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We will recognize why we need to differentiate instruction for all students through group discussions and PowerPoint presentation. We will ascertain what.

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Presentation on theme: "We will recognize why we need to differentiate instruction for all students through group discussions and PowerPoint presentation. We will ascertain what."— Presentation transcript:

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2 We will recognize why we need to differentiate instruction for all students through group discussions and PowerPoint presentation. We will ascertain what is and what is not differentiated instruction throughout the workshop through discussion. We will discuss students learning styles and explore why this is important to differentiating instruction. We will compose a list of Before, During, and After activities that Differentiate Instruction throughout your lesson. We will review in small and whole group ways we can accommodate assessments for ELs We will share success stories we have had working with our ELs, through school or system efforts.

3 Today At a Glance DI Break 10:20 10:30 DI Lunch 11:45 12:45 End DI Share Dismiss 2:30

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5 “Most teachers teach every child the same material in the same way, and measure each child’s performance by the same standards…. Thus, teachers embrace the value of treating each child as a unique individual while instructing children as if they were virtually identical.”

6 Differentiating Instruction Is…  Differentiated Instruction applies an approach to teaching and learning that gives students multiple options for taking in information and making sense of ideas. Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms.  (Tomlinson, 2001).

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8  English Language Proficiency Level  Learning Style/s  Student History  Student Culture  Readiness  Interests

9 Teachers are Successful At Differentiating Instruction for ELs When They:  Know their students learning styles  Hold high expectations  Employ Research Based ongoing informal assessments  Provide multiple types of assessments Adapted from Colorin Colarado

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12 How Do You Make Content Comprehensible For ELs? Turn and Share  Make a partner list of ideas  Share in whole group

13 Characteristics of A Differentiated Classroom

14 What Can You Differentiate? Activity Walk around the room and speak to three people you do not know. Discuss what can be differentiated in a classroom. Take notes Whole group share This activity develops language acquisition and provides ideas about the content you may not have thought about.

15 What Can You Differentiate?  Time  Teaching Strategies  Learning Strategies  Classroom Assessments  Materials and Resources  Grouping  Expectations

16 - Tracking - A New Strategy - Static - Teaching to the Middle - A series of activities - Lowering the Bar - Flexible Grouping - Student Centered - Rigorous / Relevant - For all Learners - Based on academic and personal needs - Fosters relationships and reflection IS NOT…IS… Differentiated Instruction

17 What Does It Take To Differentiate?  Set rigorous and relevant goals  Students need to know / be able to do?  Where are they on the learning curve now?  Select instructional strategies that will enhance the learning.  Monitor student progress and adjust instruction if needed.

18 Brain Research Confirms What Experienced Teachers Have Always Known:  No two children are alike  No two children learn in the identical way  An enriched environment for one student is not necessarily enriched for another  In the classroom we should teach children to think for themselves Marian Diamond Discuss bullets in small group Share in whole group

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20 Why Should I Care About Learning Styles?  The way a child learns affects his/her entire personality and development.  Understanding learning styles will help teachers and students to better communicate.  Understanding learning styles will help teachers to differentiate instruction.

21 Learning Styles Activity  Pass out one question per table  Discuss question at your table  Answer the question with your group  One person per table will share in whole group

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24 Likes: – Learning without time constraints – Praise for personal ideas and insights – Using creativity and imagination – Open-ended activities with many possibilities – Working on many things at once – Self-expression and self-discovery – Creative and artistic activities Likes: – Learning without time constraints – Praise for personal ideas and insights – Using creativity and imagination – Open-ended activities with many possibilities – Working on many things at once – Self-expression and self-discovery – Creative and artistic activities

25 Likes: – Getting personal attention and praise – Sharing feelings and experiences – Working in groups/being part of a team – Having someone show how to do something – Role-playing and personal expression – Non-competitive games where no one loses – Interpersonal activities; opportunities to learn about himself/herself

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27 In A Nutshell…  No one learning style is better than another.  We all have characteristics of each learning style; some characteristics are just stronger than others.  Learning about each style will help us to better understand and communicate with our students.  Knowing about each learning style will help teachers to better understand how students learn and how to differentiate instruction.

