Differentiated Instruction
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Transcript of Differentiated Instruction
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Differentiated Instruction
Rotterdam, 00 januari 2007
English Year 3
The Rotterdam approach…
Karin WinkelTon de Kraay
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English OK II
Attendance Classroom language!Do’s and don’ts
Programme of the lessons:Warming upPronunciation of EnglishJigsaw: read the stories Studytask: what can we do with picture books?wrap up
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Warming up
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Cooperative learning
Inside - outside circleMix – freeze – pairRound Robin
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Pronunciation
Consonants:/ j / as a sound can be found in: yet, stupid, news, tube, duty/ w / This sound is quite different in English. A Dutch /w/ (wit) makes the w sound like an English / v /.The English version is more like a short -oe- sound like in zoet.To produce the right sound it is essential to round your lips...oe + /est/ = westoe + /it/ = witoe + / eIt / = waitoe + /i:k/ = weekIn words like: twenty, quiet and swim you round your lips when you
pronounce the sounds before the /w/
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Say out loud:
Wally Winkle wriggles his white, wrinkled wig.Wayne went to Wales to watch walruses.We won, we won, we won, we wonWetter weather never weathered wetter weather better.
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/ r /making an /r/ sound is usually not a problem. Leaving it out is!There's never an /r/ before a consonant or a pause; only before a vowelfarm – farargumentfar away (linking /r/) * a flaw_in the argument (intrusive /r/)** Are you certain we're meeting her there?Bernard's father's an Air force officer.Surely it was rather warmer four years ago Mother and father are even more annoyed over it.*More and more of us are able to share our experience.* That area of Asia includes Indonesia and Malaysia.**
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Studytask
Digitaal verwerkt prentenboek/gedicht/kort verhaal/lied/kindervers
Powerpoint maken van het gekozen ‘verhaal’ Inspreken en opnemen van het verhaal in het Engels Illustreren Eis 1: Everyday English, gebruik van High frequency words Eis 2: Structures / chunks / repetition
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English corner: voorbeelden van zelfstandig te verwerken (computer) activiteiten om de kern van de les in te slijpen.Het ontwerpen van een vervolg- activiteit in de kleine kring / individuele leerling waarbij wordt tegemoet gekomen aan MI Reflectie
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What can you do with a (good) story?
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What can you do with a picture book?
1. Words (high frequency / low frequency)2. Sentences 3. Sequence4. General contents (understanding/extra meaning/…)5. Extra activities
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Words
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Sentences
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Sequence
Story structureChange / visualise / analyse / compare
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General contents
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Extra activities
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Workflow lesson 2-5
Running Sequences = jigsaw deelname : geef de les/ introduceer de activiteit/lees het verhaal voor/etc.
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Timeplan per lesson
15min / warm up, questions and instructionRound 1 5 min. performance x 4 / feedbackRound 2 5 min. performance x 4 / feedbackRound 3 change group for second chances / turn
15 minutes / questions and wrap up.
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GROUPS OF 4
STUDENT 1
STUDENT 2
STUDENT 3
STUDENT 4
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Student 1,2,3,4Take your OWN story/book/poem/…
STUDENT 1
STUDENT 2
STUDENT 3
STUDENT 4
Les 2
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Lessons and portfolio
A. Voorlezen van het verhaal met intonatie en gebaren• Ppt van het gekozen ‘verhaal’
B. Visueel en concreet materiaal (aansluitend bij leerstijl lln) van de kernvocabulaire
• Illustreren van het verhaalC. Uitbeelden (uitbeeldbare versie met HF words/TPR/drama
/handpoppen/ inzet medestudenten)• English language extentions• Het ontwerpen van differentiatiemogelijkheden in de
verwerking, waarbij tegemoet wordt gekomen aan MID. Digitale vervolgactiviteiten (top 3)
• No testing: meetbaar zonder geschreven toetsen
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Lesson and portfolio
A. Voorlezen van het verhaal met intonatie en gebaren• Ppt van het gekozen ‘verhaal’
B. Visueel en concreet materiaal (aansluitend bij leerstijl lln) van de kernvocabulaire
• Illustreren van het verhaalC. Uitbeelden (uitbeeldbare versie met HF words/TPR/drama
/handpoppen/ inzet medestudenten)• English language extentions• (bv.) Het ontwerpen van differentiatiemogelijkheden in
de verwerking, waarbij tegemoet wordt gekomen aan MI
D. Digitale vervolgactiviteiten (top 3)• No testing: meetbaar zonder geschreven toetsen
Les 2
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Lesson 3
A. Voorlezen van het verhaal met intonatie en gebaren• Ppt van het gekozen ‘verhaal’
B. Visueel en concreet materiaal (aansluitend bij leerstijl lln) van de kernvocabulaire
• Illustreren van het verhaalC. Uitbeelden (uitbeeldbare versie met HF words/TPR/drama
/handpoppen/ inzet medestudenten)• English language extentions• Het ontwerpen van differentiatiemogelijkheden in de
verwerking, waarbij tegemoet wordt gekomen aan MID. Digitale vervolgactiviteiten (top 3)
• No testing: meetbaar zonder geschreven toetsen
Les 3
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