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ProfessionalDevelopmentProgramme,2017
Effec:veStrategiesforCateringforLearnerDiversityinthePrimary
EnglishClassroom
BenjaminMoorhouseandSimonChanEnglishLanguageEduca:onDivision,FacultyofEduca:on,[email protected]
WorkshopObjec:ves
1. Planninganddesigningunitsandlessonstocaterfordiverselearningneedsusingtheteaching,learningandassessmentcycle
2. Incorpora:ngeffec:velearningandteachingstrategiesintotheclassroomtocreateaholis:clearningenvironmentforEnglishthroughdifferen:atedinstruc:on
3. Providinglearners’choicestodevelopstudentownershipandlearnerautonomy
RunDown
1.Learnerdiversityandprevious/currentprac:ces
2.Learningandassessmentcycle
3.Differen:atedinstruc:on
3.Providingchoice
4.Handsontask–Pick‘nMixac:vity
5.QandA
Let’sstartwithavideo
• Wearegoingtowatchashortfilmcalled‘ThePresent’
• Iwantyoutowatchandwritedownyouropinionsabouttheboy.
• h^ps://www.youtube.com/watch?v=whh0MQZ4Q2A
Whatis‘learnerdiversity?’
Intheclassroom,"diversity”appliestolearningstyles,background,educa:onalbackgrounds,language,andsupportathome.
“Theconceptofdiversityencompassesacceptanceandrespect.Itmeansunderstandingthateachindividualisunique,andrecognizingourindividualdifferences…”(UniversityofOregon'sJohnsonHall,1999)
• “Learnerdifferenceshavetradi:onallybeenunderstoodasdifferencesin‘ability’,afixed,cogni:vecharacteris:cofstudents.Theshinnowisto‘capability’whichfocusesoneachstudent’spoten:al”(Scarino&Liddicoat,2009)
DifferencesinLearningStyles• VisualLearner
– Prefertofindinforma:onfromavideoratherthanlisteningtosomeone
– Thinkofideasandinforma:oninpictures– Liketodrawandillustratework
• AuditoryLearner– Prefertolistentoobtaininforma:on– Donotliketoreadlotsoffactualinforma:on– Rememberinforma:onbytalkingaloudanddiscussingingroups
• Kinesthe:cLearner– Prefertodiscussinforma:onwhiletheyarelearningit– Prefertolearnbyrole-playandac:ng– Prefertolearnbybuildingmodelsandmakingthings
Otherlearningstyles:verbal/logical/social/solitary
DifferencesinSocialInterac:on• Avoidantlearner– Takesli^leresponsibilityforownlearning
• Par:cipa:velearner– Acceptsresponsibilityforownlearningandrelatewelltoothers
• Compe::velearner– Competeforrewards/recogni:onandsuspiciousofpeers
• Collabora:velearner– Workinharmonywithpeers
• Independentlearner– Prefertoworkaloneandrequireli^ledirec:on
OtherDifferencesa) Interest–mo:va:on,artudeb) Readiness–a^en:onspan,ageandmaturityc) Ability–linguis:cdifferences,SENd) Personality–introvert,extroverte) Social-race,religion,familybackgroundf) Gender
• findingoutwhystudentsdonotlearnwellandwhysomelearnbe^erthanothers
• usingappropriatestrategiestomakeeachstudentlearnbe^er,includingremovingbarrierstolearning
• notintendedtoevenoutabili:esandperformances,buttoenableallstudentstolearnandperformtothebestoftheirabili:es.
(CDC,2002)
CurriculumandDiversity
• “Cateringforlearnerdiversitythroughdevelopingawiderangeofopen-endedlearningtasksandac:vi:es,andemployingteachingstrategiesthatsuitthespecificneedsofbothlessableandmoreablelearners,aswellastheneedsoflearnerswithdifferentlearningstyles”(CDC,2004,p.5)
PreviousPrac:ces
• Teachtothemiddle• Teacherdirectedwholeclassinstruc:onwithstudentspassivelyreceivinginforma:on
• Raregroupworkorac:velearning• Standardizedlockstepinstruc:on• Regularhigh-staketests
Twostudents–SameClassDifferentExperiences• Katecomesfromamiddleclassfamily.ShewenttoanEnglish
mediumkindergarten,hasanEnglishspeakingdomes:chelperanda^endsanerschoolEnglishclassestwiceaweek.ShelovesreadingEnglishbooksandherfavouriteauthoris‘RoaldDahl.’
