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