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Preparing our Students Early –Catering for Learner Diversity at Junior Secondary Level through Differentiated InstructionBy T.W.G.Hs. Yow Kam Yuen College
9 August 2010English Language Education Section
Curriculum Development InstituteEducation Bureau
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T.W.G.Hs. Yow Kam Yuen College
Case Studies in Differentiated Instruction in Specific Areas at Junior Secondary Level:
Catering for Learner Diversity in English Language Learning
Experience Sharing on the 2009/10 “Seed” Project
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Points to Discuss• What is the most important
objective in catering for learner diversity in T.W.G.Hs. Yow Kam Yuen College?
• How can DI cater for learner diversity in T.W.G.Hs. Yow Kam Yuen College?
What is Differentiated Instruction?
‘Differentiated Instruction is an approach that assumes there is a diversity of learners in every classroom and that all of those learners can be reached if a variety of methods and activities are used.’(Carol Tomlinson, 2000)
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Learning EnvironmentLearning Environment
ContentContent ProcessProcess ProductProduct
How?
Differentiated Instruction
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Student Interests
Ss’ PreferredWays of Learning
Ss’ Current Level of Knowledge & Skillse.g. They like books
with lots of illustrations. e.g. They can locate specific information from texts.
e.g. Most Ss are visual (& tactile) learners and they like working with peers.
Discovering Our Students
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Most Ss are weak in English and some are quite motivated.
Ss’ English Ability
Discovering Our Teachers- Teaching was rather teacher-centred.- Class activities were limited to whole-class
instruction. - Teachers would teach to the middle.- PPT slides were used for explanation.- Summative assessments were used to check
students’ progress.- Streaming and small-class teaching are effective
measures to deal with learner diversity.
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Two Phases of Tryouts in S3
Phase IReading Skills
Tryout 1: 2/11/09 – 6/11/09
Tryout 2:3/12/09 – 9/12/09
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Phase IILearning Grammar in Context
& Consolidation of Reading Skills
Tryout 1: 1/3/10 – 5/3/10
Tryout 2:3/5/10 – 7/5/10
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Phase I Tryouts -The Development and Consolidation
of Reading Skills
Whose Idea Was It, Anyway?
Thomson Nelson
978-0-17-011698-5
Phase II Tryouts -Learning Grammar in Context & Consolidation of Reading Skills
Tryout 1 – Let’s Fight Crime in Shatin! Tryout 2 – Travelling with Luck
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Grammar Focus:e.g. Using passive constructions to talk about what happened in a
school burglary
Grammar Focus:e.g. Using connectives/modals/
imperatives to present purposes/reasons & give advice
The Development and Consolidation of Reading Skills
Tryout 2 –Games & Zany Inventions
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Tryout 1 –Household Inventions
Whose Idea Was It, Anyway?
pp. 2,3,5
Whose Idea Was It, Anyway?
pp. 27 - 29
Developing and Consolidating Students’ Reading Skills
Students are expected to develop and consolidate more advanced reading skills. For example, it is hoped that students can:• work out the meaning of words, phrases and some idiomatic expressions by using semantic and syntactic clues
• follow ideas by recognisingsimple text structures and understanding the use of cohesive devices
• organise information and ideas in texts by using knowledge of text structures and some graphic forms
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Most students have acquired some basic reading skills. They can:
• find out the meaning of words and phrases by using the dictionary
• locate specific information by identifying key words
• make predictions about the content from the titles, illustrations or contents page
e.g.
Learning and Teaching ObjectivesTryout 1
• Working out the meaning of words and phrases by using semantic and syntactic clues
• Locating details about the history of different inventions to support the main ideas of the book – Inventions definitely make our lives easier
• Organising and presenting the sequence of events about the history of household inventions
e.g.
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Using graphic organisers to present information
Recognising & forming compound words
Product Presenting the history of household inventions 17
Identifying the form and function of the passive voice
Group discussion
Jigsaw reading / Graphic organisers
Proc
ess
Tryout 1Content
Learning and Teaching ObjectivesTryout 2
• Understanding the use of compound adjectives to describe the features of inventions
• Discussing the need for new inventions to solve problems and/or make lives easier
• Creating and presenting a zany invention
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Labelling pictures
Mimicking
Product Creating & presenting zany inventions
Content
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Using graphic organisers to present information
Describing different bicycles
Watching a video clip
Proc
ess
Different modes of input
Describing zany inventions
Tryout 2
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Using DI to Help Students Learn Better
Learning EnvironmentLearning Environment
ContentContent ProcessProcess ProductProduct
Differentiated Instruction
Visual input
Visual + Audio input
Presenting the Story in Different Modes –Visual & Auditory
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Tryout 2Differentiating the Content
Differentiating the Process
labelling pictures
Tryout 2
Tryout 1
3. Giving timely feedback
2. Varying teacher support
group discussions
mimicking
using / drawing pictures
watching video clips
using visualisation techniques
1. Increasing the variety in learning, teaching and assessment activities to reach out to more students
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Differentiating the Process
labelling pictures
Tryout 2
Tryout 1
3. Giving timely feedback
2. Varying teacher support
group discussions
mimicking
using / drawing pictures
watching video clips
using visualisation techniques
1. Increasing the variety in learning, teaching and assessment activities to reach out to more students
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Varying Teacher Support & Giving Timely Feedback
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Tryout 2
Follow-up task:To enter the competition “What’s the next great invention?”, you draw a sketch for the zany invention and write a short description about its appearance and functions.
