Transcript Differentiation in Languages classroom

Differentiation
What might it look like in the
Languages classroom?
Key messages
Know your students
 Enable all students to access core content
 Give students room to manoeuvre
 Variation
 Choice
 Clear aims/goals

Our K-10 Language Syllabuses
This syllabus provides…educational
opportunities that:
 Engage and challenge all students to
maximise their individual talents and
capabilities
 Encourage and enable all students to
enjoy learning and to be self-motivated,
reflective, competent learners (Page 5)
Our K-10 Language syllabuses
Takes into account the diverse needs of all students
 Contain advice to assist teachers to program
learning for those students who have gone beyond
achieving the outcomes through their study of the
essential content
 In the K-6 curriculum students with special needs
are provided for
 It is necessary to continue focusing on the needs,
interests and abilities of each student when
planning a program for secondary schooling.
(Page 6)

Australian teaching standards
Descriptors that address “differentiation”
1.1.2 and 1.1.3
Select from a flexible and effective repertoire of teaching
strategies to suit the physical, social and intellectual
development and characteristics of students
1.3.2 and 1.3.3
Develop effective teaching strategies that address the
learning strengths and needs of students…
1.5.2 and 1.5.3
Develop and evaluate teaching and learning programs that
are differentiated to meet the specific learning needs of
students across the full range of abilities
And more…
1.6.2 and 1.6.3
Design and implement teaching activities that support …students with
disability
3.1.2 and3.1.3
Set explicit, challenging and achievable learning goals for all students
3.2.2. and 3.2.3
Plan, evaluate and modify …programs to create productive learning
environments that engage all students
4.1.2 and 4.1.3
Implement inclusive strategies that engage and support all students
5.1.2 and 5.1.3
Develop, select and use informal, formal, diagnostic, formative and
summative tasks to assess student learning
Some strategies:
1.
Know your students:
Pretesting – Socrative, Google forms,
 KWL
 Exit cards
Curriculumcorner

Differentiate by content
By readiness/ability
Tiered task
 By text type

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By skill
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By interest
Êtes –vous autonome?
1/ Vous avez une vision positive de
votre existence.
6/ Vous atteignez les objectifs que
vous vous fixez.
toujours
toujours
souvent
souvent
rarement
2/ Vous élaborez des projets d'avenir
réalistes.
toujours
souvent
rarement
3/ Vous appréciez les joies de l'instant
présent.
rarement
7/ Vous élargissez votre cercle d'amis.
toujours
souvent
rarement
8/ Vous prenez des initiatives
personnelles.
toujours
toujours
souvent
souvent
rarement
4/ Vous prenez soin de votre santé
physique.
rarement
9/ Vous gérez vos moments d'anxiété
ou de stress.
toujours
toujours
souvent
souvent
rarement
5/ Vous êtes capable de créativité
dans votre travail.
rarement
10/ Vous exprimez ouvertement ce
que vous ressentez.
toujours
toujours
souvent
souvent
rarement
rarement
Differentiate by process:
Provide learners with choice
Choice
Activity choice boards
 Use of visual stimulus/realia
 Modelling
 Flexible grouping
 Chunking of learning
 Self- paced learning – ICT
 Learning profile
 Provision of active and reflective experiences
– variety of tasks

Flexible grouping
How to group students?
T – Total group
 A – Alone
 P – Partner
 S – Small group
Flexible grouping - Some points to consider
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Questioning in a Languages
classroom
What is the meaning of..?
 Why/When would they say this?
 Can you see the pattern?
 When did we use this structure before?
 What is another way of saying this?
 How could we use this structure in a
different context?
 How can we link this structure to others
to make our language more sophisticated?
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Different support
Dictionaries, vocab lists, script assistance
 Additional structure to the
task/instruction cards
 Additional time
 More individualised attention
 Make use of NSA’s
 Wall charts

Differentiate by product:
Provide choice and variety
RAFT tasks
 Tiered tasks
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Different levels of:
complexity
abstractedness
open-endness
For reflection:

What do I need to differentiate in this
UOW?

Why do I need to differentiate?
Readiness
Interests
Learning profiles
Prior learning/background
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Resources
The myth of the average
 Languages other than English Center for
Educator Development
 Differentiated Assessment Strategies
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Carolyn Chapman and Rita King
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Differentiation in Practice
Carol Ann Tomlinson and Cindy Strickland