magic &!madnes...

Mastering the

Magic & Madnessof the Multilevel Classroom

Facil itated by Jayme Adelson-‐Goldstein [email protected]

Fall 2016

Our General Objectives

By the end of this session, participants should be able to:

- employ one or more differentiated presentation and comprehension checking strategies;;

- work with planning tools and management strategies to develop like-ability and cross-ability group tasks;; and

- identify differentiated approaches to integrated skill instruction.

See the Multilevel Wiki at http://masteringthemagicandmadness.pbworks.com

Our Leveled Objectives Which description most closely matches your level of proficiency in delivering multilevel/differentiated instruction?

o A. Are you new to differentiated instruction and/or multilevel settings?

By the end of this session you’ll be able to…

• identify the key concepts of effective multilevel instruction within a lesson; and • employ ready-‐made materials and instructional strategies that incorporate

key concepts of differentiation.

o B. Are you somewhat familiar with differentiated instruction and/or multilevel settings?

By the end of this session, you should be able to refine your skills in the above areas and also be able to...

• explain techniques and tasks you already use that support the key concepts of effective multilevel instruction; and • incorporate key elements of differentiated instruction in a ready-‐made

lesson from your curriculum.

o C. Are you very experienced with differentiated instruction and/or multilevel settings?

By the end of this session, you should be able to refine your skills in the above areas and also be able to...

• troubleshoot challenges such as lesson staging, group management, and pacing in differentiated instruction; and

• develop a lesson that incorporates key elements of differentiated instruction

Lighthearted Learning 2016 Mastering the Magic & Madness 1

Considering the Magic and Madness of Multilevel Instruction

Task Instructions: • Read through the statements below and categorize each one as being a “magical,” “maddening” or “interesting” aspect of multilevel classes. (Be prepared to offer the rationale behind your categorization.)

• Your team administrator will poll your group to see where there is consensus and ask for the rationale for differing responses.

o Multilevel classes may have learners with limited or no prior education alongside learners with advanced degrees.

o Most programs do not have a multilevel curriculum. o Learners with limited English proficiency can often understand more than

they can produce. o Several major publishers have multilevel materials in their catalogues. o Soft skills can be taught at any level. o Dr. Jill Bell’s seminal book Teaching Multilevel Classes in ESL is 24 years old.

(There is a 2004 edition.) o Beginning-‐level learners are typically exposed to more language in

multilevel classes. o Language learning is a dynamic, organic process and repetition and

recycling are important tools in language acquisition. o All learners want the instructor’s attention. o 21st century employers are looking for autonomous and self-‐directed

employees who can problem solve. o To be college and career ready, learners need to be able to work

successfully in teams, use critical thinking skills, and problem solve. o Identified “single level” classes usually have learners with varying levels of

language proficiency. o Learners from different backgrounds and with different levels of language

proficiency may have similar interests. o Instructors have access to images “on demand” via the Internet.

FINISHED EARLY? KEEP GOING! Come up with one additional statement about multilevel classes for each category in the chart with your team

*Magical* M a d d e n i n g Interesting


1. Do you have a smartphone? Yes No

2. Which of these tools do you use to study?

flashcards CDs/mp3s dictionaries videos

3. Do you prefer to practice English by listening to songs or watching TV shows? SONGS TV

4. Would you rather study grammar, learn new words, or practice speaking? grammar vocabulary speaking

5. When do you study English?

In the morning

In the afternoon

At night

It varies

6. How often do you speak English outside of class? Every day Often Sometimes Rarely Never

...

Grammar

Vocabulary

Conversation

Hi! How are you?


REFLECTION CHECKLIST How does the task or activity support language development? multilevel instruction? college and career readiness?

Polling

1-‐question survey

Leveled Notes

Peer Dictation

Round Table

PMI-‐Gallery Walk

Team Rubrics

Exit Tickets

• requires meaningful use of language

• includes opportunities to integrate or follow-‐up with L/S/R/W skill development

• can provide practice with language structures

• Easily aligned to thematic focus

• helps to group learners • includes roles that can be assigned by level

• allows groups to be self-‐directed

• can be the framework for group work at different levels.

• can be the basis of mixed-‐ability group work

• requires equal participation across levels

• can incorporate visual support

• includes interpersonal communication skill development

• can help learners navigate complex text

• requires learners to extract and cite evidence.

• includes opportunities to problem solve

• helps learners recognize and use academic language


“A” NOTE TAKING: 10 STRATEGIES FOR DIFFERENTIATING ESL INSTRUCTION SEQUENCE THE STRATEGIES _____ Establish the learners’ role in classroom and team management right from the start!

_____ Present the general lesson information to the whole class whenever possible.

_____ Plan lessons around a single theme or topic.

_____ Provide a variety of formative assessment tools to help learners monitor and their progress and identify areas of growth.

_____ Present the general lesson information to the whole class whenever possible.

_____Use same-‐ability or like-‐ability groups to provide guided practice and help learners increase

their accuracy.

When you want to apologize … Do this: Say this:

_____ Provide direct instruction in the language and behaviors associated with soft skills such as time

management, critical thinking, and interpersonal skills.

____Identify 2 to 3 ability groups in a class to aid with instructional planning.

____ Begin and end each session with a whole-‐class activity to build community.

____ Use mixed-‐ability or cross-‐ability group tasks to provide learners with more communicative practice and to build their fluency.

