Differentiated Instruction Rotterdam, 00 januari 2007 English Year 3 The Rotterdam approach… Karin Winkel Ton de Kraay
Start Karin Winkel firstname.lastname@example.org http://pabolicious.wordpress.com/
Engels in de BB- OK Attendance Classroom language! Do’s and don’ts Warming up Week 4 1. Language skills: questions? 2. Coursebook use 2.0 Preparation week 5 (Alternatives) 3. CLIL Preparation week 5( History)
Chants 1 Melody: ‘Skip to My Lou’ I like yellow, yes I do I like yellow, yes, I do I like yellow I do too I like yellow too Continue song using other two-syllable words for yellow. For example, I like purple I like monkeys I like rabbits etc.
Chants 2 AIMS: Fun To learn new words and To practice sounds and rhythm of English To write a vocabulary chant PATTERN
Variation Let's build a sailboat And sail it on the sea Let's build a sandcastle You and me
1. Questions on studytask 1? Questions? Have you got any? Finished today?
Fishbowl and think-pair-share Group week 2: Priming/ introduction Group week 3: Scaffolding Group week 4: Challenge Group week 5: Alternatives CLIL Pe lessonplan CLIL Arts and crafts lessonplan CLIL Music* lessonplan CLIL History lessonplan A BCD
2. Coursebook use 2.0 3. Differentiation / challenges Rubric for best practice* Activity: pair – share in class -+++ DifferentiationThe offer of more or less exercises Content and process of the programme is based on learner needs With thorough knowledge of learners readiness, interest and learning profile, offering everyone the content and process of the programme needed to achieve the highest possible language skill level, using assessment as learning.
2. Coursebook use 2.0 4. Alternatives (next week) -+++ Alternati ves The offer of similar exercises Alternative material and activities are added which aim for achieving the same lesson aims. Activities and material is added to provide new ways in achieving lesson aims; multiple intelligences are intertwined in the approach.
Next week: History Timeline Where to start? AIMS of the lesson: Timeline allows students to create a graphical representation of an event or process by displaying items sequentially along a line. Timelines can be organized by time of day, date, or event, and the tool allows users to create a label with short or long descriptive text. Adding an image for each label makes a timeline more visually appealing.
Topical Topics Classroom English - Safety First Competency 3.2.1- Four phase model theory Language skills(yours & theirs) English in primary school (Eibo) Holland – Europe – The World Critical Age Period Differentiate(continued next page)
Topical Topics TPR CEF ‘Content and Language Integrated Learning’ (CLIL) Songs Games Chants Pronunciation (continued next page)
Topical Topics Language functions and notions Grammar vs idiom Scaffolding Recasting Early English teaching( EarlyBird ) or vvto Open vs Closed Questions (last 10 minutes) ……. (enough already)