Presentation on theme: "Differentiated Instruction Rotterdam, 00 januari 2007 English Year 3 The Rotterdam approach… Karin Winkel Ton de Kraay."— Presentation transcript:
Differentiated Instruction Rotterdam, 00 januari 2007 English Year 3 The Rotterdam approach… Karin Winkel Ton de Kraay
Start Karin Winkel
Engels in de BB- OK Attendance Classroom language! Do’s and don’ts Warming up Week 2 1. Language skills: questions? 2. Coursebook use 2.0 Preparation week 3 (Scaffolding) 3. CLIL Preparation week 3 ( Arts&Crafts lesson)
1. Questions on studytask 1? Questions? Have you got any? Finished in meeting 4
2. Coursebook use Priming / introduction Rubric for best practice* Activity: pair – share in class
Introduction of scaffolding how do you know this is a newspaper article/poem/cooking recipe/love letter/ ? use this form to divide the given words in negative, neutral and positive expressions - which words would you use to give your opinion? how can you figure out what the meaning of this word is ? teacher-guided reporting
Read page 32 of the article …
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
3. PE lesson CLIL PE lessonplan Activity: Fishbowl presentation Rubric for best practice
Fishbowl Students in the inner circle are the only students allowed to speak. The outer circle are listening (and perhaps writing notes) only.
3. CLIL Kick off: TULE Kerndoel 42 De leerlingen leren onderzoek doen aan materialen en natuurkundige verschijnselen, zoals licht, geluid, elektriciteit, kracht, magnetisme en temperatuur.
National Curriculum Knowledge, skills and understanding /Grouping materials 1. Pupils should be taught to: a. use their senses to explore and recognise the similarities and differences between materials b. sort objects into groups on the basis of simple material properties [for example, roughness, hardness, shininess, ability to float, transparency and whether they are magnetic or non-magnetic] c. recognise and name common types of material [for example, metal, plastic, wood, paper, rock] and recognise that some of them are found naturally d. find out about the uses of a variety of materials [for example, glass, wood, wool] and how these are chosen for specific uses on the basis of their simple properties.
Lesson plan Start with the end in mind (the plan)the plan What do you want the children to be able to do? In English, this is called the aim of the lesson. It is the main idea that you want to work on. Ask yourself what it is you want the learners to be able to do at the end of each lesson. What will you see and hear? The things that the children do will prove to you that you have reached your aim.
Words/phrases It’s magnetic It isn’t magnetic It doesn’t stick to the magnet It sticks to the magnet It will stick to the magnet Book, can, coin, fork, metals, etc.
Next week: Arts&Crafts Questions?
Resources Blog Blog 2 National Curriculum
Topical Topics Classroom English - Safety First Competency 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)