______ Identify 2 or 3 level-‐specific objectives.


“B” NOTES: 10 STRATEGIES FOR DIFFERENTIATING ENGLISH LANGUAGE INSTRUCTION

STRATEGY TIPS

1. Identify ___ to _____ability groups in a class to aid with instructional planning.

2. Plan lessons around a single ______________ or ________________.

3. Identify _____ or _____ level-‐specific __________________ .

4. Begin and end each class session with a ________ ________ activity to build community.

5. Present the general lesson information to the _______ ____________ whenever possible.

6. Use same-‐ability or ______-‐ability groups to provide ________ __________ and help learners build ___________ ____________________.

7. Use mixed-‐ability or _______-‐ability group tasks to provide learners with _____________practice and build fluency.

8. Establish the learners’ __________ in classroom and group _______________right from the start!

When you want to apologize … Do this: Say this:

9. Provide direct instruction in _______________ _ ___________.

10. Provide a variety of ______________ assessment tools to help learners __________ and __________ their progress.


“C” NOTES: 10 STRATEGIES FOR DIFFERENTIATING ENGLISH LANGUAGE INSTRUCTION

IMAGE STRATEGY TIPS

1. ID 2-3 ability grps = easier planning

Think about ML in different skill areas.

2.

3.

4.

5.

6.

7.

8.

9.

10.

LOW

MIDDLE

HIGH LOW


Cooperative Skills: Skills that Work Across Levels

GROUP COHESION SKILLS EncouragingUsing First Names PraisingUsing Humor Appropriately Showing AppreciationOffering Assistance

GROUP MANAGEMENT SKILLS Turn-‐takingWorking with Time Limits Role ResponsibilityNoise Control Facilitating Participation Consensus Building

COMMUNICATION SKILLS Active Listening Requesting Help ClarifyingAsking for Clarification Paraphrasing Summarizing Requesting Information


Stepping Stones to Success (Theirs and Ours) Lighthearted Learning p. 11

Self-Direction Scaffolds

According to our research, the most popular female name in the U.S. is ___________.

Based on a survey of 33 adult English language learners, we found that most of those surveyed preferred________ to ______.

The errors that were most common in our writing were ___________, ____________, and ____________.



!TDQs: EARLY!PRODUCTION!to HIGHER-LEVEL THINKING

Adapted)from)the)Oxford)Picture)Dictionary)3e (2016))

• Are)the)learners)working)in)groups?• Are)they)working)on)a)task?• Is)the)man)in)front)writing)on)a)poster

or)observing?• Is)the)woman)in)the)back)designing)or

explaining?• The)man)at)the back table)is)using)a)

ruler)and marker to...)

• The)group)in)the)front)is)working)on)a)….)What)is)the)man)in)the)white)shirt)doing?)

• What)is)the)man)on)the)far)left)doing?• How)many)learners)are)working)pairs?• What)are)they)working)on?• Which)group)is)doing)a)better)job)of

collaborating?)How)do)you)know?• What)is)the)task?

EARLY)PRODUCTION)AND)HIGHERSLEVEL)THINKING)QUESTIONS)PROCEDURE)1. Select!the!lesson!material!that!you!will!use!to!present!the!lesson!content:

an!illustration! a!picture!story! a!chart!

a!conversation! a!listening!passage! a!math!problem!!

!!a!narrative!text! a!nonVnarrative!text! other:!

2. Develop!a!series!of!text dependent questions!and!prompts. Use!Early Production questions thatfocus on key details, vocabulary and main ideas to higher-level!thinking questions that asklearners to analyze, evaluate, and make inferences (create meaning by synthesizing their ownknowledge and that of the text.

nonVverbal!response!prompts

yes/no,

“or”!(alternative)!questions

basic!who/what/where/when!questions

leading!statements

• 1-3 higher-level!thinking!questions

3. Once!learners!have!had!a!chance!to!view,!listen!to,!or!read!the!lesson!material,!use!thequestioning!sequence!to confirm their comprehension and elicit their production ofthe target!language.!!Use!the!higher-level!thinking!questions!to!go!more!deeply!intothe content--to!encourage!learners!to!express!their!ideas!and!support!those ideas!withevidence!from!the!material.

group pair task poster collaborate design explain observe

Additional & academic vocabulary

•

Quintessential Questions


Reasoning and Rigor Lighthearted Learning 2014 p.4

QUESTION!TYPES!AND!EXAMPLES!

NonSverbal)response)prompts)Show)me)Point)to)

Circle)Draw)

Underline)Check)

Yes/No)questions)(yes)or)no)response)Is)this)…?)Are)those?)Does)he…?))Do)they?)))Has)she)…)))Have)those)….?)Will)it)…?)))Will)they…?))

Or/Alternative)Questions)Is)it)a)…)or)a….) Do)they)want)…)or)….?)

Basic)WHSquestions)Who)is)this?)Where)is)he?)What)is)he)doing?)When)did)this)happen?)Why)did)it)happen?)How)did)he)solve)the)problem?)

Leading)statements)It’s)11:00)p.m.)he)feels)….)))(tired))That)building)is)taller)than)the)other)buildings.)It’s)the…)(tallest))

HigherSlevel)thinking)WHSquestions)How)do)you)know)he’s)tired?)))Is)it))want)to)work)in)the)tallest)building)In)the)city?)Why)or)why)not?)

QUESTIONS!AND!PROMPTS!TO!ELICIT!DIFFERENT!LEVELS!OF!THINKINGA. To!reinforce!the!learner’s!recall!of!the!knowledge:

Can)you)label,)define,)match,)name,)recall,)tell)me,)list…)What…)?)Where…)?)When…)?)How)many…)?)Which…)?

