differentiation in mfl

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  • 1. Motivate ALL your Language Learners! Differentiation revisited Isabelle JonesAlderley Edge School for Girls http://isabellejones.blogspot.com Twitter: @icpjonesPowerpoint TemplatesPage 1

2. Aims : Develop generic strategies to ensure all our learners needs are best caterered for. Consider different ways to support EAL learners and native speakers in your class. Share tips on how ICT can support differentiation in and out of the classroomPowerpoint TemplatesPage 2 3. What do we mean by differentiation? The planning and teaching that takes into account all the learners in the class so that they can all be given the opportunity to make good progress, regardless of their starting point.Not an add-on Responsive teaching Integral to effective learning and teaching Covering content/ Getting learners engaged with content You already do it- you just need to show others how you do itPowerpoint TemplatesPage 3 4. All learners?Powerpoint TemplatesPage 4 5. All learners? Name different ways in which our students are all different. How many can you think of? 1.Age/ maturity levels 2. 3. 4. 5. 6. Powerpoint TemplatesPage 5 6. All learners? Name different ways in which our students are all different. How many can you think of? 1.Age/ maturity levels 2.Gender 3.Ability 4.Learning style 5.Motivation 6.Prior learning 7.Experiences (of life) 8.Specific learning difficulties 9.Behavioural difficulties 10.Emotional difficulties Powerpoint TemplatesPage 6 7. Progress? OFSTED needs to see all pupils make rapid and sustained progress Key groups need to be identified in your planning: FSM, SEND, EAL, Gifted and Talented Progress within the progress over timelessonPowerpoint TemplatesandPage 7 8. Know your learners : Ability range and SEND Experience/ Prior learning Exposure to home language, English and L2 Different learning styles (VAK) Motivation/cooperation and independenceKnow your setting :General school setting/ classroom layout/ specialist support available/ profile of intake Specific trends in different years Awareness of specific learning and emotional difficulties Powerpoint Templates Can you talk about one of your classes/ introduce your setting for 2 minutes?Page 8 9. Differentiation aimed at different abilities Use of language: cut on teacher talk and provide key words for the lesson at the beginning or before the lesson. (previewing homework) Give practical examples rather than explanations and get students to give further examples to show they show what they have to do Actively teach dictionary skills and a range of strategies to learn vocabularyShare the rationale of your seating plan (instruction, collaboration etc) Set up a pool of experts or envoys (depending on ability mix) to teach other students for topic research. Photocopy good work to discuss features (AfL)Automatic reward for attempting extension workBlooming extensionWriting/ speaking framePowerpoint TemplatesPage 9 10. Differentiation aimed at different abilities-element of choice? Discuss Pros and cons of introducing an element of choiceAn element of choice can motivate students and encourage them to do more o complete the tasks successfullyChoice has to be guided e.g. by levels or by requesting different types of activities => importance of students knowing the assessment criteriaStudents could be allowed to start on harder tasks with extra support-to avoid he issue of all students just going for the easiest tasksMarking and giving feedback on a wide range of tasks can be challenging for he teacher but it can make peer assessment and evaluation more meaningful provided all tasks are to be assessed against the same criteria.To allow some choice, support mechanisms must be in place and students must be at least partially independent earners. Powerpoint TemplatesPage 10 11. Generic differentiation techniques: By outcome:Open-ended tasks or tasks with defined differentiated outcome: Write a different number of sentences, including different key components-different tenses, connectivesBy task:Graded tasks or same reading/Listening with different tasks e.g. gapfill (NOT by use of English and TL in responses)By questioning:From closed to open and lower order to higher order questions requiring Higher Order Thinking Skills (HOTs).By support:Use of FLAs, TAs, peers, time, learning mats, glossaries, dictionaries, verb tables, textbooks, ICTPractical positive and negative points of each generic strategy? How can negative aspects be dealt with? Powerpoint Templates Can you give an example of a language task for each technique?Page 11 12. Learning styles? Visual Auditory Kinaesthetic =VAKVisual learning style involves the use of seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, video clips Auditory learning style involves the transfer of information through listening of spoken words, sounds or music and noises. Kinaesthetic learning involves physical experience - touching, feeling, holding, doing, practical hands-on experiences.Dominant learning style? Use of VAK in schools/in the classroom Powerpoint TemplatesPage 12 13. Learning styles? Howard Gardners Multiple Intelligences intelligence type Linguisticcapability and perception words and languageLogical-Mathematical logic and numbers Musicalmusic, sound, rhythmBodily-Kinaestheticbody movement controlSpatial-Visualimages and spaceInterpersonalother people's feelingsIntrapersonalself-awarenessNaturalistnatural environmentSpiritual/Existentialreligion and spiritualityMoralethics, humanity, value of lifeNot just one type of intelligence-always a mix Not a way to classify students Powerpoint TemplatesPage 13 14. Planning and Learning styles : 1.How can you turn a listening comprehension into a more visual/ kinaesthetic activity? 2.How can you turn a reading comprehension into a more auditory/ kinaesthetic activity? 3.How can you support all learners in a visual, auditory and kinaesthetic way when completing speaking and writing tasks in class?Powerpoint TemplatesPage 14 15. 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) Powerpoint TemplatesPage 15 16. Differentiation ideas per skill: Listening (2) 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.Powerpoint TemplatesPage 16 17. Differentiation ideas per skill: Speaking Students with prior knowledge contribute to a regular Show and Tell session. When teaching vocabulary some students already know, students may be asked to find synonyms or different words they know with similar sound (phonic focus) Peer teaching in pair work or group activities 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 (checklist with points attached to it). 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, Powerpoint TemplatesPage 17 18. Differentiation ideas per skill: Speaking (2) Students complete a survey where they have to tick other peoples 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.Powerpoint TemplatesPage 18 19. Differentiation ideas per skill: Reading Students with prior knowledge receive stimulus in authentic handwriting. Differentiation by task e.g. more able learners are given tasks focusing on Connectives, adjectives, verbs and opinions. Offer a wide range of reading material to encourage independent reading and reading for pleasure. Students ask questions as well as answer them. Students are offered different cloze exercises with gradually more gaps and less support. Students with prior knowledge are asked to share strategies to understand new words (cognates, compound & context).Powerpoint TemplatesPage 19 20. Differentiation ideas per skill: Reading (2) Students are given different versions of the same text (shortened or just presented differently with more or less visual support)Students are asked to listen to the text and read it at the same time. They could also read it out loud depending on their degree of confidence/own skills.The same text could have a range of differentiated questions in different formats (students to choose their own sets of questions depending on their own personal targets). [This is useful at KS4 to make students aware of task types] Students are given information about the number of key words to identify or where the answers are in the text, by giving the line number or paragraph subtitle. Students are given mind-maps/ handouts with key vocabulary.Powerpoint Te