Дифференцированный подход в обучении английскому языку:

техники и приёмыЦентр

иноязычного образованияКК ИПК

Толстова Екатерина

VIII Всероссийская научно-методическая конференция Современная дидактика и качество образования:

соотношение индивидуального и коллективного в обучении28.01.16.

Постулаты обучения

And instruction is the road map to achieving understanding

Learning as a journey

What are the teacher’s mistakes and problems

• Video: Classroom Management in a Differentiated Classroom

• Martha Kaufeldt models how classroom management is a key to success when differentiating instruction.

Differentiation

is NOT• A different lesson plan for each student each day• A different program for each student in the class• Only ability grouping to reduce the differences• Grading particular students harder than others• Allowing students who finish a required task earlier than others to play

games• Assigning more work, at the same level, to high achieving students• Differentiation doesn’t suggest that a teacher can be all things to all

individuals all the time• Focusing upon students weaknesses and ignoring their strengths• Students spending a significant amount of time teaching material which

they have already mastered to others who have not yet mastered it

Differentiated instruction

IS • A variety of teaching methods and activities• Learning choices with multi-option

assignments • Multiple materials

Differentiation by

Learning styles Choice Interest

Differentiation by

Content: Differentiation by text

• authentic articles from a British newspaper or magazine

• an article from a course book

• A text adapted by the teacher

• An authentic recording of a weather forecast

• A cassette recording from the course book

Content: Differentiation by task

1. identify only a minimum amount of information

2. identify more information

3. a more open-ended task

1. read for the gist, without needing to understand all of the words in the text

2. search for specific information

Tasks graded in difficulty

1. complete sentences by filling in gaps 2. write sentences based on a model 3. write their own sentences

Dialogue Act out the dialogue with a friend. Choose the

challenge!1. Read the dialogue.2. Read and change some words in the dialogue.3. Cover and remember the dialogue.4. Cover, remember and add some more questions

and answers.

Great Explorers 5 - Teaching mixed ability classeshttps://www.youtube.com/watch?v=J0m05aRNzPk Oxford University Press ELT

What is the level of difficulty?

Content: Differentiation by support

Differentiated Learning – Incredible Teaching Tip

What is the main idea of the sequence? • Grammar point• Topic• Number of levels• Materials

https://www.youtube.com/watch?v=TagbnwkeoJE Oxford University Press ELT

Going deeperwork in groups

Match the level of difficulty and its description

A very high level of support

Models of the question and answer in the speech bubbles.Pictures

Slightly less support

A list of the verbs on a separate sheet of paper. Match the verbs to the pictures Put the verbs into the correct form

A moderate level of support

Post-its with the verb in the ing-form. The verbs on the right pictures.Substitute these verbs in the example sentences

Very little support

All is coveredOnly pictures

No support A post-it over the end of the example answer. Recall the vocabulary and the correct form of the verb.

Answer A very high level of support

Models of the question and answer in the speech bubbles.Pictures

Slightly less support A list of the verbs on a separate sheet of paper. Match the verbs to the pictures Put the verbs into the correct form

A moderate level of support

Post-its with the verb in the ing-form. The verbs on the right pictures.Substitute these verbs in the example sentences

Very little support All is coveredOnly pictures

No support A post-it over the end of the example answer. Recall the vocabulary and the correct form of the verb.

Can you add any other variants of this activity?

Differentiation by support

Mustshould

…. ;opinion;

…. ;rule; …. ;

-only with a…. verb;-no ... ;

-no … forms;-?? … help;

Modal verbs

express … to

actions

Differentiation by

Differentiation by product

Differentiation by product

All of you must• use at least five of the new

vocabulary items we studied this week

• use the imperfect tense correctly

• use the model provided to help you

Some of you might• be creative and humorous• extend and develop the

model provided

Comic strips

• Open ended tasks• No right answers

Comic strips: Ideas on how to use

1. Give students the blank caption portion and have them guess the captions.

2. Teacher can blank out some words from original text for students to fill in.

3. Teacher can scramble letters of words, or mix up the words of the text for students to sort out.

http://toonut.com/esl-printable-worksheets/

Differentiation by

Differentiating based on multipleintelligences theory

Sports ActivitiesReading about three different sports• 1st group practice demonstrating a sport from the

target culture as a kinesthetic option• 2nd group collaborate on designing a poster with

the rules for the sport as a visual-spatial option• 3rd group develop a presentation or report on a

sport, thus touching on the verbal-linguistic intelligence

Theisen, 1997

Differentiating based on different learning style

• Prepare and perform a music video for the song (listening, discussion, drama)

• Write a story that has similarities to the song and tell it. (listening, writing, speaking)

• Draw a picture about the song and explain it (listening, drawing, speaking)

• Change some words in the song and sing the new version. (listening, reading, vocabulary)

Differentiation ideas per skill: Listening• Students are given core and extended details to identify from the same listening

materials.• Students are given a choice to answer in the target language or not, provided they

can identify the key words and they know what they mean. • Students are asked to respond to what they hear: How do they think the person

feel? Do you think they sound interesting? Do you think they are telling the truth?• Students are asked to use/ hide away support material.• Students have to establish if statements referring to the listening material are true

or false (identifying key words) and correct them (understanding negatives, synonym…)

• Students have to sequence pictures and label them correctly (labels provided or not)

• Students listen and underline what is different from the recording (higher ability students can correct and/or give synonyms.