B. To!verify!the!learner’s!comprehension:Show…)Demonstrate….)Explain.)Put)like)items/concepts/images)together

C. To!help!the!learner!apply!the!information!to!a!new!context!or!his/her!lifeCan)you)name)three)ways)that)you…) Can)you)show)me)how)to…

D. When!you!want!to!help!the!learner!analyze!the!new!information:Let’s)chart)the)answers) )Find)all)the)XXXs)in)the)text.)Mark)all)the)questions.)) ))How)many)XXXs)did)you)hear?)))Categorize)…))) )))))))Where)do)you)see)XXX)in)the)text?)

E. When!you!want!to!help!the!learner!evaluate:Is)it)better)to)xxxxx)or)xxxx?)Why?))Let’s)rank)the…)(solutions,))problems,))workers,)etc.))Let’s)rate)the…))

F. When!you!want!to!help!students!synthesize!in!order!to!create!new!ideas:How)can)we)design)a)new…)(invent,)create,)improve)).)Imagine)that)you)are)XXX,)what)would)you)do?)))

Quintessential Questions: Examples


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TASKS THAT TEACHExamples:

1. Gathering and organizing data: One-‐question surveyo Each learner has a single survey question and asks a given number of people for their

response. The learner then tallies the results (possibly combines tallies with others whoasked the same question) and plans how to report the results of the survey. (Typically thereport includes academic language. “According to a survey of 15 multilingual adults, theOTC medication in 10 out of 15 homes is....”

2. Building Knowledge & Synthesizing: Paired Reading• Learners in pairs read one of two different, complementary texts on the same high-‐

interest theme. Each has either a different point of view, aspect of the theme and/orgenre. E.g. – a paired reading on body art could have one text be a blog opposed to bodyart, and the complementary text could be an interview with a tattoo artist. (Note thatpairs can be like-‐ ability or cross-‐ ability depending on the texts chosen.) Pairs useguiding questions to find the most important or interesting information in their texts. Thepartners prepare to share what they learned with another pair who read thecomplementary text.

• Once each pair tells the other what they found out, the 2 pairs work together on a teamtask that synthesizes what they read and the team’s prior knowledge. (For example withthe texts on tattooing mentioned above, the team task could be creating a Venn Diagramon each text’s point of view and seeing where they overlap.Differentiate! Layer texts (an illustration, a chart, a short article ) on the same topic andhave A learners work with the visual, B learners work from the chart and C learnerswork from the text. (You can also adapt the same paired reading for different levels.)

3. Clarifying: Peer Dictationo Learners take turns dictating information to their partner. The learner who is dictating

has to speak clearly and clarify for the partner taking down the information. Once bothlearners have the sentences, questions, or even drawings that have been transmitted bytheir partners, they do a joint task that makes use of the material they wrote down. Forexample, constructing a conversation based on the statements, interviewing each otherbased on the questions they generated, etc.

4. Analyzing & Evaluating: Sorting or Listing into Gallery Walk

o Learners work in teams to complete a graphic organizer (T-chart, PMI chart, word web, orKWL chart) and then review other teams’ charts, identifying elements that they includedon their charts (), are confused by (?) , or wish they’d written (). When teams returnto their own charts, they review the class’ comments and then clarify anything that wasmarked with a (?). Differentiate! Assign roles that allow all learners to participate.

Differentiate! Start with like-ability groups. Provide questions appropriate to the levels of each group.

Differentiate! Have learners form like-ability pairs and provide level-appropriateprompts or do cross-ability teams and have one "sender" dictate to the whole team.The team helps each other and clarifies with the "sender."


Tasks that Teach: Developing a 1-Question Survey

A. THE TOPIC AND LOGISTICS

1. WHAT IS YOUR LESSON TOPIC NEXT WEEK? __________________________

2. HOW MANY LEARNERS ARE TYPICALLY IN YOUR CLASS?£ Fewer than 5 £ 5-‐10 £ 10-‐20

£ 20-‐40 £ More than 40

3. HOW MANY DIFFERENT QUESTIONS WILL YOU USE?£ A DIFFERENT QUESTION FOR EACH LEARNER? (Good for classes with 10 or

fewer) £ A SET OF QUESTIONS FOR LEARNERS TO USE IN GROUPS? (Good for classes

with 11+)

4. DOES YOUR TEXTBOOK OR WORKBOOK HAVE QUESTIONS YOU COULD USE?___YES ___ NO ___NOT SURE

B. PLAN YOUR QUESTIONS, IMAGES OR KEYWORDS, OR TALLY TYPE

QUESTION IMAGE OR KEYWORD TALLY TOOL

SAMPLE: Do you listen to podcasts? Podcast symbol

Yes; No tally

1.

2.

C. THINK ABOUT THE FOLLOW UP TASK:

• How will learners collect, display and report on their data?

• What types of sentence frames could they use for the report?

Lighthearted Learning 2016 14Mastering the Magic & Madness

Tasks that Teach: Peer Dictation

• Work with a partner. Take the A or B role.• Fold the paper and look at your section.• Partner A: dictate questions 1-‐4 to Partner B.Repeat or clarify information for your partner.

• Partner B: write the questions your partner dictates.Ask for help when you need it.

• Repeat the process with questions 5-‐8.This time, Partner B dictates and Partner A write.

FREQUENT INTERVIEW QUESTIONS (MONSTER.COM) Fold Here

PARTNER A PARTNER B

1. What are your strengths? 1.

2. Why do you want to work here? 2.

3. What are your goals? 3.

4. What was most satisfying about your last job? 4.

5. 5. What are your weaknesses?

6. 6. Why should we hire you?

7. 7. Why did you leave your last job?

