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English Language Education SectionCurriculum Development Institute
Education Bureau
Using Differentiated Instruction to Cater for Learner Diversity
in the English Classroom (New)
29 Oct 2013
2:00 – 2:10 PM Registration
2:10 – 3:00 PM Introduction to the Differentiated Instruction Framework
3:00 – 3:15 PM Demonstration: Making use of DI framework to Cater for Learner Diversity
3:15 – 3:30 PM Hands-on session (I): Discussion
3:30 – 3:45 PM Break
3:45 – 4:00 PM Hands-on session (II): Sharing Time
4:00 – 5:00 PM Sharing on the Seed Project experience
Rundown of Today’s Programme
2
Catering for Learner Diversity
WHAT is the current situation/school context?
WHY do you attend the workshop?
WHAT are the existing measures to address the issue?
3
Discuss in groups,
1. study the textbook materials; 2. identify the strengths and problems if any;
and3. share school-based practices to make
adaptations to textbook materials, e.g. context of the reading text, pre-tasks (language practices), the main task.
Activity 1 (10 minutes)
4
The framework in planning the curriculum and designing learning tasks
Differentiated Instruction
Content Process Products Curriculum planning Resource management Learning goal setting
Differentiating instruction according to individual student’s readiness, interest and learning profile
The student product which demonstrates the mastery of the content: tests, evaluations, projects, reports or other activities
Content
• Unit plan• Coherence making
across units to ensure progressive development of language skills
Curriculum Planning
• Textbook• E-learning
resources• Authentic
resources
Resource Management
• Achievable goals for different learners
• Suitable challenge for all students
Setting Learning Goals
6
Process
• Visual• Auditory• Kinesthetic
Learning Style
• Explicit teaching of learning strategies
• Providing more language input, e.g. vocabulary, structures, organisation
Flexible Grouping
• Allowing students to explore the structures of texts and language
• Providing greater flexibility to demonstrate their performance
Promoting Assessment for/as learning
• Mixed ability• Same ability• According to
interest/gender/ learning style
Providing scaffolding
• Ongoing assessment and adjustment
• Making reflection on own learning
Giving challenges
7
Visual Learn best by seeing
KinestheticLearn best by doing
AuditoryLearn best by
hearing
Catering for students’ diverse learning needs and styles
- Pictures and images- Diagrams- Power Point- Writing on the board
- Hands-on: Field tours- Role play- Life examples- Practice: trial and error
- Talk about it- Ask questions- Answers their own
questions- Presentations- Group work
8
9
When Is Small Group Instruction Effective?
Effective Ineffective Using assessment data to
plan instruction and group students
Teaching targeted small groups
Using flexible grouping Matching instructional
materials to student ability Tailoring instruction to
address student needs
Using only whole class instruction only
Using small groups that never change
Using the same reading text with all the students
Using the same independent assignments for the entire class
10
Flexible GroupingWhole Group
Small Group (Same Ability)
Small Group (Mixed Ability)
Pairs/Partners
One-on-One
Engages teachers and students in shared learning experiences Allows inclusion of every student
Adjusts pacing and instruction to meet specific needs Maximizes opportunities for students to express what
they know and to receive feedback
Allows students to share ideas with group members Encourages peer learning
Allows students to practise in pairs Encourages peer tutoring
Meets individual needs Allows for more intensive instruction
For teacher’s reference• Identifying learners’ strengths
and weaknesses in order to enhance learning and teaching
For students’ reflection• Providing opportunities for
students to reflect on their learning
Why assessing?
Assessment for Learning Assessment as Learning
Mainly learners and teachers Mainly learnersWhom to inform?
Providing quality feedback for learners, which entails timely support and enrichment, and helping teachers review the learning objectives, lesson plans and teaching strategies
• Developing students’ metacognitive strategies
• Providing opportunities for students to take charge of their own learning
What to focus?
Promoting Assessment for / as learning to help students reflect on their learning
Where am I
going?
Where am I
now?
How do I close
the gap?
Products
• How each student applies what she or he has learnt in the lesson to create a final product, or to show his or her acquired skill.
