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Differentiated Instruction: Working with ESL Students Webinar with Carla Fisher March 2010 Welcome to this Webinar Session on English as a Second Language entitled: Differentiated Instruction We’ll Get Started shortly While waiting, please jot down the two most important questions you’d like answered prior to leaving the webinar today. We’re all from somewhere … sometimes we live somewhere else!! ATA Webinar and Print Series: Understanding ESL Learners BICS and CALP Teaching in the Content Areas Meeting Needs in the Classroom ESL Student: Intake Procedures WELCOMING Students and Families Differentiating Instruction Assessment Agenda Theory Planning for Differentiation Differentiating for Content Differentiating for Process Differentiating for Product Assessment Questions ESL…. Differentiated Instruction Alberta Where to Begin? A Question for You How much experience do you have with students and families needing English as a Second Language support? A I have not had ESL students before. B I have had some experience teaching students who need ESL support. C My experience is quite extensive. Question #2_ How much experience do you have with differentiated instruction? A I do not have any experience. B I have had some experience with differentiated instruction. C My experience is quite extensive. Differentiated Instruction What does differentiated instruction mean to you? Describe this figure to a partner without using words that contain the letter n A D C E B F Mapping a Route Toward Differentiated Instruction “Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination.” -Carol Ann Tomlinson How We Teach Makes A Difference! Traditional or Differentiated Traditional Classroom Differentiated Classroom Student differences are masked or acted upon when problematic Student differences are studied as a basis for planning Assessment is most common at Ass. is ongoing and diagnostic to the end of the learning to see who understand how to make got it instruction more responsive to learner need A relatively narrow sense of intelligence prevails Focus on multiple forms of intelligence is evident Whole class instruction dominates Many instructional arrangements are used Time is relatively inflexible Time is used inflexibly in accordance to student need A single form of assessment is Students are assessed in often used multiple ways “We have to know where we want to end up before we start out – and plan to get there. We must have solid curriculum and instruction in place before we differentiate them.” Carol Tomlinson Differentiated Instruction Accommodations and Modifications Do they mean the same thing? Planning for DI Questionnaires Learning Preferences Discussion Interest Inventory Observation Identify Concepts Instructional Strategies See Handout Put up a check mark when you have found it! Assessment and Evaluation Instructional Planning Guide for DI See Handout Teachers Can Differentiate Content Process Product According to Students’ Readiness Interest Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999) Learning Profile Content Some ways to Differentiate Content Multiple Textbooks Supplementary print materials – Students might need a textbook that is more basic than the grade-level textbook. – Build a classroom library. Books, Tests, Comfortable Interest Centers The complexity of the materials can be adapted for different readiness levels. Motivation Computer Programs Same content but in different ways. Complexity can be changed so all learners are challenged. Support Systems Audio – Struggling readers need readings recorded Audiotapes Scanned documents Study Partners and Reading Buddies – Study or review an assignment together – Similar or not – Breaks up long pieces of text – Opportunity to discuss Process Varying learning activities or instructional strategies to provide appropriate opportunities for ALL students to explore new concepts Instructional Strategies Adapted Assignments – ESL students can demonstrate their understanding of content without being penalized for their under developed writing skills. Accommodations Modifications Accommodations Do not fundamentally alter or lower expectations or standards in instructional level, content or performance criteria. Changes are made in order to provide equal access to learning and equal opportunity to demonstrate what is known. Grading is same Modifications (Applies to students with severe disabilities) Do fundamentally alter or lower expectations or standards in instructional level, content or performance criteria. Changes are made to provide student meaningful & productive learning experiences based on individual needs &abilities. Grading is different Reading Supports Learning Centers Games Puzzles Manipulatives Assistive Technology Electronic Translators Reading Pens Product Grade One Compare and contrast colors, using terms such as lighter than, darker than, more blue, brighter than Grade Four Develop a flow chart for a consumer product that indicates the source materials, final product, its use and method of disposal. Grade Seven Research and report how measurement instruments are used in the community. Grade Nine Compare and contrast own life situation with themes of oral, print, and other media. Evaluation Rubrics ESL Benchmarks Least-Effective Teaching Presenting large amounts of material at a time Failing to guide student practice Giving little time for student processing of the new material Expecting all students to get new material the first time Failing to prevent students from developing misconceptions J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities. Most-Effective Teaching Presenting smaller amounts of material at any time Guiding student practice as students worked problems Providing for student processing of the new material Checking the understanding of all students Attempting to prevent students from developing misconceptions J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities. Questions? Carla Fisher Professional Development Director for the ESL Council Assistant Principal École Corinthia Park School 780 986 8404 [email protected]