28 - Tracking - A New Strategy - Static - Teaching to the Middle - A series of activities - Lowering the Bar - Flexible Grouping - Student Centered - Rigorous / Relevant - For all Learners - Based on academic and personal needs - Fosters relationships and reflection IS NOT…IS… Differentiated Instruction

29 Differentiating Instruction Video Clip

30 Differentiating Instruction

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32 DI Before The Lesson Plan Ahead Student’s Background Vocabulary Student’s Knowledge Link to previous lesson

33 DI Before The Lesson Continued  Pre-teach  Reflect  Supplementary Materials  Word Banks  Adapt Materials  Lower level non-fiction materials

34 Now It’s Your Turn  Select a Partner/group  With Partner brainstorm DI During the Lesson  Compose a List of Ideas  Partners/group writes 2 ideas on chart paper  Share in whole group

35 Other Suggestions For DI During The Lesson  Simplified language/vocabulary  Pre-Questions  Present concrete concepts/vocabulary  Categorize content information  Highlighting

36 More Suggestions For DI During The Lesson

37 DI After The Lesson  Provide quality notes  Watch content videos/listen to recorded lesson  Provide activities to reinforce content and vocabulary  Support language development in small groups  Adjust assignments to ELs proficiency level

38 Differentiating Assessments For English Learners, A Brief Look

39 “To maximize student success, assessment must be seen as an instructional tool for use while learning is occurring, and as an accountability tool to determine if learning has occurred. Because both purposes are important, they must be in balance.” From Balanced Assessment: The Key to Accountability and Improved Student Learning, NEA (2003)

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41 “ Assessment should always have more to do with helping students grow than with cataloging their mistakes.” Carol Tomlinson

42 Categories Of English Learners Newly arrived students with adequate formal schooling Newly arrived students with limited formal schooling Long-term English-language learners Students exposed to two languages simultaneously

43 Consider The Purposes For Assessment

44 Use Authentic Assessment Tools  Conduct multiple forms of evaluations  Anecdotal records  Checklists  Portfolios  Rating Scales

45 Access In Non-Traditional Ways  Involve student in performance assessment.  Students show knowledge through non-language ways such as Venn diagrams, charts, drawings, mind maps, or PowerPoint slides.  Access learning through participation activities.  Teach students reading strategies and use these to access literacy.

46 Students answer orally Bilingual professional assists with assessment Demonstrate reading progress through group assessments Allow students to provide responses in multiple formats Accept response in students’ native language if translation is possible. Use bilingual dictionary

47 Have an aide record student answers Divide assessment into small chunks Use visuals Simplify vocabulary Begin the assessment with several examples Simplify assessment directions Add glossaries in English or the first language Ask questions in the affirmative rather than the negative and teach the language of testing

48 Forms of Assessments 1. Dictation 2. Cloze tests The student must decide the appropriate words for the blanks.student 3. Multiple-choice tests. Possibly omit choices to three. 4. Strip stories where EL students put back in the correct order. 5. Role play 6. Using writing samples determines certain grammatical strengths and weaknesses. 7. Portfolios show their progress and achievements in one or more areas.

49 What have you learned today about Differentiating Instruction and Assessments for English Learners? Activity Parallel Lines

50 Success In The Making

51 Works Cited Bailey, Kathleen M. Learning About Language Asessment: Dilemmas, Decisions, and Directions. Boston: Heinle & Heinle Publishers, Susan Davis Lenski, Fabiola Ehlers-zavala, Mayra C. Daniel, Xiaoqin Sun-irminger, Assessing English-language learners, in mainstream classrooms Freeman, D., & Freeman, Y. (2004). Essential linguistics: What you need to know to teach reading, ESL, spelling,phonics, and grammar. Portsmouth, NH: Heinemann. Freeman, Y., & Freeman, D. (2003). Struggling English language learners: Keys for academic success. TESOL Journal, 12(3), 18–23.

52 Questions ? Comments Thank You for Participating Today! Hope to See You Next Year!

53 Dely V. Roberts – Title III/EL Specialist Dr. Tammy Hallman Starnes– Title III/EL Coordinator Presentation and handouts available: Click- ALEX… Professional Learning… English Learners… Professional Development… SAMUEL


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