PANEL DISCUSSIONDifferentiation

STARTALK 2017:

DIFFERENTIATION

Dr. Annalisa Czeczulin

Goucher College - Johns Hopkins University

Cooperative Russian Program LLC

aczeczulin@goucher.edu/aczeczu1@jhu.edu

Why differentiation?

Student differences continuum

Continual assessment

Student readiness

Student needs change

Student-centered

Adaptability

Considerations for Differentiation

Authentic Content + Differentiation

= Age-Appropriate Material

Accommodates Student Readiness,

Interest, and Learning Profile

How-Tos of Differentiation

Know your material

Know your students

Learn to modify authentic materials

Be tech savvy

Multiple intelligences

Multiple approaches

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PANEL DISCUSSIONDifferentiation

Kean University Running Record of

Hindi/Urdu Language Growth Tool

Focus Strand: DifferentiationJanis Jensen, Program Director

Genesis of the Idea: A Growth Mindset

Planning and GoalsReflecting on past practice, we determined:

To effectively DIFFERENTIATE learning with the goal of focusing on a growth mindset, we need to do a better job keeping track of individual learner progress over the program.

Careful OBSERVATION is the foundation of a teachers assessment work in personalizing learning for each student.

By using observation data documented on the Running Record, we could better:

Leverage learner strengths Modify instruction to meet specific learning needs Create a learning environment that values both

the learning community AND individual learner

A Running Record is a formative assessment

of learner performance while engaging in

tasks that address the three modes of

communication, based on teacher observations that

are specific, objective and focused on set criteria.

Observations are used to provide information about

individual learner needs and how to address them,

measure learner progress towards achieving

outcomes and to facilitate a growth mindset.

Criteria

(Aligned with Program Proficiency

Level CAN DO Learner Outcomes and

Thematic Content)

Score

51

Feedback

based on

Observation

Running Record of Learner Growth Basic Template

Based on Teacher Observation/ Evaluation of

Learner Performances

Name: _______Day :__ Learning Episode/Task:_______

Running Record of Hindi/Urdu Learner GrowthDay/Learning Episode/Task: Name:Day/Learning Episode/Task: Name:Day/Learning Episode/Task: Name:Day/Learning Episode/Task: Name:

EXAMPLEEXAMPLEEXAMPLEEXAMPLE of CRITERIA Based on of CRITERIA Based on of CRITERIA Based on of CRITERIA Based on AdvAdvAdvAdv----Mid Mid Mid Mid I CANI CANI CANI CAN OutcomesOutcomesOutcomesOutcomesInterpersonal/Presentational Speaking/Writing Interpersonal/Presentational Speaking/Writing Interpersonal/Presentational Speaking/Writing Interpersonal/Presentational Speaking/Writing

Language Control/

Accuracy

- I can speak/

write consistently

and accurately in

past, present,

future timeframes.

-I can use basic/

targeted language

structures correctly

and appropriate

connecting words

in speaking/writing.

NOTES:

Vocabulary/Depth of

Language Use

- I can use more

precise vocabulary,

abstract language

when speaking/

writing about lesson

topics.

-I can provide

structured oral or

written arguments

(synthesize

information/draw

conclusions)

NOTES:

Interculturality

- (CIA) I can interact

using culturally

appropriate verbal/

non-verbal language

with peers, experts

virtually/face-to-face.

-(GLOB)I can analyze,

weigh sources of spoken

or written evidence to

develop a position(s),

to propose solutions

reflecting multiple

cultural perspectives.

Implementation Process

Each teacher is assigned a team of students toobserve on a consistent/daily basis.

Instructors may choose to focus on different criteriain the Running Record for observation/evaluation purposes dependent on tasks in learning episodes.

Teacher notes and documents specific, objectivebehaviors and provides immediate feedback to learner.

Teacher modifies instruction based on content, instructional process or learner performance/product focusing on setting specific benchmarks for individual learners.

Challenges

Ensures teachers gather data about each learner documenting individual strengths/needs

Assists teachers in finding instructional gaps

Assists teachers in planning pair/small group/ individual instruction based on learner needs

Provides immediate feedback to students and informs immediate next steps for differentiation

Allows the teacher and learner to better understand the learners learning process

Enables teachers to build a positive, caring relationship with each learner

~Can be adapted for any language program and

varying proficiency levels~

Janis Jensen, Program Director

School for Global Education & InnovationHutchinson Hall J 305

Kean University

1000 Morris Avenue

Union, NJ 07083Office: 908-737-0552

Cell: 908-892-4712

FAX: 908-737-0555

PANEL DISCUSSIONDifferentiation

Using Partners and Technology for Differentiation

What is Differentiation?What is Differentiation?What is Differentiation?What is Differentiation?