• Hugoliveswithhismotherandgrandmother.TheyarenewarrivalsfromMainlandChina.NooneinhisfamilyspeaksEnglish.Helearntthealphabetsonginkindergarten.
• Bothstudentsgetallocatedtothesameclassinalocalprimaryschool.Aneraboutamonth,thestudentshavetheirfirstdicta:on.Katescores100andHugoscores15.Katereceivesareward.Hugohastocopythewordshegotwrongthree:mes.– WhatimpactcouldthisexperiencehaveonKateandHugo?(views
towardsEnglish,artude,mo:va:on,engagement,socialrela:onships)
– Whatassump:onsmighttheteacherhaveaboutKateandHugo?Aretheseassump:onsfair?
– WhatchangescouldbemadetohelpaccommodatetheneedsofbothKateandHugointhesameclass?
EqualityvsEquity
• Equalityintheclassroom–Everyoneistreatedthesameregardlessofbackgroundandabili:es.
• Equityintheclassroom-Factorsspecifictopersonorgroupshouldnotinterferewiththeirpoten:alforacademicsuccess.
Mindsetofateacherwhodifferen:ates
• Allstudentshaveareasofstrength• Allstudentshaveareasthatneedtobestrengthened
• Eachstudentsbrainandbodyisunique• Itisnevertoolatetolearn• Studentsbringtheirownpriorknowledgeandexperiencestoeverythingtheydo
• Emo:ons,feelingsandartudesaffectlearning• Studentslearnindifferentwaysatdifferent:mes
AdaptedfromGregory&Chapman,2013
• Toeffec:velycaterforourlearners,whatisthefirstthingweneedtodo?
Weneedtoreallyknowourlearnerswell
Learning,teachingandassessmentcycle
CDC,2004,p.192
Gerngtoknowourstudents’individualdifferences• Academic
achievement?• Interest?• Artude?• Learning
style?• …
Differen:atedInstruc:on• Content(Whatistaught)!Focusoncorepartsofunitandvary
themtomeetneedorreadinessoflearner-quan:ty,complexity,supportgiven,taskrequirements
• Process(Howitistaught)!Flexiblegroupings,moreorless
scaffolding,interestcentres,provideextra:me• Product(Howstudentsdemonstratetheirlearning)!Open-
endedtasks-Giveop:onsofhowstudentscandemonstratetheirlearning,userubrics,allowstudentstoworkaloneoringroups,wordprocessesvshandwrite,differen:ateddicta:onand/orexams
• Learningenvironment(Thewaytheclassroomfeels)!Createa
languagerichsuppor:veenvironment,developrou:nes,setoutclearguidelines,makelearnersawarethattheirclassmateshavedifferentneeds(Tomlinson,1995)
Assessment
Differen:atedInstruc:oninAc:on
VocabularyLearningLearningEnvironment
Indifferentareasofthecurriculumwecandifferen:ateindifferentways
• Vocabulary• Grammar• Reading• Wri:ng• Listening• Speaking
Howdoyoudifferen:atethecurriculuminthesedifferentareas?
Content
Moreablelearner
Findmorewordsinsamecategory/
theme
Providelongerwordlist(beyondthewordsinthe
textbook)
Lessablelearner
Focusonafewwordstolearn
Provideashorterwordlist
Vocabulary
ListA:Originalwordlists ListB:Lessable ListC:Moreable(Find5morefreeEmeacEviEesandaddthemtoyourlist)
1. playfootball2. playbasketball3. playbadminton4. playtabletennis5. playminigolf6. playChinesecheckers7. playChinesechess8. playthepiano9. playtheviolin10. playtherecorder
1. playfootball2. playbasketball3. playbadminton4. playtabletennis5. playminigolf6. playChinesecheckers
1. playfootball2. playbasketball3. playbadminton4. playtabletennis5. playminigolf6. playChinesecheckers7. playChinesechess8. playthepiano9. playtheviolin10. playtherecorder11.________________12.________________13._________________14._________________15._________________
Choice:• Studentscanselectthewordlisttheywanttostudy• Studentscanselectthewordstheywanttostudy
Differen:atedContent:WordLists
Process
Kinesthe:clearner
Boardrace/Spellingrace
Magne:cle^ers
Visuallearner
Picturecards
Palmanismgame
Picturewordbanks
Auditorylearner Prerecordedtapeofwordlist
Kinesthe:clearner
Boardrace/Spelling(Dicta:on)race• Writethetargetvocabularyontheboard• Formtwoteams• Teachsaystheword• Studentsrunupandhitorwritethecorrectword
• Anyotherideas?
