START OF THE YEAR START OF THE YEAR SECONDARY TEACHER SECONDARY TEACHER TRAINING SESSIONTRAINING SESSION
Marianthi Kotadaki
School Advisor for Teachers of English,
Ilia, Peloponnese
http://dschool.edu.gr
Useful questions to ask for lesson planning1. What is the purpose of the lesson?
2. What are the objectives for the lesson?
3. What is the best way for the pupils to achieve?
4. What activities or tasks will help them to achieve?
5. What is the minimum amount of time needed for each task or activity?
6. What will happen when different pupils take different amounts of time
7. to do a task?
8. What extension activities can I provide for those pupils who finish
9. their work early?
10. Are the pupils likely to be fully occupied in learning throughout the
11. lesson?
12. Have I catered for my SEN (special education needs) and/or G&T (gifted and talented) pupils?
13. How much time do I set aside to settle the class?
14. What materials and resources will I need for the lesson?
15. What homework have I planned for the students?
Can you write a caption for this photo?
Student grouping
Controlled activity Free activity
Strong with weak Strong with strong
Weak with weak
If the group is working with a set of information, divide
the information between the students so that they work
together.
All classes are mixed-ability classes. No matter what criteria are
used to sort pupils into so-called ability groups there are no
homogeneous classes; every class consists of mixed interests and
abilities.
K : KNOWU : UNDERSTANDD : D0
Must – Should – Could
All – Most - Some
- decide on a name for the café, - design a menu, - record a radio advert announcing special offers -write the script of a play
Every pupil is given a task to complete. All the different tasks are brought together at the end of the project and pieced together like a jigsaw
Varying
the
outcomes
: Topic of
“café”
The theory of multiple intelligences
Exploiting story content
Differentiation : a BLEND of whole-class, group, and individual instruction.
1. Students come together as a whole group to begin a
lesson.
2. Students move out to pursue learning in small
groups or individually.
3. Students come back together to share, make plans
for additional investigations.
4. Students move out again for work.
5. Students come together again to share or review,
and so on. (Tomlinson, 2001).
Steps to differentiating
Decide first exactly what core learning your lesson is
intended to achieve
Organize a support routine of different tasks,
activities or interventions, or
Extension / anchor activities that help some
progress further involving greater challenge
Differentiate by adapting materials questioning,
tasks, etc
Things to differentiate
a. Differentiation by task
b. Differentiation by outcome
c. Differentiation by resource
d. Differentiation by support
e. Differentiation by time/pace
f. Differentiation by teaching style
a. preparing different levels of task within the whole class
b. pupils perform at their own level
c. using materials, texts or resources chosen to suit pupils’ needs
d. changing and adapting teacher feedback
e. extending r reducing task/questioning time
f. Asking different responses from pupils
Tiered activities : creating a brochure
To achieve differentiation
Evidence of differences (knowledge, skills, styles, interests)
Student-centered, teacher moves from group to group or to
individuals
Careful planning, good class management
Clearly explained tasks and procedures
Variety in presentation techniques
Opportunity for choice
Variety in grouping (individual, pair, group work)
Open ended tasks
Variety of outcome
Homeworkto consolidate class work
Weaker students
less demanding tasks
can help both to motivate
them and to give them
further practice in areas
of the language which they
have not yet mastered
Stronger
students
more challenging tasks
should ensure that they
remain motivated and
continue to make progress
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