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Motivate ALL your Language Learners!Differentiation revisited…

Isabelle JonesAlderley Edge School for Girls

http://isabellejones.blogspot.com

Twitter: @icpjones


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 classroom


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-onResponsive teachingIntegral to effective learning and teachingCovering content/ Getting learners engaged with content You already do it- you just need to show others how you do it


All learners?


All learners?

Name different ways in which our students are all different.

How many can you think of?

1.Age/ maturity levels2. 3. 4. 5. 6. …


All learners?

Name different ways in which our students are all different.

How many can you think of?

1.Age/ maturity levels2.Gender 3.Ability 4.Learning style 5.Motivation 6.Prior learning7.Experiences (of life)8.Specific learning difficulties9.Behavioural difficulties10.Emotional difficulties


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 lesson and progress over time


Know your learners :

•Ability range and SEND•Experience/ Prior learning•Exposure to home language, English and L2•Different learning styles (VAK)•Motivation/cooperation and independence

Know 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

Can you talk about one of your classes/ introduce your setting for2 minutes?


Differentiation aimed at different abilities• Use of language: cut on teacher talk and provide key words for the lessonat 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 vocabulary

• Share 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 work

• Blooming extension

• Writing/ speaking frame


Differentiation aimed at different abilities-element of choice?

• An element of choice can motivate students and encourage them to do more to complete the tasks successfully

• Choice has to be guided e.g. by levels or by requesting different types of activities => importance of students knowing the assessment criteria

• Students could be allowed to start on harder tasks with extra support-to avoid the issue of all students just going for the easiest tasks

• Marking and giving feedback on a wide range of tasks can be challenging for the teacher but it can make peer assessment and evaluation more meaningfulprovided 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 learners.

Discuss Pros and cons of introducing an element of choice


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, connectives…

•By 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, ICT…

Practical positive and negative points of each generic strategy?How can negative aspects be dealt with?Can you give an example of a language task for each technique?


Learning styles?

VisualAuditoryKinaesthetic=VAK

Visual 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


Learning styles?

Howard Gardner’s Multiple Intelligences

intelligence typeintelligence type capability and perceptioncapability and perception

Linguistic words and language

Logical-Mathematical logic and numbers

Musical music, sound, rhythm

Bodily-Kinaesthetic body movement control

Spatial-Visual images and space

Interpersonal other people's feelings

Intrapersonal self-awareness

Naturalist natural environment

Spiritual/Existential religion and spirituality

Moral ethics, humanity, value of life

Not just one type of intelligence-always a mixNot a way to classify students


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?


Differentiation ideas per skill: Listening

Students are given core and extended details to identify from the same listeningMaterials.

Students are given a choice to answer in the target language or not, provided theycan 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)


Differentiation ideas per skill: Listening (2)

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

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


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 askedto 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 willbe put to the more able or the students with prior knowledge,


Differentiation ideas per skill: Speaking (2)

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

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


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 strategiesto understand new words (cognates, compound & context).


Differentiation ideas per skill: Reading (2)

Students are given different versions of the same text (shortened or just presenteddifferently with more or less visual support)

Students are asked to listen to the text and read it at the same time. They could also readit out loud depending on their degree of confidence/own skills.

The same text could have a range of differentiated questions in different formats (studentsto 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.


Differentiation ideas per skill: Writing

Students substitute words for pictures in a model text or use a writing frame.

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…


Differentiation specifically aimed at students with prior linguistic experience

• Expert corner• Helpers• Stepped activities• Options /choices/ extension sheet wall• Student presentations


Differentiation strategies aimed at students with EAL / higher exposure to a range of languages

EAL good practice is MFL good practice

Visual support

Shorter instructions

Unambiguous language

Examples/ demonstration of desired outcome

Assessment issues


Differentiated tasks aimed at TL speakers

Independent research

Open-ended tasks (especially written ones)

Student presentation

Assessment


The 7 Ts of Practical Differentiation, Sue Cowley:

•Top and Tail: plan a core activity, an extension and support mechanism for the core to be completed.

•Time:

•Targets:

•Teamwork:

•Thinking Skills:

•Things: (resources)

•Technology:


The 7 Ts of Practical Differentiation, Sue Cowley: 1. Top and Tail: plan a core activity, an extension and support mechanism for the core to be completed.