Visuallearner• Picturecards– Wordcardswithpicturesupport
• Palmanismgame– Studentsneedtomatchthepicturetotheword
• PictureWordBank– Providespacetodrawapicturetogowiththewords
• Colourcodedwords– Providesyllablesordifferentpartsofspeechindifferentcolours
• Useon-linetools-‘Googleimages’or‘Flikr’tosearchforpictures– Thesecanbecopiedandpastednexttotheirwordlists
AuditoryLearner
• Prerecordedfilesofvocabulary– Recordingofthewordlistforstudents
• Explicitlyteachthele^er/soundrela:onships
• Usetheon-linetool–Voki– StudentscantypethewordsfromthewordlistintoVokiandlistentothem.
• Anyotherideas?
Logicallearners• Makeawordwordofassociatedwordsorinforma:onaboutthatword:
• Buildawordwebforfree:meac:vi:estogether
Product
Differentlearningstyles
Kinesthe:clearner
sor:ngthewords
Listenandselect
Listenanddo
Visuallearner
Makeapicturedic:onary
Matchwordstopictures
Listenanddraw
Auditorylearner
Listenandwrite
DifferentabiliEes
Differen:atedDicta:on
Bonuswords
Moreorlesssupport
Differen:atedDicta:onDictaEonA100% DictaEonB(60%)Youonly
needtodictatethefirstsixwords
DictaEonC(120%)WritetwomoreacEviEesyouknow
1. playfootball2. playbasketball3. playbadminton4. playtabletennis5. playminigolf6. playChinesecheckers7. playChinesechess8. playthepiano9. playtheviolin10. playtherecorder
1. playfootball2. playbasketball3. playbadminton4. playtabletennis5. playminigolf6. playChinesecheckers
1. playfootball2. playbasketball3. playbadminton4. playtabletennis5. playminigolf6. playChinesecheckers7. playChinesechess8. playthepiano9. playtheviolin10. playtherecorder11.________________12.________________
StudentChoice:• Studentscanselectthedicta:ontesttheywanttotake/orthewordstheywanttolearn
CreaEngalanguagerichenvironmentcanbenefitalltypesoflearnersandlearningstylesWecandisplayandprovideresourcestosupportourlearners:
• Vocabularydisplays• Alterna:vewordlists• Picturedic:onariesandwordbanks• Centres–Games/Audiosta:ons
Howcanyoucreatealanguagerichenvironmentinyourownclassroom?Canyoucoordinatewithothersubjectteachers?
LearningEnvironment
VocabularyDisplays
Break
CCDanielGo,TeaBreak,2012,Flickr.com
Differen:atedInstruc:oninAc:on
LearningtoreadLearningEnvironment
Reading
Content
Moreable
ExtendedtextsAddi:onalreadingmaterial
Authen:ctexts
Differentskillsfocus
Lessable
Simplifiedtexts
Differentskillsfocus
Originaltext
Downie,M.,Gray,D.,andJuménez,J.M.(2014)LighthouseforHongKongBook7.Educa:onPublishingHousep.16
AdaptedtextsSimplifiedversion
JapanesechildrencelebrateChildren’sDayon5thMay.Theirparentsputupdecora:onsathomeforthem.Manyyearsago,Children’sDaywasonlyforboys.GirlshadaspecialdayinMarch.Thedaywascalled‘Doll’sDay.’Now,Children’sDayisforboysandgirls.
Simplifiedversion
JapanesechildrencelebrateChildren’sDayon5thMay.Theirparentsputupdecora:onsathomeforthem.Manyyearsago,Children’sDaywasonlyforboys.GirlshadaspecialdayinMarch.Thedaywascalled‘Doll’sDay.’Now,Children’sDayisforboysandgirls.
