LearningLearning

4 July 2005© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 8

The University of Waikato

Private Bag 3105

Hamilton, New Zealand

0800 WAIKATO

www.waikato.ac.nz

Learning LanguagesLearning LanguagesJeanne GilbertJeanne Gilbert

School Support ServicesSchool Support ServicesUniversity of WaikatoUniversity of Waikato

Ko tōu reoKo tōu reo

Ko tōku reoKo tōku reo

Te tuakiri tangataTe tuakiri tangata

Tīhei uriuriTīhei uriuri

Tīhei nakonakoTīhei nakonako

Your voiceYour voice

My voiceMy voice

It is an expression of identityIt is an expression of identity

Behold, the message and the Behold, the message and the messenger messenger

Changing Stations Changing Stations with with

Harry PotterHarry Potter Personalising LearningPersonalising Learning Differentiated learningDifferentiated learning Learning centres Learning centres

Session ObjectivesSession Objectives Teachers will have an opportunity to Teachers will have an opportunity to

learn and/or up-skill their knowledge learn and/or up-skill their knowledge about research and strategies about research and strategies related to personalising learningrelated to personalising learning

Teachers will learn and / or practise Teachers will learn and / or practise new target languagenew target language

Teachers will participate in Teachers will participate in experiential learning ie they will experiential learning ie they will learn about student-centred learning learn about student-centred learning by working in a number of learning by working in a number of learning centrescentres

Differentiated learning:Differentiated learning:

usually consists of usually consists of

three levels of learning three levels of learning

within an activitywithin an activity

Layered Curriculum - Dr. Kathie Layered Curriculum - Dr. Kathie F. Nunley F. Nunley

http://http://www.help4teachers.com/www.help4teachers.com/

What's In a Layer?What's In a Layer?C Layer :C Layer :

Basic knowledge, understanding. The Basic knowledge, understanding. The student builds on his/her current level student builds on his/her current level of core information.  of core information.     

B Layer :B Layer :Application or manipulation of the Application or manipulation of the information learned in the C layer. information learned in the C layer. Problem solving or other higher level Problem solving or other higher level thinking tasks can be placed here.thinking tasks can be placed here.

A Layer :A Layer : Critical Thinking and Analysis. This Critical Thinking and Analysis. This layer requires the highest and most layer requires the highest and most complex thought. complex thought.

What is a Learning Center?What is a Learning Center?

Michael Opitz: : http://teacher.scholastic.com/professihttp://teacher.scholastic.com/professional/backtoschool/learning_center.htonal/backtoschool/learning_center.ht

m)m)

For me, For me, a learning centera learning center is a is a small area within the small area within the classroom where students classroom where students work alone or interact with work alone or interact with others, using instructional others, using instructional materials to explore one or materials to explore one or more subject areas. It is a more subject areas. It is a place where a variety of place where a variety of activities introduce, reinforce, activities introduce, reinforce, and/or extend learning, often and/or extend learning, often without the assistance of the without the assistance of the classroom teacher.classroom teacher.

The ProcessThe Process

Aims and Goals Aims and Goals Planning, planning, planningPlanning, planning, planning Management TipsManagement Tips Learning CentresLearning Centres Assessment and EvaluationAssessment and Evaluation

Ideas for Learning Ideas for Learning CentresCentres

Reader’s CentreReader’s Centre Vocabulary Vocabulary

CentreCentre Computer CentreComputer Centre Guided Writing Guided Writing

(writing tasks)(writing tasks) Creative Art Creative Art

CentreCentre

(shaping)(shaping)

Guided ReadingGuided Reading Language GameLanguage Game Writing CentreWriting Centre Listening PostListening Post Conversational Conversational Centre Centre (drama, role (drama, role

play)play)

Interaction – Interaction – listening + speakinglistening + speaking

Management TipsManagement Tips

Task management board Task management board and / orand / or

Activity logActivity log

For checklist of For checklist of

skills and conceptsskills and concepts

Task Management TipsTask Management Tips Have whole class together first for instructionsHave whole class together first for instructions Show class Task Management Board or Activity Show class Task Management Board or Activity

LogLog Organise groups and duration of time (or not)Organise groups and duration of time (or not) Groups can be social, random or teacher Groups can be social, random or teacher

selectedselected Activities could last whole period or part of a Activities could last whole period or part of a

periodperiod Activities can be at different levels of difficultyActivities can be at different levels of difficulty Specific Learning Outcomes for activities must Specific Learning Outcomes for activities must

be clear (and relate to AOs)be clear (and relate to AOs) Reporting back time at end of lesson is REALLY Reporting back time at end of lesson is REALLY

IMPORTANTIMPORTANT

Example of Task Management Example of Task Management BoardBoard

Reader’s Reader’s CentreCentre

R, W: R, W: Individual Individual work or think, pair, work or think, pair, share tasksshare tasks

Read and add new Read and add new vocab + structures to vocab + structures to reading log - sharereading log - share

Vocabulary Vocabulary CentreCentre

L, S, W:L, S, W:Group work using Group work using vocab cards vocab cards

Activities (cards) to Activities (cards) to practise new vocabpractise new vocab

Computer Computer CentreCentre

R, L - ICTR, L - ICTIndividual or pair Individual or pair workwork

Use software to Use software to practise new vocab practise new vocab + structures+ structures

Guided Guided Writing Writing

L, S, R, W:L, S, R, W:Pair/group workPair/group work

Writing activity task Writing activity task sheets – self sheets – self markingmarking

Example of Task Management BoardExample of Task Management Board

Guided Guided ReadingReading

eg bookleteg booklet

L, S, R, + L, S, R, + shapingshaping + thinking + thinking

-- Pair workPair work

Read, share and Read, share and practice new vocab. practice new vocab. Do some maths!Do some maths!