2. Time: deadlines, preview of material, personalised time limits, MAD time, countdown timers (classtool.net & sandfieldsschool)

3. Targets: multi-layered lesson objectives, personalised targets linked to feedback & assessment with matching rewards: best worker, most creative, most risk-taking student, most supportive team member…

4. Teamwork: Know your students-strengths & weaknesses as well as ability, social skills, interests, encourage the development of strategies for independent learning c3b4me …


The 7 Ts of Practical Differentiation, Sue Cowley:

5. Thinking Skills: encourage lateral & creative thinking, deduction, creativity and risk-taking by providing opportunitiesto apply knowledge in new contexts. « HOTs not MOTs » Peter Anstee 2010

6. Things: (resources) multi-sensory, memorable, authentic, range of text types, people & props

7. Technology: self-access, collaboration, creativity, access to PCs and tablets, voice recorders, opportunities provided forconsolidation and extension (independent learning)


ICT as a differentiation tool

in and out of the classroom


ICT as a differentiation tool in and out of the classroom

A range of tools to match a range of outcome and learning styles: audio support, visual support, prompt for creative writing. (from drilling to creative tasks) Writing notes: Linoit http://en.linoit.com Making comic strips: Makebeliefscomics http://www.makebeliefscomix.com/

Tasks set to encourage collaboration, creativity and risk-taking.

Independent learning: Self-access language sites e.g.languagesonline http://www.languagesonline.org.uk , (Hello) Mylo http://www.hellomylo.com Zondle http://www.zondle.com (make your own games)Quizlet and Studystack (flashcards)http://quizlet.com/848918/nudepigs-flash-cards/ http://www.studystack.com/flashcard-120159 Support with advanced reading http://lingro.com http://www.lemonde.fr/planete/article/2014/02/15/en-grande-bretagne-les-inondations-les-plus-graves-depuis-250-ans_4367242_3244.html


http://www.classtools.net/education-games-php/timer/

Person Idea

7 ways to differentiate with a timer


Using visuals to create open-ended tasks

http://www.flickr.com/

http://www.flickr.com/groups/imagestoteachlanguages/

My own authentic pictureshttp://www.flickr.com/photos/icpjones/sets/72157621889909661/http://www.flickr.com/photos/icpjones/sets/72157612320791556 i


Teaching topics

Board by topic

Follow each other

Repin

Button

Mobile app

Pinterest http://pinterest.com/


A source of infographic in foreign languages

Pinterest http://pinterest.com/

Differentiated activities?


Pictures and Photographs

• NEN Gallery http://gallery.nen.gov.uk

• Photo-vocab (Spanish) http://Zachary-jones.com/photovocab

• Tag Galaxy http://taggalaxy.de

• Google.fr Google.es


Word clouds

Differentiated activities?


Word clouds and mind-mapping

• Wordle http://www.wordle.net

• Tagxedo http://www.tagxedo.com/

• Freemind http://freemind.sourceforge.net/wiki/index.php/Main_Page

• Mindomo http://www.mindomo.com


Text-to-speech http://text-to-speech.imtranslator.net/

https://www.yakitome.com/user/register

•Quality text-to-speech (TTS) voices•Convert documents of any size•Store/download audio books•Subscribe to podcasts and feeds•Publish your own audio feeds•Create classrooms and reading groups•Share books with others

•(currently free)


Supporting and Recording Talk

http://www.easi-speak.org.uk/ http://audacity.sourceforge.net/

http://www.voki.comhttp://tellagami.com Ppt recording function

Differentiated speaking tasks?


How do you differentiate? (19)

By asking open-ended questionsBy providing a range of resources to support the same learning objectives or taskBy planning in a way to appeal to a range of learning styles and studentsBy providing a variety of assessment opportunities: oral, written, non-verbal…By sharing assessment criteria and using target-setting with individual studentsBy allowing different starting points for graded activitiesBy scaffolding to support progressionBy spending a different amount of time with different individualsBy using other members of staff in the classroom in different waysBy pairing up students in different ways in order to provide support/ encourage motivationBy setting different objectives and targets for individual tasksBy ensuring that students have the correct level of independence required to complete the tasksBy introducing some element of choiceBy increasing the level of interaction with or between students (interdependent learning)By modelling the desired outcome and breaking it down into small stepsBy increasing/ decreasing the complexity of the language used to introduce and prepare for the taskBy giving appropriate feedback and points for actionBy assigning different roles in co-operative learning tasks e.g expertBy encouraging self assessment and student-generated questions


1-2-3 Action!

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2.

3.


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 classroom



Motivate ALL your Language Learners!Differentiation revisited…

Isabelle JonesAlderley Edge School for Girls

http://isabellejones.blogspot.com

Twitter: @icpjones

Download - Differentiation in MFL

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