HigherfrequencywordsSimplersentencepa^erns
Lesspronounsandreferen:alwords
Extended version JapanesechildrencelebrateChildren’sDayon5thMay.Itisadaytocelebratethehappinessofallchildrenandtheirmothers.Ontheday,parentsputupcarp-shapedstreamersathomeandpeopleeatmochiricecake.Un:lrecently,thisholidaywasknownasBoy’sDayandwasonlyforboys.Inthepast,therewasanotherspecialdayforgirlsinMarch.Itwascalled‘Doll’sDay’.Now,boysandgirlscelebratetogetherinMay.The5thMayisana:onalholidayinJapan.Childrendonotneedtogotoschoolandadultsdonotneedtogotowork.
Extended version JapanesechildrencelebrateChildren’sDayon5thMay.Itisadaytocelebratethehappinessofallchildrenandtheirmothers.Ontheday,parentsputupcarp-shapedstreamersathomeandpeopleeatmochiricecake.Un:lrecently,thisholidaywasknownasBoy’sDayandwasonlyforboys.Inthepast,therewasanotherspecialdayforgirlsinMarch.Itwascalled‘Doll’sDay’.Now,boysandgirlscelebratetogetherinMay.5thMayisana:onalholidayinJapan.Childrendonotneedtogotoschoolandadultsdonotneedtogotowork.
Addi:onalinforma:on
Morecomplicatedconnec:vesMorechallengingvocabulary
Process
Flexiblegroupings
Mixedability/Abilitygroups
Collabora:vereadingstrategies.e.g.Jigsaw
reading
Levelsofteachersupport
Readingaloud,sharedreading,guided
reading,independentreading
Differenttypesofques:ons
Ques:onsthatrequiredifferentlevelsof
processing/languageability/responses
Differentac:vi:es Worksheets,games,boardgames
Typesofques:ons• Lookatthefollowingques:onsaboutthepassage– WhenisChildren’sDay?– Whatwasthespecialholidayforgirlscalled?– WouldyouliketohaveChildren’sDayinHongKong?Why?Whynot?
– WhydoyouthinkmanyyearsagothatChildren’sDaywasonlyforboys?
– Ifyoucouldchoosetheac:vi:espeopledoonChildren’sday,whatwouldyouchoose?Why?
• Whichques:onsaremorechallengingtoanswerandwhy?
• Usebloomstaxonomytomakeques:onsaboutyourpassage• Make3differentques:ons.
• UsingKahoot.it
FlexibleGroupings
Wecancaterfordiversityusingdifferentkindsofgroupingsfordifferenttasks.Howmightthefollowinggroupshelpcaterfordiversity?• AbilitygroupsvsMixedabilitygroups• PairsvsSmallgroups• Friendsvsnotwithfriends
Product Differentwaystorespondtothetext
Verbalresponse
Retellthestoryorally
Answeroralques:onsaboutthe
text
Wri^enresponse
Closed/Open-ended
Shortanswers/Longanswer
Summarizing/sequencing
VisualresponseDrawthesequence/summarizeasacomic
stripetc.
Products:Open-endedtasks• Produceacomicstripaboutchildren’slivesinJapan.
• MakeaVennDiagramtocomparethelifeofchildreninHongKongandJapan.
• Summarizetheinforma:onaboutchildreninJapanontoaposter
• Makeashortdramatoshowonepartofchildren'slifeinJapan
Whatkindsoflearnersdothesedifferentproductscaterfor?
Usinge-Learningtocaterfordiversity
LearningEnvironment
– Readingskillsandstrategiesposters
– Ques:onwordposter– Readingstrategiesflip-book/bookmarks
sparklebox.com
Differen:a:onofotherEnglishlanguageskills
• WriEng–Open-endedwri:ngtasks/provideresources/Considerpurpose,audienceandcontext
• Speaking–Moreorlessscaffoldingandsupport/Open-endedtaskswithrealcommunica:vepurpose
• Listening–Selec:onofaudiorecording/numberof:mestheyplaytherecording/Differentwaystorespondtothetext
• Grammar–Moreorlessscaffoldingandsupport/Differentfocusstructures/Addi:onalgrammaritems
Choice
• Tocaterforthestudentandparents’viewsoffairness,studentscanbeprovidedwithchoices
• Choicecanhelpenhancestudents’mo:va:onandhelpdeveloptheirautonomy– Choicecanhelpusconsiderstudents’learningstylesensuresstudentsaregerngthemostoutofthetasks(Czeriawksi&Kidd,2013)
• “Hart(1996)highlights,“’choice’and‘diversity’arethetwokeythemesof‘differen:a:on’,weretobethemeansofachievingequalityofopportunityforall.”(p.13)
Howdowegivestudentschoice?
