motivate all your language learners 23 nov13
DESCRIPTION
Copy of the slides for the "Motivate ALL your language learners!-Differentiation revisited" session at Manchester Grammar School (for ALL), Saturday 23rd November 2013TRANSCRIPT
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Motivate ALL your Language Learners!Differentiation revisited…
Isabelle JonesAlderley Edge School for Girls
http://isabellejones.blogspot.com
Twitter: @icpjones
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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
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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
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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. …
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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
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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
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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/ 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?
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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
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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
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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
•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?
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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
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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
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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?
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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)
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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.
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,
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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).
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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…
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Differentiation specifically aimed at students with prior linguistic experience
• Expert corner• Helpers• Stepped activities• Options /choices/ extension sheet wall• Student presentations
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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
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Differentiated tasks aimed at TL speakers
Independent research
Open-ended tasks (especially written ones)
Student presentation
Assessment
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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:
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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: deadlines, preview of material, personalised time limits, MAD time
•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…
•Teamwork: Know your students-strengths & weaknesses as well as ability, social skills, interests …
•Thinking Skills: encourage lateral & creative thinking, deduction, creativity and risk-taking by providing opportunities to apply knowledge in new contexts.
•Things: (resources) multi-sensory, memorable, authentic, range of text types, people & props
•Technology: self-access, collaboration, creativity
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ICT as a differentiation tool
in and out of the classroom
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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
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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
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Teaching topics
Board by topic
Follow each other
Repin
Button
Mobile app
Pinterest http://pinterest.com/
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A source of infographic in foreign languages
Pinterest http://pinterest.com/
Differentiated activities?
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Pictures and Photographs
• NEN Gallery http://gallery.nen.gov.uk
• Photo-vocab (Spanish) http://Zachary-jones.com/photovocab
• Tag Galaxy http://taggalaxy.de
• Visual searches: http://www.wordsift.com
• Google.fr Google.es
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Word clouds
Differentiated activities?
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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
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Text-to-speech http://text-to-speech.imtranslator.net/
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Supporting and Recording Talk
http://www.easi-speak.org.uk/ http://audacity.sourceforge.net/
http://www.voki.com Ppt recording function
Differentiated speaking tasks?
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Real or fake technology?Visual support & Engagement
Classtool.net http://classtools.net/ Site with templates for resources to be printed
or put on a blog or a VLE.
http://www.triptico.co.uk/
Drama!
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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
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1-2-3 Action!
1.
2.
3.
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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
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Powerpoint Templates
Motivate ALL your Language Learners!Differentiation revisited…
Isabelle JonesAlderley Edge School for Girls
http://isabellejones.blogspot.com
Twitter: @icpjones