• Students work with a script: they self-correct or peer-correct their listening exercise as well as highlight key words. Higher ability students can be asked to identify specific key words by giving them synonyms, lower ability students could be asked to spot cognates and near cognates in the transcript.

Differentiation ideas per skill: Speaking• When teaching vocabulary some students already know, students

may be asked to find synonyms or different words they know with similar sound (phonic focus)

• In role-play activities, students with prior knowledge and more able students can be encourage to include additional/ more advanced language such as tenses or opinions

• If the speaking activity is to be performed individually the differentiation will be determined by the support allowed e.g. full text/ cue card

• When answering questions, more open-ended questions will be put to the more able or the students with prior knowledge

• Students complete a survey where they have to tick other people’s opinions from a range of provided answers (higher ability students can gain extra points by giving additional full sentences.

• Students are given sentence starters or speaking frames before being asked to do a speed-dating speaking game.

Differentiation ideas per skill: Writing• Students substitute words for pictures• Student use help sheets independently with key phrases/ prompts/

vocabulary.• Students are requested to use a defined number of stylistic devices such

as:– connectives: and, or, but, because …– sentence starters: firstly, secondly… on the one hand, on the other hand, in

general…– opinions: I think, I believe, In my opinion… (+ justification of opinions)– qualifier and adverbs: quite, very, a lot, extremely …

• Students are requested to refer to more than one time frame.• Students are asked to develop their writing in a creative way:

– poems: finding rhyming words– songs/raps: writing additional verses – Writing captions for cartoons, photos…

RAFT

• Not a student• Not a teacher• Not an essay

Think-Tac-Toe

DEPARTMENT OF EDUCATION G10

Tic-Tac-Toe Choice Board

Animal school

The students’ problems• A nervous breakdown• Frustration• Overexertion• To be a problem child and

be disciplined severely

Animals and curriculum

Does this fable have a moral?

• The animals failed because they there were too many subjects at school

• Who can do everything a little is the best student

• Using one’s own way to learn is not acceptable at school

• Average is acceptable in school

Tiered activity

STANDARD: Identify the characters in a story• With your group examine how the

characters changed over time. You may choose your product. (Choose 2 characters)

• With your group show the characters in the story. You may choose your product. (Choose 2 characters)

• With your group compare and contrast the strengths of the characters in the story. You may choose your product. (Choose 2 characters)

What is the level of difficulty?

Tiered activity: answer

STANDARD: Identify the characters in a story• More Complex Task (Tightened): With your

group examine how the characters changed over time. You may choose your product. (Choose 2 characters)

• The Just Right Task: With your group compare and contrast the strengths of the characters in the story. You may choose your product. (Choose 2 characters)

• Less Complex Task (Loosened): With your group show the characters in the story. You may choose your product. (Choose 2 characters)

Tiered activities: how to do?Knowledge tell, list, define, label, recite, memorize, repeat, find, name, record,

fill in, recall, relate

Comprehension locate, explain, summarize, identify, describe, report, discuss, review, paraphrase, restate, retell, show, outline, rewrite

Application demonstrate, construct, record, use, diagram, revise, reformat, illustrate, interpret, dramatize, practice, organize, translate, manipulate, convert, adapt, research, calculate, operate, model, order, display, implement, sequence, integrate, incorporate

Analysis compare, contrast, classify, critique, solve, deduce, examine, differentiate, appraise, distinguish, experiment, question, investigate, categorize, infer

Evaluation judge, predict, verify, assess, justify, rate, prioritize, determine, select, decide, value, choose, forecast, estimate

Synthesis compose, hypothesize, design, formulate,create, invent, develop, refine, produce, transform

Tiered activities: how to do?

To sum up

• Что удивило?• Какие открытия

состоялись?• Какие техники будете

применять?

What hasn’t been discussed

• Learning centers• Types and roles of assessment• Flexible grouping

TTT: things take time

• One subject area at a time• One unit a time• One lesson at a time• One student at a time• One strategy at a time• One grade level at a time

Start small

Think BIG

Begin NOW