• Providestudentswithdifferenttaskstochoosefromortheordertheydothem:– Task1:Sortthewordsintothefruitandvegetablescolumns.Youcanaddmorewords
– Task2:Writedownallthefruitsandvegetablesyoulikeanddon’tlike
– Task3:Writeajournalofallthefruitsandvegetablesyouatethisweek
– Task4:Makeapicturedic:onaryforallthefruitsandvegetablesyouknow
Dicta:onPrac:ceChoose3ac:vi:estoprac:ceyourspelling.
Writeyourwordsinalphabe:calorder.
Writeyourwordsinrainbowcolours.
Writeasentenceforeachword.
Writeyourwordswithredvowelsandblue
consonants.
Writeyourwordswitharhymingwordnexto
them.
WriteyourwordsinCAPITALle^ers.
Writeyourwordswith
sillyle^ers.Writeyourwordswithbubblele^ers.
Writeyourwords3:meseach.
Moorhouse,2016
Hands-onTask
– Ingroups,designaPick‘nMixac:vitywithdifferentac:vi:esthatcaterfordifferentlearningstyles,abili:esandinterestsunderthetopicoffoodforprimarytwolearners.
– Thisac:vityshouldbringtheideaofchoiceanddifferen:atedinstruc:ontogether.
– Whenyouhavethoughtofyoura:vi:es,pleasepresentthem.
Otherthingstoconsider
• Clarityofinstruc:ons(oralandwri^en)• Typeoffeedbackprovided(mark,grade,comment,sugges:ons)
• Homeworkrou:nesandprac:ces• Summa:veandforma:veassessment
• Others?
Takeawaypoints
• Usetheteaching,learningandassessmentcycletogettoknowyourstudents’needs
• Crea:veaposi:velearningenvironmentwherediversityiscelebrated
• Arrangeandconductdiverseac:vi:esandtasksthroughdifferen:atedinstruc:on
• Providechoicewhenpossibletoallowstudentstotakeownershipandautonomyovertheirownlearning
• Let’sdoapoll– Gotowww.men:.com– Typein359553
• WhatwillyoutakeawayfromthisworkshopandimplementinyourEnglishclassroomtocaterforlearnerdiversity?
KeyReferences• CurriculumDevelopmentCouncil.(2004).EnglishLanguageCurriculumGuide:Primaryonetosix.Author:HKSAR.• Cowley,C.(2013).ThesevenT’sofPracCcalDifferenCaCon.CreateSpaceIndependentPublishingPla|orm• Czerniawski,G.&Kidd,W.(2013).HomeworkforLearning:300PracCcalStrategies,Maidenhead:OpenUniversity
Press.• • Gardner,H.(1999).Intelligencereframed:Mul:pleintelligencesforthe21stcentury.NewYork:Basic.• GregoryandChapman(2013)DifferenCatedInstrucConStrategies.Onesizedoesnotfitall.Corwin• Gomes,W.C.(2012).Differen:a:on.ModernEnglishTeacherVol.21.3
• Hart,S.(1996).Differen:a:onandthesecondarycurriculum:debatesanddilemmas.Routledge
• Moorhouse,B.(2016)Givingyounglearnersachoiceofhomework.ModernEnglishTeacher.Vol.25,Issue3(26-27).
• Moorhouse,B.(2017).Reply:Differen:a:ngtasksforyounglearners.ModernEnglishTeacher.Vol.26,Issue1.• Theisen,T.(2002).Differen:atedinstruc:onintheforeignlanguageclassroom.Mee:ngthediverseneedsofall
learners.Communiqué.Issue6• Tomlinson,C.(2001).Howtodifferen:ateinstruc:oninmixed-abilityclassrooms.2nded.Alexandeia,VA.
Associa:onforSupervisionandCurriculumDevelopment.
