Judy Copage
description
Transcript of Judy Copage
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A mixed bag: developing an inclusive teaching style to account for diversity in language classrooms
Judy Copage
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Agenda
• Degrees of diversity
• Types of diversity
• Learning differences
• Methodology
• Managing material
• Setting individual achievement targets
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Degrees of diversity
1
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Quiz – Are you tea or coffee?
1 What would you rather eat for breakfast?A) A quick piece of toast and jamB) A full breakfast with ham, eggs and bread
2 Without caffeine in the morning, you:A) can't really get up and going B) do just fine
3 You want to make a picture. What would you do?A) Take a photo B) Paint a watercolour
4 Do you have a demanding career?A) Yes B) No
5 You consider yourself to be:A) Outgoing B) Introspective
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6 Are you a risk taker?A) Yes B) No
7 You tend to enjoy things that are:A) Modern and new B) Traditional and tested
8 Your mornings are:A) Frantic B) Relaxing
9 You’d rather travel to:A) Asia B) Europe
10 What would you find more relaxing?A) Going for a jog or swim B) Reading a book
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Are your students coffee or tea?
espresso latte instant don’t mind
tea with lemon
black tea
herbal only
highly gifted
good achiever OK class
averageoff and
onpoor
achiever blocked
• Large classes• Only a few hours a week
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Types of diversity
2
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Types of diversity
Personality Academic ability Learning
style
Language Aptitude
Motivation Attitude
Previous learning
experience
Language level
Intelligence
Personal background
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Show diversity in societyPersonal background
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Language level
Grammar
Vocabulary
Phonology
Skills
Strategies
Discourse
Functions
Language
competence
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R W L S G V20
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R W L S G V20
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Costas Elena
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Intelligence
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Accessing multiple intelligences
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VISUAL
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Describe and draw
VISUAL
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MATHEMATICAL
£7.01
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LOGICAL REASONING
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Learning differences
3
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DYSLEXIA
Spatial/Temporal
Spelling Reading
Motor control
MemoryWriting
Listening
Organisation
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DYSGRAPHIA
Handwriting
Motor skills
Written expression
Sequencing problems
• slow, illegible, ‘sloppy’• mixes upper and
lower case• uneven letter size and
spacing
• reversing letters/numbers • writing words backwards • writing letters and words
out of order
• fine motor skills• poor pen grip• muscle tremor• poor hand-eye
co-ordination
• may prefer right to left
writing• slow down or get stuck with
the details of writing • often lose the thoughts they
are trying to write about• have excellent expressive
skills in speaking
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ADHD
Inattention Hyperactivity Impulsivity
• careless mistakes
• difficulty sustaining attention
• poor listening skills
• fails to finish• poor organisation• often loses things• often distracted• forgetful
• often fidgets• excessive physical activity
• noisy, talks a lot• always ‘on the go’
• often blurts out answers
• often has difficulty waiting turn
• often interrupts
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On the positive side• Very creative
•Often gifted musically, artistically, physically• Good at lateral thinking• Can see the big picture
•Good visual spatial skills – can think easily in 3D• Good problem-solving skills• Good verbal skills• Good social skills
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“I do not believe there exists a lazy, unmotivated child. Every child wants to succeed. Those who appear to be ‘lazy’ or ‘unmotivated’ have difficulties which are interfering with their performance.” Copeland (1992)
“The arena where the child does poorly is in a classroom, over an extended period of time. In situations where the child is highly motivated and receiving individualised attention, they can do very well.” Comings (1995)
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It must be stressed that a learning difference is NOT an inability to learn, but instead:
“ an inability to learn through the usual methods of instruction despite adequate intelligence, a normal environment, and intact physical and emotional capacities. ... Put in its simplest terms, it is a breakdown in learning through the traditional methods which seem adequate for most children.”
(Copeland 1995)
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Methodology
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EXCLUSIVE CLASSROOMS (work against mixed ability):
• Teacher–centred lessons, all students listening to the teacher
• The teacher asks all the questions to the class or individuals
• The pace of the lesson is dictated by the teacher, and possibly, by the fastest student
• All activities are to be done in the same amount of time by the whole class
• Individual, competitive working style
• Tasks based around the idea of ‘one right answer’
• All achievement goals are set by the teacher
• All goals must be achieved by all learners
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INCLUSIVE CLASSROOMS (helps with mixed ability):• Teacher-centred delivery is minimal, to ensure learner-
centred work
• Students ask questions as well as the teacher
• Students are given teacher-like roles in class
• Open-ended activities allow for multiple, equally valid answers
• Project-like work, in co-operating groups, allow individuals to show their talents and all contributions are valuable
• Co-operative learning builds confidence and self-esteem
• Peer learning and teaching is equally valuable – the teacher can step back
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Managing materials
5
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Differentiation
• on the spot
• assigning easier / more difficult exercises
• using graded exercises
• dealing with fast / slow finishers
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on the spot
• See the whole text and listen
• Use the red bookmark and listen
• Cover the text and listen
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• Work alone• Work in pairs• Work in
groups
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Which is more difficult?
Assigning easier/more difficult tasks
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Assigning easier/more difficult tasks
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Graded exercises
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Graded exercises
• All students do all the exercises in order
• Ask students to choose the level of challenge they want
• Assign exercises to individuals according to ability
• OR: All students do the one star exercises for a maximum pass grade of C (scale A-E)
• Add the two star to get a maximum B
• Add the Roundup to get a maximum B+
• Add Extra Challenge to get an maximum A
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Dealing with fast / slow finishers
Basic class material
Student’s book
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Coping with diversity is ...• An awareness of how individuals learn differently and a willingness to respond to individual differences
• An openness to offering learners choice
• An ability to communicate with learners in a way that is accessible to a range of learners i.e. teaching through multi-sensory input
• Lessons with a variety of activities which cater for a variety of learning styles
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• Enough flexibility to notice learning blocks and to respond to them
• Awareness of the needs, interests and experiences of the individual learners
• Allowing learning groups of mixed talents
• An ability to let go and trust individual learners to learn independently sometimes
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And most of all, ...
DIVERSITY