Transcript Reconceptualizing Instruction to Meet the Needs of Today’s

Virenda’s challenge
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Describe one or two activities that worked
well for you;
Describe one or two activities that did not
work at all
Day 4
Differentiating instruction
Survey implications
HL curricula should
• Be grounded in local (HL) communities;
• Be authentic and personally meaningful;
Rationale:
Most HLLs are US born or are early arrivals;
study the HL to communicate with family and
friends in the US; use their HL in the context of
the home, derive benefit from belonging to a
community of speakers;
Survey implications (cont.)
HL curricula should
• Have a bilingual and bicultural outlook;
Rationale: HLLs frequently make use of both of their
languages together
• Be input rich;
Rationale: HLLs have little exposure to their HL
• Progress from the aural to the written registers;
Rationale; HLLs have relatively strong aural skills and
weak reading and writing skills;
• Accommodate different levels of proficiency;
Rationale: HLLs in a given class can vary significantly
from each other.
My experience in the astronomy
program
Me
Low
High
The class
Me
My experience in the German class
Me
low
high
The class
Me
Question:
How do instructors deal with
situations such as these?
General approaches
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Work within the one-size-fits-all
instructional paradigm (most common
approach)
Work within a learner-centered differentiated - instructional paradigm
Characteristics of the onesize-fits-all approach
Course content:
The course content is determined by prior
course work (1 year: beginner, 2 years:
intermediate, 3 years or more: advanced);
Characteristics of the onesize-fits-all approach
Learning objectives:
Uniform learning objectives for all students
with regard to
•
what material is studied
•
the level of mastery of the material
•
time frame during which material is to
be acquired (pacing)
Characteristics of the onesize-fits-all approach
Materials and activities:
All students complete the same activities,
assignments and assessments;
Dealing with student diversity within the
one-size-fits-all paradigm
Goal:
Build maximally homogeneous classes
Means:
• All students conform to the course;
• If there are sufficient numbers of students are
either end of the scales, create a new course for
these students;
• There is great emphasis on placement of
students
My experience in the astronomy
program
Me
Low
High
The class
Me
Placement failure
ULTIMATE OUTCOME: I dropped out
My experience in the German class
Me
low
high
The class
Me
Placement success
ULTIMATE OUTCOME: I tuned out
The learner-centered,
differentiated Approach
Characteristics of Differentiated
Instruction (Tomlinson 1999)
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Differences between students shape the
curriculum
Ongoing assessment is built into the curriculum
Multiple learning materials are available
There is variable pacing
Students play a part in setting goals and
standards
Varied grading criteria are used
Work is assigned to students in consideration of
their level of readiness
Dealing with student diversity within the
differentiated paradigm
Goal:
Respond to the needs of all learners in class.
Means:
• The class conforms to students;
• Teachers implement activities and instructional
practices that support differentiation;
• There is great emphasis on assessment as a means to
understand the needs, goals, etc. of students
Second language
teaching
is one-size-fits-all
Origins of the one-size fits all
approach
The idealized language learner
A student whose abilities in the target
language are largely a function of
coursework completed.
The idealized language class
A class composed of idealized language
learners with the same course background.
Current realities
Language classes are increasingly
populated by students who do not fit the
profile of idealized language learners
(non-idealized language learners).
Types of non-idealized
learners
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Heritage language learners;
Associate-heritage language learners;
Spouses of native speakers;
Children of missionaries;
Foreign language learners from the
Millennial Generation
Types of non-idealized
language classes
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Foreign language learners + heritage
language learners
Heritage language learners {+ quasiheritage language learners}
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The challenge
How do we meet the needs of
students in the various types nonidealized language classes?
Proposal
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Abandon the one-size-fits-all approach
Replace it with a differentiated approach
Concerns…
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It’s too much work!
How do I keep track of what everyone is doing?
Won’t I lose control of the class?
This could be an organizational nightmare!
So now I have to discard everything I’ve been
doing for years and start something new?
How do I even go about learning about the
needs of my students?
