Post on 03-Jun-2018
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Differentiated Instruction in
Mixed Ability Classes
Teacher Training Sessions for Primary and Secondary
Teachers of English in Ilia
January and February 2014
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For a fair selection,
everybody will take
the same test: please
climb that tree.
This picture is your English class.
What is the message it sends to the teacher?
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Types of student diversity
Culture,
Social background,
Cognitive development,
Skills,
Learning styles,
Interests,
Motivation,
Intellectual challenge,
Emotional maturity,
Learning goals, expectations and needs
Learning difficulties
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Multiple intelligences in teaching and learning
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Differentiation
is a teachers response to learners needs
guided by general principles of differentiation
Meaningful tasks Flexible grouping Continual assessment
Teachers can differentiate through
Content Process Product Affect/Environment
According to students
Readiness Interests Learning Profiles
through a VARIETY of INSTRUCTIONAL STRATEGIES
Graphic OrganizersScaffolding CubingTic-Tac-ToeLearning Contracts.Tiering
Learning/Interest Centers Independent Work Preferences....ETC.
Quality Curriculum Building Community
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Key principles of the differentiated classroom The teacher is clear aboutwhat matters in subject matter.
The teacher understands, appreciates, and builds upon student differences.
Assessmentand instructionare inseparable.
The teacher adjusts content, process, andproductin response to student
readiness, interests, and learning profile.
All students participate in respectful work.
Students and teachers are collaboratorsin learning.
Goals of a differentiated classroom are maximum growthand individualsuccess.
Flexibilityis the hallmark of a differentiated classroom.
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The 3 Factors of Differentiation
Students
Readiness
Do tasks fit thestudents skills andlearning abilities?
Interests
Do tasks motivatethe studentsinterest and
curiosity?
Styles
Do tasks allow thestudents to work in
their preferredmanner?
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Key features of differentiated teaching
: the teacher is aware and sensitive to his students
differentiated needs and provides them varied learning experiences.
: we do not adapt the
extent of a task, but the nature of the task.
: we differentiate
the input, the tasks and the way our students show what they have
learnt.
: students and teachers learn from each other.
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In action, differentiation means
Assessing before-during and after
Scaffolding
Reinforcing autonomy
Varying material
Flexible grouping
Encouraging choice
Varying time limits
Promoting problem solving
Assessing according to aims
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Graphic representation of
information
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Turning a text into a
timeline of events
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This picture can be used in a grammar-focused lesson. Can
you a) determine the main teaching aim and b) justify the
use of the picture as a teaching tool?
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Raising challenge and
expectations
Setting clear goals forthem
Providing supportaccording to goal
Balancing challenge andpleasure
Tracing positive qualities
Developing positive elementsrather than correcting weak
ones
Making learning appear useful
Teaching basic not detail
Providing varied approaches
to learning
Assigning slightly more
challenging tasks
Personalising learning
Encouraging use of new
knowledge
Building on self-confidence
Addressing strong students Addressing weaker students
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Blooms Taxonomy in task design
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KUD Teaching
K Know Facts, vocabulary, functions, textstructure
U Understand Concepts, principles, rules,generalisations
D Do SkillsBasic skills
Skills to develop during the lessonThinking skills
Planning skills
Cooperative skills
Autonomous learning skills
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Cubing1. Describe It
Look at the subject closely (perhaps with your senses inmind).
2. Compare ItWhat is it similar to? What is it different from?
3. Associate It
What does it make you think of? What comes to yourmind when you think of it? People? Places? Things?Feelings? Let your mind go and see what feelings youhave for the subject.
4. Analyze It
Tell how it is made. If you cant really know, use yourimagination.
5. Apply ItTell what you can do with it. How can it be used?
6. Argue for It or Against It
Take a stand. Use any kind of reasoning you wantlogical,silly, anywhere in between.
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Teaching as an equalizer
Carol Ann Tomlison, 2001
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Providing choice
Writing a review
Choice
1
Restaurant
Choice
2
Book
Choice
3
Movie
Choice
4
Video game
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TIC-TAC-TOE Choice Board
For a Book Report
Draw a picture of the
main character.
Perform a play that
shows the conclusion
of a story.
Write a song about
one of the main
events.
Write a poem about
two main events inthe story.
Make a poster that
shows the order ofevents in the story.
Dress up as your
favorite character andperform a speech
telling who you are.
Create a Venndiagram comparing
and contrasting the
introduction to the
closing.
Write two paragraphsabout the main
character.
Write two paragraphsabout the setting.
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Think-Pair-Share
We set the pairs
WE set the topic/question
We allow some time to think about it
We ask the ss to share ideas with apartner
We invite pairs to share ideas with theclass
Work on a topic Discuss about the topic with a partner
Share your ideas with others
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Multiple Intelligences and Product Choice
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The 3 roles of the teacher in the D. classroom
Director of orchestra Coach
Jazz musician
S i f h f h
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Strategies for the management of the
differentiated class (1)
1. We prepare our students for our new approach
2. We start small with slight differentiations
3. We provide more time to the strong and less time to the weak
4. We assign thematicallyrelated tasks to early finishers
5. We provide short and clear instructions, preferably in card,
worksheet, or other visual form
6. We divide students in flexible groupings
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Flexible grouping
S i f h f h
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Strategies for the management of the
differentiated class (2)
7. We allocate mentoring roles to students (the expert of the
group)
8. Tasks are checked by the expert before submitted
9. We assign responsibility to students
7. We encourage students to evaluate their findings
8. We evaluate every student according to personal output, not
in relation to others
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they know what they
have to do
they know how to do it
they know what each
member has to do
they know what quality
of results means
Groups perform well when .
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Product types
-
-
- -
-/
debate
-
Q li C i i f h i l d
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Content
Information
Ideas Concepts
Material
Quality Assessment Criteria for the Final Product :
content
Q li A C i i f h Fi l P d
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ProcedureAims
Organisation
Argumentation
Research
Editing
Quality Assessment Criteria for the Final Product :
procedure
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I will read: I will look at and listen to: I will write:
I will draw: I will need:
Heres how I will share what I know:
My question or topic is:
I will finish by this date:
To find out about my question or topic
Learning Contract 1Name _______________________
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Assessing right
Diagnostic
assessment
Formative
assessment
Summativeassessment
Learning
aims
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On-going Assessment:
A Diagnostic Continuum
Preassessment
(Finding Out)
Formative Assessment
(Keeping Track & Checking -up)
Summative Assessment
(Making sure)
Feedback and Goal Setting
Pre-test
KWLChecklistObservation/EvaluationQuestioning
Peer evaluation Portfolio
Observation QuizTalk around
Self-evaluationQuestioning Exit Card
Unit Test
Performance testTaskProduct/ExhibitDemonstrationPortfolio Review
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Exit card 3-2-1
Fast assessment before the end of a lesson
The students write 3 important ideas from the lesson, 2
queries and 1 way to use what they learnt
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(September 2012 evaluation criteria)
Ofsted DO NOT want a lesson plan(!),
but evidence of a planned lesson