8. 8. What are three positive things your

co-‐workers would say about you?

(Note that this is just a representation of the worksheet. Learners would need more room to write.)

• Finished with the dictation? Check your partner’s work.

WHAT’S NEXT? • Take turns asking and answering the questions.



Tasks that Teach: Peer Dictation



SOURCE: https://en.wikipedia.org/wiki/Education_in_the_United_States#/media/File:Education _in_the_United_States.svg

Tasks that Teach: Paired Reading

Non-fiction: Boys Only - Girls Only!

© 2012 ReadWorks®, Inc. All rights reserved. Article: Copyright © 2004 Weekly Reader Corporation. All rights reserved.

Weekly Reader is a registered trademark of Weekly Reader Corporation.

Used by permission.

[EXCERPTED FROM: Boys Only - Girls Only!]

Yes! Single Sex Schools Make the Grade.

Plain and simple, single sex schools lead to better education. After all, isn't that what schools are really all about?

Test scores tend to be higher at single-sex schools. Students at those schools focus on learning. They are not wasting time passing notes in class and trying to impress members of the opposite sex. In single-sex schools, girls have a better chance to build leadership skills. They are also more likely to speak out and ask questions.

In single-sex schools, all students are equal. There is less peer pressure and less bullying. Both girls and boys have more freedom to explore their own interests and abilities.

No! Single Sex Schools Don't Fix Anything.

In the real world, men and women work together and live together. Boys and girls also need to interact with one another during their school years. That way, they will understand how to cope with one another as adults. "I never got to hear the girls' point of view in my classes," said a student at an all-boys school. "In the real world, guys and girls have to learn from each other."

Single-sex schools are the result of a poor education system. At well-run mixed schools, girls can be just as successful as boys.

Single-sex schools divide students at a time when they should be on equal terms.


Tasks that Teach:Paired Reading

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What's interesting about it?

What's bad about it?

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Tasks that Teach: Plus/Minus/Interesting Chart èGallery Walk


TECH IN TEAMSBRAINSTORM THE TECH YOU'VE USED TODAY AND THINK OF A LOW (OR NO-) TECH OPTION THAT WOULD WORK AS WELL.

TEAM AND ROLE SELECTION Wheel Decide www.wheeldecide.com

GATHERING INFORMATION Survey Monkey (free for up to 10 questions) www.surveymonkey.com Plickers (free app and answer cards for up to 63learners) https://plickers.com/cards Tagxedo (free) http://www.tagxedo.com/

REPORT BACK Plickers www.plickers.comSocrative www.socrative.com Smartphone photos and texting

COLLABORATION Google Drive Trello


Challenges and Solutions in Multilevel Instruction The Realities

of Multilevel Instruction The Instructional

Challenge Some Solutions

All learners want to increase their proficiency.

Learners want to work on tasks that meet their learning goals. Higher-level students don’t always want to be peer tutors, and lower-level learners want a sense of their progression in the class. Preparation of three or more completely separate sets of materials is not a realistic option.

Give all groups or pairs identical resources, such as pictures, worksheets, realia, etc., but assign level-specific tasks. E.g. lower-level pairs take turns showing and naming picture cards while higher-level pairs use the same picture cards as conversational prompts..

All learners want the teacher’s attention.

Teaching exclusively to any one ability level in the class for an extended length of time can cause other levels to feel that their needs are not being met.

Have mixed-level groups work on a multilevel task While groups are engaged, circulate and facilitate. Make a point of remarking on learners’ successes.

All learners need to be assessed on what they’ve learned.

Creating multilevel performance-based assessments for speaking/ listening objectives and level-specific multiple- choice tests can be daunting.

Roleplays or team projects can serve as the basis for multilevel, performance-based assessment because learners can perform at their level during the task. Test generator programs now make it much easier to customize multiple choice tests, so that learners can be assessed on their specific learning objectives.

Group work is key to multilevel instruction.

Group work often falls apart because learners aren’t sure of the process or are unwilling to participate. Learners may also have difficulty managing time and resources effectively.

Assign roles to each member of a group (leader, timekeeper, recorder, reporter) and teach the language associated with those roles (e.g. Let’s start! We have one more minute. How do I spell that? Here’s what our group said:)

Classroom management is easier when learners are assigned to one of three proficiency levels.

A learner may work at different proficiency levels in two or more skill areas.

Provide a variety of mixed-level group tasks such as Role-Plays where learners can self-select roles according to their ability.

Instructional materials must work across several levels in multilevel classes.

Adapting materials can require a lot of teacher preparation time, especially when preparing materials for a mixed- level team task or pair work that has to be comprehensible to lower-level learners.

Materials that are visual and include kinesthetic or nonverbal tasks are accessible to lower-level learners in the class. A single picture can become a source of a brainstormed word list, sentences or a story.

From The Professional Development Program (Step Forward: Language for Everyday Life) Jayme Adelson-Goldstein, Oxford University Press, 2006


Identifying Multi-‐Level Objectives for a Single Topic (EXAMPLE) • Category: Effective communication• General objective: SWBAT express expectations and acknowledge an understanding or acceptance

of the expectations of others • Context: Community/Consumer Economics-‐ Returning an item to the store• Levels Addressed in this lesson:þ Beg Literacy þ Low Beg þ High Beg þ Low Int þ High Int Adv Low Adv High

OBJECTIVE- What will learners at each level be able to do by the end of the lesson? (Be sure that there’s a context, skill focus, communication task, and that the objective can be assessed.)