Follow-up task:To enter the competition “What’s the next great invention?”, you draw a sketch for the zany invention and write a short description about its appearance and functions.
Ss’ products
Differentiating the Product –Providing Choices in Demonstrating Learning
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Tryout 1
• researching and presenting different household inventions
Difficulties Encountered
Difficulties Encountered
Planning • Project Teachers initially had very limited ideas about using DI in teaching reading.
Implementation • Students were used to expecting direct answers from teachers. They responded passively in activities like mimicking and voicing their personal opinions.
• Students did not have the language to express themselves.
• Time constraint
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Insights from Phase I Tryouts
• Some students felt that they learnt better because their needs were addressed.
• It was effective to learn through mimicking, e.g. demonstrating how the pedals go back and forth.
• Most students loved to work with peers.
• Students learnt how to organiseand present ideas by using graphic forms, e.g. sequencing and presenting events with a timeline.
• Assignments matched their learning preferences.
• Students liked to be “challenged”.
Students• Project Teachers could explore
different approaches to respond to the challenge of student diversity.
• Teachers should ‘teach rich’ so that students can ‘learn deep’.
• Teachers need to have a higher expectation of their students.
• The project promoted a collaborative culture among Project Teachers.
Teachers
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Points to Discuss• What is the most important
objective in catering for learner diversity in T.W.G.Hs. Yow Kam Yuen College?
• How can DI cater for learner diversity in T.W.G.Hs. Yow Kam Yuen College?
Learning EnvironmentLearning Environment
ContentContent ProcessProcess ProductProduct
How?
Differentiated Instruction
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Objectives of Catering for Learner Diversity
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BUT TO:embrace diversity ⎯ something for everyonemaximise student engagement in learning
turn all students into ‘five-star’learners
NOT TO:eliminate diversity
Strategies for Catering for
Learner Diversity
Increa
sing variety
in
activity
Teaching rich for
learning deep
Varying teacher support Providing tim
ely feedback
ToothbrushThe Chinese invented toothbrushes in the late 1400s. They were made out of animal hair, such as pig bristles.
Toothpaste has been around since 1660. Washington Sheffield, an American dentist, invented a metal tube in 1862 that could be squashed by hand to dispense toothpaste. Plastic toothbrushes with nylon bristles were invented in 1938. Electric toothbrushes were first made in 1961.
Reading PassagesCompound word
Passive construction
Presenting information using a timeline
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Tryout 1
Working out the meaning of ‘bristles’ by using semantic and syntactic clues
Whose Idea Was It, Anyway?
p. 3
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Tryout 1
To join the competition “Whose idea was it, anyway?”, you and your classmates will work in groups of four and select one or two household item(s) for presentation in the museum.
You should read the book “Whose idea was it, anyway?” or surf the Internet to collect information about the history of household items. Then try to decide how the presentation should be conducted to help the audience understand the history more easily.
To join the competition “Whose idea was it, anyway?”, you and your classmates will work in groups of four and select one or two household item(s) for presentation in the museum.
You should read the book “Whose idea was it, anyway?” or surf the Internet to collect information about the history of household items. Then try to decide how the presentation should be conducted to help the audience understand the history more easily.
Follow-up Task
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Tryout 2
To enter the competition “What’s the next great invention?”, you draw a sketch for the zany invention and write a short description about its appearance and functions.
To enter the competition “What’s the next great invention?”, you draw a sketch for the zany invention and write a short description about its appearance and functions.
Follow-up Task
1.Using Graphic Organisers to Organise and Present Information
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Visualisation TechniquesTryout 1
Example One
ToiletRuins of toilets have been found in ancient cities. These toilets had stone seats, not plastic ones! The waste dropped into a pit below. When the pit filled up, it was probably one unlucky person’s job to empty it. The first flush toilet was not invented until 1956. Before then, most people used chamber pots and dumped the contents out the window!
