similarity Connectors See page 139
Nevertheless Shows contrast or contradiction
Connectors See page 139
Therefore Shows causes, reasons or result
Connectors See page 139
Thus Shows causes, reasons or result
Connectors See page 139
OR GA NI Z I NGIV. Visualize Results
Option A: Positive Method
Option B: Negative Method
Option C: Contrast Method
READING: “Story Strips”
READING: “Story Strips”
READING: “Story Strips”
Wikipedia:
“Differentiated instruction (sometimes referred to as differentiated learning) involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability.”
Hands-On “Workshop”
“Story Strips”Involve the student in:
Organizing content
Critical thinking
Reading comprehension
Vocabulary input
Vocabulary recognition
Vocabulary applicationsInterpersonal engagement
(cooperation)
“Story Strips”
Give the student one- to two-page “text” to use handily: answering textbook questions (vs. flipping back-and-forth through Interactions 1 Reading textbook).
“Story Strips”Involve the student in:
Vocabulary recognition
Vocabulary applications
“Story Strips”
Provide:
visual /kinesthetic
stimulation
FOCUS
DIFFERENTIATED INSTRUCTION
for English Foreign Language Learners
Presented by
Shelia Ann Peace English and Communication Skills Instructor_________________ College Prep Year Program
(__________, Kingdom of Saudi Arabia)
3 December 2012