Vocabulary- What words or phrases would be essential to achieve the objective? What academic language can be included

Grammar- Think of examples ofstatements and/or questions needed to achieve this objective. What structures are part of that language? Which would you emphasize? review? expose?

Low-level (Beg Lit and Low Beg) learners will be able to state “ I want to return this item.” and non-verbally (Lit) and/or verbally (Low Beg) identify three problems with a purchase and mark the correct information on a return form.

Focus: wrong, color, size, item*, refund, return (additional vocabulary from Int High lesson for recognition only) Academic language recognition: policy, issue, method, identify, item*

Recognition: Please indicate the reason for the return Production - emphasize: It’s the wrong color. It’s the wrong size. It’s the wrong one. (item) Production: Respond to question: Do you want to exchange it? Yes, please./ No—I want a refund. Structure focus: Present – be, adjective placement

Mid-level (Low Int) learners will be able to write the reason for returning a clothing item on a store form or online form and request a refund in writing or in person.

Review: small, large, size, color, item, wrong Focus: reasons for return, e.g. stained, torn, broken, “too short,” “too complicated” etc.

Academic language: policy, issue, method, identify, item

Formulaic language I’d like to return this [item] I’d like a refund Why are you returning it? What’s the reason for the return?

Production: It’s too…(small, large) It’s stained (torn, etc.) It’s the wrong… Structure Focus: Present- be, adjective placement, use of “too”

Higher-level (High Int) learners will be able to write an email requesting a refund for an online clothing purchase and make a request for a refund in person as well.

Review: any unknown vocab from Beg Lit and Beg Low as well as additional reasons for returning a clothing item.

Academic and domain specific words in addition to above design, material, poorly made,

I recently purchased a.. from your site.

The shirt is so poorly made (designed) that it tore the first time I wore it. The material is so thin that it provides no protection from the cold. The shirt is so small that it is clearly mislabeled as extra-large. The color does not match the photo. The dress is such a dark blue that it looks black.

Structure focus: so/such to modify adjectives


Identifying Multi-‐Level Objectives for a Single Topic • Work with your colleague(s). • Select a category, general skill objective and context from the list below or use a

theme and general objective from a recent lesson you’ve taught. o Effective communication – employ effective strategies for resolving conflict

(possible contexts: work-‐break room issues; classroom-‐ disagreement on task procedures; community-‐department store or online store issues)

o Learning strategies – identify main ideas or themes when reading or listening (possible contexts: community-‐public health notice; work-‐safety memo; school-‐school newsletter article

o Developing a Future Pathway-‐ link personal skills and interests to various careers or community opportunities (possible contexts: community-‐volunteer jobs; school-‐ classroom and school site jobs; work-‐common entry and mid-‐level jobs

• Complete the template to develop leveled objectives. ********* Category: _________________________________________________________________ General objective: SWBAT _________________________________________________________ Levels Addressed in this lesson: Beg Literacy Beg Low Beg High Int Low Int High Adv Low Adv High

(Remember you’ll be grouping these into two or three level groups) GENERAL LESSON CONTEXT Community Work School

OBJECTIVE: What will learners at each level be able to do by the end of the lesson? (Be sure that there’s a context, skill focus, communication task, and that the objective can be assessed.)

Vocabulary- What words or phrases would be essential to achieve the objective? What academic language can be included?

Grammar- Think of examples of statements and/or questions needed to achieve this objective. What structures are part of that language? Which would you emphasize? review?

Lower-level learners will be able to:

Mid-level learners will be able to:

Higher-level learners will be able to:


CHOOSING PRESENTATION STRATEGIES AND MATERIALS

Look at your leveled objectives for the lesson and determine….

1. What new information/language will you need to provide during a presentation?

2. How will you present the new information/language to the whole class? (I do) 5 tell a personal story with pictures and/or realia 5 ask questions about realia and/or pictures 5 have higher-‐level learners act out a situation for the class 5 act out a TPR sequence 5 show a video 5 play an audio passage 5 have learners discover the information through manipulation of objects 5 do a Think-‐Aloud/Read Aloud of a text (e.g. job description; poem, email) 5 do a Think-‐Aloud/Read Aloud of a non-‐narrative text (e.g. a chart, a sign, a form) 5 do a Think-‐Aloud/Write Aloud with a writing frame

3. Which resources will you need? 5 photo story/

illustrated story 5 photos 5 chalkboard

drawings 5 scripts 5 graphic organizers

5 grammar chart (s)

5 realia (forms, data, signs, objects associated with lesson, etc.)

5 sentence/paragraph frames

5 manipulatives (sets of objects, shapes, answer cards, word or picture cards, etc.)

5 video

5 audio passage(s)

5 checklist

5 rubric

5 other

4. Is there information/language you will have to present separately to one or more levels? NO YES If yes? Which groups will need mini-‐presentations? LL MidL HL

5. Is there a whole-‐class task that prepares students to work with the new information? NO YES If yes, describe:

6. How will you check Ss’ level of comprehension before they begin their group practice?

non-‐verbal check respond to Ss’ questions

let Ss find errors or missing information in an example

TPR commands

quiz other


CHOOSING PRACTICE TASKS AND MATERIALS

• Look at your objectives for the lesson and determine….