Instructional tools
+
Technological tools
+
Teamwork
Differentiated instruction:
Basic tools
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Activities
Instructional practices
Classroom management
Activities by focus
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Grammar/vocabulary
Reading/writing
Organize/review material
Assessment
Activities…
Don’t have to be teacher-centered
Don’t have to be
Teacher-graded
Don’t have to be teacher-crushing
Grammar/vocabulary
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Workbook and textbook exercises
Electronic resources provided by textbook
publisher (exercises, exams, tutoring)
Teacher-generated exercises
Constructivist grammar
activities
(López-Sánchez and Mojica-Díaz 2006)
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Students use authentic materials to discover the
patterns and principles of their language of study
Instructor acts as a facilitator
Grammatical analysis
Mojica-Díaz and López-Sánchez (forthcoming)
Pretérito
Razón
Imperfecto
Razón
Technology
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Computer-graded exercises
Pedagogical web sites
Activities that focus on
reading and writing
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Post-reading questions
Design a graphic organizer
Write or cut-and-paste a summary
Add information or graphics to a text
Re-write a text
Others (5)
1. Stop and write
(Dodge 2006)
1. Before reading: Study the title, section headings,
pictures, graphs, etc. Based on this information write
a short paragraph about what you think this reading is
about.
2. After reading: Revise and expand your paragraph.
3. In groups of four, assess each student’s paragraph
using a rubric.
2. Dialectal Journal
(Dodge 2006: 67)
In this column, record
• a passage
• a main idea
• an important event
In this column
• write a reaction
• discuss its significance
• make an inference
3. Multiple-entry journals
(Tomlinson 2003:157)
“As you read” prompts
“After you read” prompts
Topic sentence/key
phrase
Puzzling sentence
Why it is important
Memorable passage
Why it is memorable
An important character
Why he/she is important
Intended audience
How you know this is the
intended audience.
Possible meanings
4. Text-to-self connections
(Harvey and Goudvis 2000:266)
Passage from the text
This reminds me of…
Passage from the text
I agree or disagree because…
Passage from the text
I find this interesting because…
5. Text-to-text connections
(Harvey and Goudvis 2000:267)
Passage from the text
This reminds me of…
Character from the text
This character reminds me of…
A theme of the text
This reminds me of…
5. Text-to-world connections
(Harvey and Goudvis 2000:267)
Passage from the text
This reminds me of…
Character from the text
This character reminds me of…
A theme of the text
This reminds me of…
Activities to organize or
review the material
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Sum-it-up!
The exit card
The organizer
Write a test
Sum it up! (Dodge 2006)
Topic/question/sentence
Date:
Date:
Date:
What I already knew.
What I learned.
What I still need to figure out.
The exit card (Dodge 2006)
Describe an “aha!” moment
Formulate a question about a point that remains
unclear. Describe one or two strategies that you
will use to answer this question.
Compare and contrast ____________
The organizer
Chapter topics
Ideas presented Expected
outcomes
Write a test
Write three questions that would be much too
difficult for in-class test but would be appropriate
for a take-home exam.
Write three questions that would be much too easy
for an in-class test.
Write three questions that are of reasonable level
of difficulty and of high relevance for an in-class
exam.
Assessment options
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Design a web site
Prepare a PowerPoint presentation
Conduct an interview
Create an annotated electronic bibliography
Prepare a pamphlet
Make a movie
Rewrite a reading in a different genre
Rewrite a reading using US-appropriate theme
or language
Imitate a writer’s style
Voces by Reinaldo Arenas
Nosotros vinimos por el aire
Nosotros vinimos por el mar
Nosotros llegamos amarrados a la cámara de un auto
Nosotros llegamos sujetos a la rueda de un avión
Nosotros salimos conjurando tiburones y guardacostas
Nosotros salimos taladrando un túnel en el aire
Nosotros salimos agarrados a la cola de un cometa
Nosotros llegamos a nado, vomitando la bilis,
soltando el bofe,
los huesos al sol, deshidratados,
descarnado el corazón.
Sí, sin duda somos los más dichosos
-los afortunados.
Los demás yacen sin tiempo bajo el mar
o condenan nuestra fuga
mientras secreta y desesperadamente desean partir.
Voces by Mayra Ocampo
Nosotros vinimos por tierras prohibidas
Nosotros vinimos por tierras perdidas
Nosotros llegamos torcidos en la cajuela de un auto
Nosotros llegamos con una identidad robada
Nosotros salimos conjurando serpientes y patrullas
Nosotros salimos aferrados a una fe incierta, rezando a un Juan soldad
Nosotros llegamos escarbando un túnel en la sierra
Nosotros llegamos hambrientos, deshidratados, desesperados,
con las tripas vacías,
los huesos al sol, la lengua al aire.
