Transcript Slide 1
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]