1. Identify which elements or materials from the lesson leveled groups share, and which are level specific. ( *= shared X= leveled)

Specifics LL Mid HL lesson content/information

images & media (photo, illustration, video etc.)

charts, graphs, etc.

high-frequency vocabulary

academic vocabulary

domain-specific vocabulary

academic discourse frames

grammar structures New: Review:

listening passage

reading passage

model for writing

writing frame

team/employability skills

language strategies

2. In your lesson, which of the above should be worked on in like-ability groups? 3. Which should be done in cross-ability groups? 4. Which of the following tasks or activity types could you use?pair or team brainstorm

reading w/ comp ?s

drawing dictation pattern dialog practice mixer roleplay

survey TPR pair or group work peer dictation paired reading sentence maker language exp project

roundtable write drills information gap small group discussion deuces wild jigsaw reading

other:

5. How will you evaluate and/or give feedback on the learners’ progress during these tasks or activities?


Mixer Template • Ask and answer this question with your classmates:

__________________________________...

• Use the words and pictures in the boxes to form the questions.

• Write your classmates’ names and answers (Yes or No) in the boxes.

**You need to talk to 9 different people

What’s Next? Keep going…. • Write sentences about your classmates. • Use the information from the grid above.

Example: __________________________________________________________________________

1.

2.

3.

4.

5.

6.

7.

8.

text prompt image or icon text prompt image or icon text prompt image or icon

Name:

Answer:

Name:

Answer:

Name:

Answer: text prompt image or icon text prompt image or icon text prompt image or icon

Name:

Answer:

Name:

Answer:

Name:

Answer: text prompt image or icon text prompt image or icon text prompt image or icon

Name:

Answer:

Name:

Answer:

Name:

Answer:


Role Play Template • Listen to your teacher and fill in the top part of this form.

Situation: Location:

ROLES Character 1: Character 2: Character 3: Character 4: Character 5: Narrator: Director:

• With your team. • Assign the roles. • Plan what the narrator and characters will say. Write a script. (You can use your own paper.)

SCRIPT Narrator:

• Read the script with the group. The director will use the checklist to guide the group.

• Collect any props you need. Be creative!

• Rehearse the role play without the script. The director will help you.

• Present the role play to the class. The class will give feedback with the checklist.

T-‐ paste an image that relates to the role play situation here.


ROLE PLAY CHECKLIST ROLE PLAY PLANNING CHECK LIST Read the script with the group. Does it make sense? Is it interesting? Revise the script, if necessary. Read the script with the group. Listen and look for grammar or pronunciation

errors. Edit the script. (Fix the grammar mistakes) Read the script again. Practice correct pronunciation and intonation.

Read the script one last time. Practice speaking clearly and using body language.

ROLE PLAY REHEARSAL CHECK LIST All actors speak clearly. All actors keep their scripts on their desks. All actors make eye contact with each other and the director (audience). All actors use appropriate body language. One or more actors uses a prop.

All actors listen to each other.

**************************************************************************************

FEEDBACK GROUP #________ I strongly

agree I agree I disagree I strongly

disagree All or most actors spoke clearly. All or most actors made eye contact. I understood the roleplay. The role play was creative. I liked _______________________________________________________________________________

I suggest _____________________________________________________________________________


ROLE PLAY RUBRIC Exceeds Criteria

3 PTS Meets Criteria 2 PTS

Tries to Meet Criteria 1 Pt

Does not YET meet criteria/No Score

Participation

The team demonstrates 100% active and enthusiastic participation in all stages of the role play (planning, writing, rehearsing, and presenting)

The team demonstrates 100% participation in all stages of the role play (planning, writing, rehearsing, and presenting)

Most of the team participates in all stages of the role play (planning, writing, rehearsing, and presenting).

Many team members do not participate.

Script / Language accuracy

The script has at least 9 lines and only one or two minor grammatical errors.

The script has at least 8 lines and no more than three or four minor grammatical errors.

The script has 6-‐7 lines and several major errors but can be understood.

The script has fewer than 6 lines and/or many grammar errors that make it difficult to understand.

Performance/ Speaking Fluency

The class can hear and understand all the actors. The actors’ intonation is mostly natural.

The class can hear and understand ll the actors. The actors’ intonation is mostly natural.

The class can hear and understand most of the actors . The actors’ intonation is sometimes natural.

The class cannot hear or understand most of the actors. The actors’ intonation is not natural.

Body Language and Eye Contact

All actors use appropriate body language and look at their teammates.

Some actors use appropriate body language and look at their teammates.

One or two actors use appropriate body language

Actors do not use body language and look down.

Creativity The team uses

everyday items as props, and includes one or more novel ideas in the role play.

The team uses at least one everyday item for a prop and includes one novel idea in the role play

The team uses one or more props.

The team uses no props.


SAMPLE RUBRICS FOR CROSS-‐ABILITY GROUPS What adjustments would be needed to make these rubrics appropriate for like-‐ability teams?

Team task: Collaborate to complete a definition

collabo

rativ

e task criteria

3 2 1 No Score

Participation Each person participated multiple times.

Each person participated at least once.

At least 2 people participated.

1 person participated.

Roles

Each role was assigned. Each person had at least one role.

Most roles were assigned. Each person had at least one role.

Most roles were assigned. Two people took the roles.

No roles were assigned or one person took all roles.

Definition

The definition is complete and defines the term accurately.

The definition is mostly complete, and the gist of the term is there.

The definition is partially completed.

There is no evidence of work on the definition.

Team task: Round Table Brainstorm

collabo

rativ

e task criteria

Exceed Criteria Meets Criteria Does not meet criteria

Time management Each person wrote or contributed 4 or more different ideas within the time limit.

Each person wrote or contributed 2-‐3 ideas different ideas within the time limit.

Each person wrote or contributed 1 idea within the time limit.

Attention to detail All responses match the task prompt and were edited for spelling.

Almost all responses match the task prompt and all were edited for spelling.

Many responses do not match the task prompt and there are many spelling errors.