2

4

Teacher response

student differences

Share how we:

Collaborate with local and global

partners for authentic content and

real world interactions

Use Big Data Analytics and Artificial

Intelligence to personalize learning

Engage students with interactive

learning plans

Integrate Blended Learning

Program DesignProgram DesignProgram DesignProgram Design

Theme Discover San Francisco Chinatown

Direct connections with native speakers through integration of

Local & Global community

Technology

iPads / computer lab

40 minutes with Ponddy Tutors in China

Meals in Chinese restaurants

Field trips

Community Mural Project

26

Chinese Historical Society of America

27

Teachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought, or an event.

Instructional Goals Instructional Goals Instructional Goals Instructional Goals

Heidi-Hayes Jacobs

SMARTSMARTSMARTSMARTTEXTBOOKSTEXTBOOKSTEXTBOOKSTEXTBOOKS

Thematic

Can-do-statements

Vocabulary

In-context definitions

Grammar Points

Gamified exercises

Text / Dialogue

Video

Native Audio

English on/off

Pinyin on/off

Pondlets - Interactive Learning Plans

Affinity Knowledge

Learning System

Groups similar

elements for better

learning and better

retentionWord Pond words that often appear together

Character Pond words that share the same character

Radical Pond words that share the same radical * Guiding Principles for Early Literacy Experiencesfor Beginning Learners of Chinese

Personalize learning using AIPersonalize learning using AIPersonalize learning using AIPersonalize learning using AI

Turn your content into Turn your content into Turn your content into Turn your content into InteractiveInteractiveInteractiveInteractive Learning ModulesLearning ModulesLearning ModulesLearning Modules

1. Vocabulary are identified as Level 3 Ponddy or

ACTFL: Intermediate High

2. Language Function: 9 grammar points were

identified for level 3 and above.

3. Content Related Keywords '', '', '

', '', '', '', '', '

4. Artificial Intelligence identified other

relevant words : , , , , ,

, , , , (Additional vocabulary the student may need. Teachers can modify the content or their

lessons to include these words.)

5. Integrated with word, character, radical ponds

6. Added audio, in-context definitions, exercises

PonddyTutors

1111----totototo----1 Distance Learning1 Distance Learning1 Distance Learning1 Distance Learning

32

Mandarin Institute STARTALK Immersion Middle School Grade 6-7 Topic Performance Can do statement Evidence Feedback Listening SpeakingChristopher

Soo

1. I can ask and give some information about the Chinatown community.2. I can understand when someone describes physical descriptions from a photo or artwork

1.2.3.4.

Naomi

Tung-Nachtrab

.......... 1.I can exchange simple information about early Chinese immigration history and Excursion Act.2.I can give a short presentation of a story that I learn .

3I can role play with my tutor about chinatown .

1.2.3.13545 1.2.Mary

Pilotte

1. I can ask and give some information about the Chinatown community .2.I can understand when someone describes physical descriptions from a photo or artwork .

1.2.fishing rod 3.spikytongue4.nuttailtail fluffy5.jobWashington

Nicholas

Olson

; 1.I can ask and give some information about the Chinatown community.2.I can understand when someone describes physical description from a photo or

artwork.

1. 2. 3.4. 5. 6. 1.2.

PonddyTutors

Chinese.Ponddy.com

Userid: ozy

Password: Iamstudent (I am student)

Franz Chen

franzchen@Ponddy-edu.com

Yalan King

yking@MandarinInstitute.org

PANEL DISCUSSIONDifferentiation

THE CHINESE READING ROOM

University of Hawaii at Mnoa

Three-week camp in July concurrent with 3.5

week teacher institute

for 25 local students ages 14-17

zero beginners + novice lows

daily schedule: 9 am-5 pm

teacher : student ratio = 1 : 1.2

Place in the schedule 9:00 Listening (comprehensible input)

9:55 Speaking (interpersl/presentational comm)

10:50 Missions lab (skills getting/documentation)

12:45 Reading 1 (class or reading room)

1:30 Reading 2 (class or reading room)

2:15 Writing (interpersl/presentational comm)

3:00 STEM

3:50 Calligraphy

4:30 Martial arts

Overview of the reading program:

Reading class + Reading room

Workbox station (in which they complete tasks using manipulables, to increase their character literacy)

Read it-keep it station (in which simple, colorful, homemade stories are available in photocopied, saddlestitched format; if students read the story they can keep it to add to their personal library)

Free-reading station (students choose from a library of over 100 picture- and story-books, to read with assistance or by themselves)

1. Whats Your Name?

3. How Old Are You?

5. What animal sign are you?

Student

log

Thank you!

Questions? Comments? Contact me at

cyndy@hawaii.edu (Cyndy Ning)

APPLICATIONWORKSHOP

Distance Learning through

Backward Design: Teen Issues

Differentiation

APPLICATIONWORKSHOP

Running Record of Learner GrowthKean University

Differentiation