Open-ended task/questions
Different modes of assessment
Learning PortfolioProviding individual
and group work
Products
12
Demonstration: Travel Advice
Differentiated Instruction
Learning and Teaching Materials
ContentUnit plan Learning and Teaching
Strategies1.Teaching the structure of
different text types explicitly
2.Catering for different learning styles
3.Appropriate scaffolding and greater flexibility for students
4.Assessment for/as learning
ProcessOpen-ended writing task
Products
13
Travel adviceReading Writing
Unit Plan
Input Modelling
Guided writing
Independent writing
Using jigsaw reading to help students understand the cycling tour
Introducing the text type features of a blog
Guiding students to generate ideas and work in groups
Students worked independently
14
Designing open-ended task using the RAFT model
Role A member of the cycling tour
Audience Parents or friends of the participants
Format A blog
Topic More able broke …missed …lost …bad weather…
Average lost…broke…
Remedial bad weather …
15
In groups, Analyse the textbook resources
Make suggestions on ways to adapt the learning and teaching resources that suit the needs and interests of students with different abilities
Design tasks and L&T activities using the Differentiated Instruction framework to provide appropriate scaffolding and give challenges to students in learning English
Activity 2 Hands-on session (15
minutes)
16
Make suggestions on ways to adapt the learning and teaching resources
Design tasks and activities using the Differentiated Instruction framework to
- cater for different learning styles
- provide appropriate scaffolding for average students
- give challenges to the more able students
18
Sharing on Seed Project Experience
By Ching Chung Hau Po Woon Primary School
(Grace Wong &Kitman Leung)
Objectives of the “Seed” Project (I) Adopting the framework of differentiated instructions in
planning the curriculum and designing learning tasks for KS2 students
Incorporating effective learning and teaching strategies to cater for students’ diverse learning needs and styles
Integrating textbook materials with e-learning and authentic resources to enrich the school-based English Language curriculum
Using effective strategies to provide appropriate scaffolding and challenges to students of different interests and abilities in learning English
20
Objectives of the “Seed” Project (II) Developing strategies in giving constructive feedback and
designing self-assessment tools
Promoting a collaborative culture and enhancing professional development through co-planning, sharing of tryout experiences and peer lesson observations
Raising students’ motivation and confidence in reading and writing a variety of text types
Enhancing students’ creativity and critical thinking skills through integrated learning tasks
Developing students’ information and reference skills for learning English 21
School Background
Our school …- situated in Tung Chung
Our teachers …- energetic, open-minded, hard-working- ready to accept new ideas and make innovative
changes
Our students …₋ obedient and polite ₋ have little family support₋ have little confidence in using English
22
In 2012-2013, our school …• joined the SEED Project –
'Effective Use of Learning and Teaching Resources to Cater for Learner Diversity in the Learning of English at Primary Level’
• developed 3 units of work
• conducted 3 tryouts
Planning
23
• organise workshops for teachers
• administrative arrangementi.e. peer observation
• offer different kinds of supporte.g. co-teaching, co-planning, etc.
• build on colleagues’ strengths
What we did…
24
Integrating e-learning resources into the unit plan
Self-directed learning- e-dictionary- Practices- Games
Teaching- e-book- Websites(e.g. WLTS, PEERS, One-stop portal)- Movie clip
Learning and Teaching Strategy: 1. Catering for different learning styles
VisualUsing graphic organiserUsing pictures / visual aidsWatching video clip
KinaestheticGroup Activity
AuditoryGroup DiscussionPresentation
27
Direct explanation
Modelling
Group writing
Independent writing
Explaining the storylineto students
Demonstrating how to write a story using the creative story map
Guiding students on working in groups
Students worked independently
Open-ended Task 1st tryout: A Surprise PartyReading Writing
28
Longman Express 5A Unit 5
Learning and Teaching Strategy: 2. Teaching the structure of different text types explicitly
29
Learning and Teaching Strategy:3. Appropriate scaffolding and greater flexibility for students
Open-ended Task: Creative story writing about a special party
Lost the present / no present
picnic
Giving feedback / Peer assessment (Lesson 12)
Individual work:
Peer assessment
Constructive feedback
Learning and Teaching Strategy:4. Assessment for learning
Checklist:• The points are summed up from
what we taught in the lessons and simplified from the writing tips printed on the writing worksheet
• To get students be more familiar with the requirements of the writing
Roles of teacher: Roles of students:
- Identifying students’ strengths and weaknesses
- Providing constructive feedback
- Making reflection on their own learning, especially the writing skills
- Making improvement based on feedback from teachers and peers
• more motivated to learn English because of the interesting topics and resources, as well as the meaningful tasks
• more positive attitudes towards English writing and speaking activities
• making use of e-learning resources both inside and outside the classroom
Learning attitude
• using the target language forms and functions in writing and speaking tasks
• using the story map that comprises the 5 elements to write and present a story
Learning outcome
• making use of graphic organisers in vocabulary learning and writing
• making use of framework/structures to generate and organise ideas
• Having greater awareness of using different learning strategies, e.g. note-taking, high-lighting keywords
Language development
strategies
Impact on students
• Helping the less able students achieve the learning objectives
• Stretching the ability of the more able students
• Designing task specific assessment rubrics
• Reinforcing peer assessment through modelling and constructive feedback
• Integrating different resources into the lessons
• Making use of the e-resources and tools in the L&T process
• Making a clear connection between pre-tasks and the main task
• Introducing learning strategies explicitly to students Unit Plan L&T
resources
L&T effectiveness
Assessment for
learning
Impact on teachers
Way forward
Teachers
Students
Curriculum
• Forming teacher network to facilitate professional development
• Sharing teaching resources among schools of similar needs
• Helping students to reflect on their learning through self/peer assessment
• Helping students to develop metacognitive learning strategies
• Further enhancing the materials development at KS2
• Exploring strategies to cater for learner diversity at KS1
Networking activities in Year 2013-14
29 Oct
2013
• Workshop on Using Differentiated Instruction to Cater for Learner Diversity in the English Classroom
13 Dec
2013
• Networking activity 1: Professional sharing on learning and teaching strategies (e.g. e-learning, catering for LD)
Mar 2014
• Networking activity 2: Professional sharing on assessment for/of learning