Collaboration All team members participated in the selection of the group’s top two responses. Many team members used consensus-‐building language.

All team members voted in the selection of the group’s top two responses. Some team members used consensus-‐ building language.

Few team members participated in the selection of the group’s top two responses. No one used consensus-‐ building language.


LIKE-‐ABILITY GROUPS HOLISTIC RUBRIC FOR POSTER PROJECT

CROSS-‐ABILITY GROUPS ANALYTIC RUBRIC FOR POSTER PROJECT*

Project: Energy Poster and Presentation

Rating: Exceeds Criteria Meets Criteria Doesn’t Meet Criteria

Poster Content includes 4-‐5 energy-‐saving ideas.

includes 3 energy-‐saving ideas

includes fewer than 3 energy-‐saving ideas

Poster Design includes 2 or more charts and illustrations

includes 1 chart and/or 1 illustration

does not include any charts or illustrations

Written Accuracy

There are no more than 3 errors on the poster.

There are no more than 5 errors on the poster.

There are more than 5 errors on the poster.

Presentation Strategies

All presenters speak loudly enough to be heard, make eye contact and use one additional presentation strategy.

All presenters speak loudly enough to be heard and make eye contact.

No evidence of presentation strategies.

Teamwork

All group members participated in both parts of the project.

Some group members worked on the poster and some worked on the presentation.

One or more group members did not participate.


RESEARCH AND ORAL PRESENTATION CHECKLIST

Tasks Lead Person Started Completed Due

1. RESEARCH

• read ______

• view ____ video(s)

• interview ___ expert(s)

2. PLAN POSTER*

• select _____ facts for poster

• select or make ___ illustration(s)

• select ___ chart(s), copy source

• draft poster design

3. CREATE POSTER*

• edit materials for poster

• assemble poster

4. PLAN PRESENTATION*

• decide on the main points of the presentation

• assign team members to each point

• write notes for each point on cards

5. REHEARSE THE PRESENTATION

• practice reading the cards

• stand up and rehearse each part of the presentation

• observe and coach each other:

Watch for good eye contact

Listen for volume

Listen for clarity

Watch for meaningful gestures


PLANNING “DI” IN THE ML CLASS: GUIDING QUESTIONS 1. What is the lesson topic, theme or inquiry?

2. What general outcomes do you envision for your class as a whole?

3. What should each level be able to do within this context and within these generalobjectives?

4. What vocabulary and grammar structures occur naturally within the language usedto achieve each of these level objectives?

5. How will you divide the class into groups: by language skill proficiency, goals,interests, self-‐selection?

6. How will learners at each level show they have achieved their objective(s)?What differentiation is needed for the different levels? [communicativepractice, evaluation, application stages or task, planning, and report backstages)

7. What do learners need to practice (and how will you differentiate that practice) inorder to successfully complete an evaluation task? [guided practice stage]

8. What is the new or key information that students must learn in order toachieve the objective(s). [presentation]

9. What differentiation strategies will you employ to make the presentation of informationclear to all learners? [presentation]

10. What kinds of level-‐based tasks can each group do to help them work with thelanguage and skills they’ll need to achieve the objective? (like-‐ability tasks)

11. How can different levels work together to enhance each group’s learning and preparationfor the evaluation task or presentation of task results? (cross-‐ability)

12. What kind of warm-‐up and/or introductory activity can you do that will tieinto the topic/objectives and build class community? [warm up/intro]

13. What role will texts, visuals, audio tracks, digital tools and other resources play in thelesson?

14. What additional skills and/or information do you anticipate students will need?


Planning Outline for Differentiated Instruction Context (Topic/Theme)

General Objective(s) and/or Outcomes CCRS Connection Basic Skill Work (Vocabulary, Grammar,

Pronunciation, Reading/Writing Skill Development) Level-Specific Objectives

Leveled In Common

Lower-level SWBAT

Mid-level SWBAT

Higher-level SWBAT

Presentation Focus and activities* Materials to support differentiation _visuals _answer cards _manipulatives _bilingual material

_charts _checklists _close captioned video _ other:

Like-ability tasks (goal and materials) LL Mid-Level HL

Mixed-ability tasks (goals, materials, assessment) LL/ Mid-level Mid-Level/HL LL/HL

LL/Mid-Level/HL

*note individual presentations in like-‐ability groups may be necessary.


RECOMMENDED RESOURCES Note that in addition to our workshop’s handout and PPT slides, many of the PDFs listed below as well as materials from CALPRO’s Multilevel Instructors’ Virtual Workroom are available on the Multilevel Wiki at http://masteringthemagicandmadness.pbworks.com MULTILEVEL CLASSROOMS AND DIFFERENTIATED INSTRUCTION Adelson-‐Goldstein, J. and Green, C. (2010) CALPRO’s Multilevel Instructors’ Virtual Workroom.

Accessed on April 10, 2015 from http://www.calpro-‐online.org/VirtualWorkroom

Balliro, L. (2006). “Ideas for a multilevel class.” Focus on Basics. Accessed on April 10, 2015 from http://www.ncsall.net/index.php?id=443

Bell, J. (2004) Teaching multilevel classes in ESL. 2nd ed. San Diego, CA: Dominie Press.

Benson, P. and Voller, P. (1997) Autonomy and independence in language learning. London: Longman.

Garner, B. ed. (1997) “The Multilevel Classroom. “Focus on basics. Volume 1, Issue C. Accessed on April 10, 2015 from http://www.ncsall.net/index.php?id=168

Hampson, N. and Knight-‐Mendelson, M. (2004) Managing the multilevel classroom. CALPRO (California Adult Literacy Professional Development Project)

Hess, N. (2001) Teaching large multilevel classes. New York, NY: Cambridge University Press.