Sí, sin duda somos los más envidiados
-los que pasamos con suerte.
Los demás yacen olvidados en el desierto
sus almas perdidas y vagando
mientras familiares sufren su partir
y sueñan con un milagro.
Differentiation: Basic tools
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Activities
Instructional practices
Classroom management
Instructional practices
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Group work
Centers
Contracts
Stations
Instructional practices
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Group work: Grouping strategies, types of
groups
Centers
Choice boards
Contracts
Grouping strategies
By ability
By interest
Flexible
By learning style
By student choice
By chance/proximity
varied
uniform
hobbies
professional goals
academic needs
visual
auditory
verbal
Types of groups
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Learning partners (1/1)
Small groups (3-5)
Half-class/half-class
Learning partners
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For accuracy checks
For reading aloud
For peer editing
For peer teaching
Small group
Roles:
1. Facilitator: Makes sure that everyone contributes to
the discussion, makes sure that everyone’s
contribution is given careful consideration;
2. Monitor: Makes sure that everyone uses the target
language and stays on task;
3. Liason: Communicates with the teacher and other
groups for clarification, questions, etc.
4. Secretary: Takes notes on the discussion and reports
back to the class
Forming small groups
The Jigsaw Sequence
(Dodge, 2006:118)
“Home base” group
1 2
3 4
1 2
3 4
1 2
3 4
1 2
3 4
3 3
3 3
4 4
4 4
“Expert” group
1 1
1 1
2 2
2 2
Activities for a jigsaw
sequence
After completing a reading:
Group 1: Answer comprehension questions
Group 2: The multiple-entry journal
Group 3: Write a summary
Group 4: Re-write the text
Half-class/half class
The instructor works with one half of the class
while the over half completes assigned tasks.
Instructional practices
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Group work
Centers
Contracts
Stations
Centers
A classroom area that contains a collection
of activities or materials designed to teach,
reinforce, or extend a particular skill or
concept (Tomlinson 1999:76).
My own use of centers
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Virtual spaces (Blackboard)
Computer graded
Work is done outside of class
Work is done independently by students
Work is self-paced
(the workbook can also be a source of
center activities)
Instructional practices
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Group work
Centers
Contracts
Stations
Contracts
A negotiated agreement between
teacher and student that gives students
some freedom in acquiring skills and
understanding (Tomlinson, 1999: 87)
My own use of learning contracts
Gramática/Vocabulario
Ortografía
Complete all exercises on Blackboard;
Complete exams for chapters 1 and 2;
Complete series of exercises on “las
haches”
Complete Acentos I and II
Comunicación
Colecciones (long-term)
1.Expand the Frida Kahlo reading. Use
information from the movie and the
internet; OR
Complete Text-to-text connection with
Pales-Matos poem;
2. Do oral interview
1. Gather articles on your field
of specialization. Create a bilingual
list of the pertinent vocabulary; OR
2. Survey and interview high
school students and parents on
their ideas about college.
Instructional practices
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Group work
Centers
Contracts
Stations
Stations
Different spots in the classroom where
students work on various tasks simultaneously.
Not all students need to go to all stations or
spend the same amount of time in each station
(Tomlinson 1999:62).
Independent studies
A tailor-made opportunity to help
students develop talent and interest
areas (Tomlinson 1999:92)
My own use of independent
studies
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Option of last resort with students who just
don’t fit in
Sample cases
In my bilingual teacher class
In a high school in Alabama
Differentiation:Basic tools
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Activities
Instructional practices
Classroom management
Classroom management
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Laying the groundwork
Communicating with students
Tapping into collegial funds of knowledge
Laying the groundwork
Prepare students to
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work in groups;
work online;
use templates and routines;
use strategies that will help them navigate the
material;
Using case studies to prep
students for group work
Learning Team A is made up of Frank, Omar,
Lisa, Jackie, and Shawn. Frank volunteers to be
the team leader and takes control rather easily.
He notices Lisa is the last person to make
comments and suggestions…The deadline for the
first project is in two days and Lisa has not
contributed much. If you were in Learning Team A,
how would you first define the problem?