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Example Two
1.Using Graphic Organisers to Organise and Present Information
Visualisation TechniquesTryout 1
Whose Idea Was It, Anyway?
p. 5
Revisiting the use of timelines to present information
coat● ●over
brush● ●arm
board● ●hair
chair● ●cup
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Visualisation Techniques2. Recognising & Forming Compound Words
Tryout 1
Find the household items and put them back in the correct places.
Find the household items and put them back in the correct places.
Visualisation Techniques
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2. Recognising & Forming Compound Words
Tryout 1
3. Identifying the Form of the Passive Voice with the Help of a Table
Who invented plastic toothbrushes with nylon bristles?Who first made electric toothbrushes in 1961?
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Visualisation TechniquesTryout 1
in 1961.were first madeElectric toothbrushes
in 1938.were inventedPlastic toothbrushes with nylon bristles
The answers are not mentioned. Why?
Generating Ideas through Discussions
The toilet should have an auto tissue machine so that we can clean ourselves easily.
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Tryout 1
3,000 years before 1817 Egyptian
A Germana two-wheeled bicycle with no pedals --- hobbyhorse
a two-wheeled vehicle
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Tryout 2
1.Using Graphic Organisers to Organise and Present Information
Visualisation Techniques
Watching a Video Clip to Give Students More Ideas about Crazy Inventions
http://www.youtube.com/watch?v=zb-gmJVW5lw 48
Tryout 2
10 Crazy Japanese Inventions
Describing the Features of Different Bicycles
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Tryout 2 Pictures and Teacher GuidanceTo Assist in the Formation of IdeasExample One
Creating your Future Bicycle for 2046
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Pictures and Teacher GuidanceTo Assist in the Formation of Ideas
Tryout 2
This is my future bicycle for 2046. It is called “I can fly”. It is a four-wheeled vehicle with air-filled tyres and a comfortable leather seat. It can fly in the sky. It is good to ride with your friends.
This is my future bicycle for 2046. It is called “I can fly”. It is a four-wheeled vehicle with air-filled tyres and a comfortable leather seat. It can fly in the sky. It is good to ride with your friends.
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Drawing Pictures to Guide the Formation of Ideas
Tryout 2
This is my future bicycle for 2046. It is called modern Banana Bike. It is a three-wheeled vehicle with air-filled tyres. It can go everywhere. It has a television. It is very beautiful and fashionable.
This is my future bicycle for 2046. It is called modern Banana Bike. It is a three-wheeled vehicle with air-filled tyres. It can go everywhere. It has a television. It is very beautiful and fashionable. 54
Drawing Pictures to Guide the Formation of Ideas
Tryout 2
Describing Zany Inventions
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Example Two
Tryout 2 Pictures and Teacher Guidance to Assist in the Formation of Ideas
Describing Zany Inventions
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Pictures and Teacher Guidance to Assist in the Formation of Ideas
Tryout 2
Ss’ Zany Inventions
This invention is called flying bag. It is big. It can fly everywhere. You can take snacks from the bag. It is funny.
This invention is called flying bag. It is big. It can fly everywhere. You can take snacks from the bag. It is funny.
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Follow-up task:To enter the competition “What’s the next great invention?”, you draw a sketch for the zany invention and write a short description about its appearance and functions.
Follow-up task:To enter the competition “What’s the next great invention?”, you draw a sketch for the zany invention and write a short description about its appearance and functions.
Tryout 2
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Tryout 1
To join the competition “Whose idea was it, anyway?”, you and your classmates will work in groups of four and select one or two household item(s) for presentation in the museum.
You should read the book “Whose idea was it, anyway?” or surf the Internet to collect information about the history of household items. Then try to decide how the presentation should be conducted to help the audience understand the history more easily.
To join the competition “Whose idea was it, anyway?”, you and your classmates will work in groups of four and select one or two household item(s) for presentation in the museum.
You should read the book “Whose idea was it, anyway?” or surf the Internet to collect information about the history of household items. Then try to decide how the presentation should be conducted to help the audience understand the history more easily.
Follow-up Task
Differentiating the Product
Differentiating the Product
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Tryout 1
Suggested Reference SourcesFrom the book:• soap• plates• microwave ovens• vacuum cleaners• sewing machines
From the book:• soap• plates• microwave ovens• vacuum cleaners• sewing machines
On the Internet:
Differentiating the Product –Providing Choices in Demonstrating Learning
Timeline
Graphic Form
DramaInterview
PosterComic Strip
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Tryout 1
Students Creating Products that Match their Learning Styles (I)
Timelines
Visual & Kinesthetic
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Tryout 1
Graphic Forms Posters 65
Students Creating Products that Match their Learning Styles (II)
Visual & Kinesthetic
Tryout 1
A long time ago, people used carts A long time ago, people used carts for travelling. These carts were for travelling. These carts were
pulled by horses. pulled by horses. 68
In order not to frighten the horses, people used a wooden horse.
Oh, no! Not this type of wooden horse.71