Vocabulary / Vocabulary / New StructureNew Structure

ActivityActivityEg running Eg running dictationdictation

L, S, R, WL, S, R, WPair work, Pair work,

Relating to one Relating to one anotheranother

L1 + L2 literaciesL1 + L2 literacies

This is an activity This is an activity that incorporates that incorporates listening, speaking, listening, speaking, reading, writing reading, writing and editing.and editing.

InteractionInteractionEg matching cardsEg matching cards

L, S, R L, S, R ThinkingThinkingPair work using Pair work using vocab + structure vocab + structure cardscards

This is an activity This is an activity (cards) to practise (cards) to practise new vocab and new vocab and structures.structures.

Writing Writing

Eg poetryEg poetry(L, S,) R, W:(L, S,) R, W:Pair work + Pair work + individual thinkingindividual thinking

This is a creative This is a creative writing activity.writing activity.

Example of Activity LogExample of Activity LogTopic: Harry Potter’s WorldTopic: Harry Potter’s World

Curriculum links: Curriculum links: 1.4 communicate about personal information such as name, age, nationality 1.4 communicate about personal information such as name, age, nationality

and homeand home

2.5 (F+G) communicate about physical characteristics, personality and 2.5 (F+G) communicate about physical characteristics, personality and feelingsfeelings

StatioStationn

Activities – Activities – work with a work with a

partnerpartner

LSRWLSRW

PCKPCK

principlesprinciples

KCsKCs

words and words and structures structures you still you still

need help need help withwith

Describe Describe your your

learning learning today. What today. What helped you helped you

learn?learn?

What What will you will you have to have to

do do next?next?

Partner Partner check / check /

Teacher’s Teacher’s signaturesignature

11Running dictationRunning dictation L,S, L,S,

R,W,R,W,relatingrelating

22Making a bookletMaking a booklet S,R, S,R,

shapingshaping

thinkingthinking

33Matching CardsMatching Cards L,S,RL,S,R

relatingrelating

Example of Activity LogExample of Activity LogTopic: introducing yourself and othersTopic: introducing yourself and others

Curriculum links: Curriculum links: 1.4 communicate about personal information such as name, age, nationality 1.4 communicate about personal information such as name, age, nationality

and homeand home

2.5 communicate about physical characteristics, personality and feelings2.5 communicate about physical characteristics, personality and feelings

StatioStationn

Activities – Activities – work with a work with a

partnerpartner

AOAO LSRWLSRW DifficultDifficultyy

TimeTime PartnePartner r

checkcheck

Teacher’s Teacher’s signaturesignature

11Match the phrases with Match the phrases with the pictures. Take turns the pictures. Take turns with your partner to read with your partner to read them aloudthem aloud

2.52.5 R,SR,S ** 10 10 minsmins

22Decide who partner ‘A’ Decide who partner ‘A’ and who partner ‘B’ is …and who partner ‘B’ is …

2.52.5 S,WS,W **** 15 15 minsmins

33Guess who? Qui est-ce? Guess who? Qui est-ce? Devine!Devine!

2.52.5 S,RS,R ****** 15 15 minsmins

Reporting Back - oral or Reporting Back - oral or written:written:

Possible Teacher Questions Possible Teacher Questions / Learning prompts:/ Learning prompts:

Explain to the others what your group Explain to the others what your group diddid today. Or:today. Or:

Explain what you Explain what you diddid in the xxx centre in the xxx centre What did you What did you learnlearn today? today? What will you have to do next to remember / What will you have to do next to remember /

use this use this learning?learning? Do you have any Do you have any adviceadvice for the next group? for the next group?

Ongoing evaluation ofOngoing evaluation of Learning Centres Learning Centres

Use feedback and feedforward Use feedback and feedforward from teachers AND students ie from teachers AND students ie analyse and evaluate activities analyse and evaluate activities AND learningAND learning

Synthesise and/or create Synthesise and/or create

new resourcesnew resources

ReferencesReferences Making Meaningful Links – Kerri Thomas, Audrey Ulrich, AFMLTA Making Meaningful Links – Kerri Thomas, Audrey Ulrich, AFMLTA

Conference 2001Conference 2001 Addressing the Diversity of Learning in a Year 9 Second Language Addressing the Diversity of Learning in a Year 9 Second Language

Class – course notes Noeline Grant 2003Class – course notes Noeline Grant 2003 Catering for Different learning Needs Beltz 1978 – adapted by Catering for Different learning Needs Beltz 1978 – adapted by

Ulrike Handke 2001Ulrike Handke 2001 Multilevel Tabloid Activities – translated and adapted from a Multilevel Tabloid Activities – translated and adapted from a

presentation at NZALT Conference by Friederike Cichon 1998 – presentation at NZALT Conference by Friederike Cichon 1998 – Jeanne Gilbert 2001Jeanne Gilbert 2001

Accelerated Learning in the Classroom – Alistair SmithAccelerated Learning in the Classroom – Alistair Smith Learning to Think. Thinking to Learn – Michael Pohl 2000Learning to Think. Thinking to Learn – Michael Pohl 2000 Inside the Black Box – Black and Williams 1998Inside the Black Box – Black and Williams 1998 Assessment For Learning – some practical strategies – Geoff Moore Assessment For Learning – some practical strategies – Geoff Moore

20022002

Free translations, 20 languages Free translations, 20 languages http://www.happychild.org.uk/home11.htm Harry Potter wiki site:Harry Potter wiki site:

http://es.wikipedia.org/wiki/Harry_James_Potter