(Brooke 2006:144)
Laying the groundwork for
online learning
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Teach students to give substantial and
appropriate discussion responses
Distribute nettiquete guidelines
Make sure that students understand the
layout of your course’s webpage and know
how to use the various features of this
page
Brooke 2006:148
• A good response to others is not something like "I
agree." Please find something that you can analyze, add
to, critique, explain, disagree with, or something. It
should be a few cogent sentences. It should contain
something that shows your knowledge of the book, as
well as additional materials you might bring to class
from the web and elsewhere.
• You must use references to support your work. You
CANNOT copy a website and paste it as your response.
If you want to use a website, summarize it, outline the
pertinent information, and then cite the webpage. If
you copy a webpage as your response, you will earn 0
points for the module.
Brooke 2006:148 (cont.)
• Think of this as your opportunity to teach. Create
substantial responses which expand on a point and
present information on the topic. Your responses should
demonstrate your critical thinking on the topic.
Laying the groundwork
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To engage in group work;
To work online;
To use templates and routines;
To use strategies that will help them navigate the
course;
Classroom management
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Laying the groundwork
Communicating with students
Tapping into collegial funds of knowledge
Communicating with students
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Provide clear and precise directions for all
activities in writing
Communicate objectives and expected
outcomes in writing
Provide rubrics or check-lists for students
to monitor their own progress
Text-to-text connection
Title of English-language poem: Poet:
Compare themes in the two poems:
Compare the use of language in the two poems:
Compare the use of imagery in the two poems:
Compare information about the poets (i.e.
background, ideology, key life experiences, etc.)
Compare and contrast key facts about the AfroNegroide movement and the Harlem Renaissance.
Check-list for text-to-text
connection activity
1. Re-read Danza Negra and all background information
provided in the text. Note information about themes, choice
of language, imagery, the poet, and the Afro-Negroide
movement.
Notes
2. Research the Harlem Renaissance. Note general
information about the above topics.
Notes
3. Find an author and poem associated with the Harlem
Renaissance that you will use for your text-to-text connection
activity. This poem will be in English. Justify your selection.
Notes
4. Research this poem, paying particular attention to
information about each of the above topics.
Notes
5. Fill out the text-to-text connection chart. Be sure to have a
minimum of five sentences for each topic.
Notes
6. Run a spell check on your work. Document your sources.
Notes
Classroom management
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Laying the groundwork
Communicating with students
Tapping into collegial funds of knowledge
Tapping into collegial funds
of knowledge
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Don’t do it alone: share activities, tips, tests,
rubrics, etc. with colleagues;
Join a collegial circle;
Experiment with different activities and share
your experiences with other instructors;
Talk to elementary school teachers;
_______________________________
A final word on workload
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Don’t go cold turkey. Aim to introduce a
differentiated activity every week or two. Build up
a bank of activities over time;
Take advantage of templates;
Don’t try to differentiate every aspect of
instruction. Use differentiation only when
needed;
Press on. This will be difficult at first but the
results are well worth it.
BUT
We’re not done!
Before you can
differentiate…
You need to know your students;
their needs, abilities, goals, etc.
Action Research: Tools
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Surveys;
Interviews;
Observations;
Focus groups;
Self-assessments;
Coursework (tests, homework, etc);
Diaries/journals;
Teaching logs;
Let’s apply what we’ve
learned
Task: Design four different tasks for the
same text or material (YouTube entry, etc.)
Works cited
Brooke, S. 2006. Using the Case Method to Teach Online Classes:
Promoting Socratic Dialogue and Critical Thinking Skills.
International Journal of Teaching and Learning in Higher Education.
Vol. 18 (2) 142-149.
Dodge, Judith (2005). Differentiation in Action: A Complete Resource
with Research- Supported Strategies to Help You Plan and Organize
Differentiated Instruction and Achieve Success with All Learners,
Grades 4-12. New York: Scholastic.
Harvey, S. & Goudvis, A. (2000). Strategies that Work: Teaching
Comprehension to Enhance Understanding. Portland: ME:
Stenhouse
Tomlinson, C. A. (1999). The Differentiated Classroom: Responding
to the Needs of All Learners. Alexandria, VA:ASCD.