Jacobson, E. et al. (2003) Creating Authentic Materials and Activities for the Adult Literacy Classroom: A Handbook for Practitioners. National Center for the Studying of Adult Learning and Literacy (NCSALL), Boston, MA. Accessed on April 10, 2015 from http://ncsall.net/fileadmin/resources/teach/jacobson.pdf

Knowles, M. (1973) The adult learner: A neglected species. Houston, TX: Gulf.

McCombs, B. and Whistler, J.S. (1997) The learner-‐centered classroom and school: Strategies for increasing student motivation and achievement. San Francisco, CA: Jossey-‐Bass Publishers.

Moss, D. (2006). “Teaching for Communicative Competence: Interaction in the ESOL classroom.” Focus on Basics. Accessed on April 10, 2015 from http://www.ncsall.net/index.php?id=739

Peterson, Michael,, Hittie, M. and Tamor, L. (2002) Principles of Authentic Multilevel Instruction. [PDF] Detroit, MI: Whole Schooling Consortium. Accessed on April 10, 2015 from http://www.wholeschooling.net/WS/WSPress/WS & C of C.pdf

Shank, C. C. and Terrill, L. (1995). “Teaching multilevel classes.” CAELA Digest. Accessed on April 10,

2015 from http://www.cal.org/caela/esl_resources/digests/SHANK.html

COLLEGE AND CAREER READINESS INSTRUCTIONAL SUPPORT Conkin-‐Olsen, L. ACES Webiste ATLAS ABE Teaching and Learning Advancement System. Sample Lessons and TIF (Tranistions Integration Framework) retrieved on April 10, 2015 from http/::atlasabe.org:professional:transitions Fisher, N. and Frey, D. (2012) “Text Dependent Questions.” Principal Leadership. National Association of Secondary School Principals. -‐-‐-‐-‐-‐-‐-‐-‐ (Jan. 2012). Engaging the adolescent learner: Text complexity and close readings. Newark, DE: IRA. Available at http://education.illinoisstate.edu/search/?q=Fisher+and+Frey&as_sitesearch=education.illinoisstate.edu&clientID=College+of+Education&site=isu_collection&client=default_frontend&output=xml_no_dtd&filter=p&oe=UTF8

Howard, L. and Ramirez, S. (2013) Building College and Career Readiness for ESL Learners …from the Start! (Adult Level Presentation at CATESOL 2013) Handout and PPT slides are on the Wiki.

U.S. Department of Education, Office of Vocational and Adult Education. (2013) College and Career Readiness Standards for Adult Education. Washington, D.C.


COOPERATIVE STRATEGIES AND GROUP MANAGEMENT Johnson, D. and Johnson, R. (n.d) An Introduction to Cooperative Learning – An Overview of Cooperative Learning.

Edina, MN: Cooperative Learning Institute Interaction Book Company. Accessed on April 10, 2015 from http://www.co-‐operation.org/home/introduction-‐to-‐cooperative-‐learning/

Kagan, S. and M. Kagan (2014) Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing

McMullin, M. (1993) Teacher training through video: Cooperative learning ESL techniques. Reading, PA: Addison-‐Wesley.

Papas, P. (1999). “Managing small group learning.” Designs for learning. Accessed on April 10, 2015 from http://www.edteck.com/blocks/2_pages/small.htm .

INSTRUCTIONAL RESOURCES

*AddVentures (Cambridge University Press) Four different books of reproducibles with three activitysheets – less challenging, more challenging, and on-‐level – for each lesson, supplement to Books 1 through 4 of the Ventures series

*Classic Classroom Activities (Oxford) with multilevel suggestions low-‐beginning to low-‐intermediatelearners. (Available on the Teacher’s Resource Center.)

CCRS AND OPD Open Educational Resources Free lesson materials for use with the OPD3e, such as activity templates for roleplay and problem solving, academic vocabulary correlations for each topic in the OPD and graphic organizer templates and correlations to the OPD topics. (Available at Lightheartedlearning.com

Oxford Picture Dictionary Lesson Plans 3rd edition (Oxford University Press) Multilevel lesson plans for each topic in the OPD with multilevel worksheets for listening lessons. (Available on the Teacher’s Resource Center.)

Oxford Picture Dictionary Classroom Presentation Tool (Oxford University Press) Multilevel presentation software with permission to reproduce over 4,000 pictures

*Future ML Activities CD from Future (Pearson) for beginning low to high-‐intermediate learners

Stand Out, 3rd edition (Cengage/National Geographic) Six level series with over 400 free multilevelcustomizable worksheets (reproducibles) per level and Lesson Planners with multilevel suggestions.

The Heinle Picture Dictionary Lesson Planner (Cengage/NationalGeographic) Multilevel Lesson Planner with three levels of suggestions for each of the 113 page spreads.

*Step Forward Multilevel Activity Books (Oxford University Press) Five different reproducible activity books withteaching notes for narrow and broad-‐spectrum multilevel settings.

Step Forward Lesson Plans (Oxford University Press) Multi-‐level lesson plans and tips for each level in thefive-‐level series

Ventures (Cambridge University Press) Five-‐level series with same topics on the same sequence across levels

*Ventures Multilevel Lesson Planner (Cambridge University Press) -‐-‐ Strategies and resources, includinglesson plan templates, for teachers using multiple levels of Ventures within a single classroom.

* These black-‐line master materials are reproducible and adaptable (with a little correction tapeor fluid J)


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