Presentation on theme: "How to differentiate for a variety of skill levels and keep everyone happy, engaged or, at least, in the same parking lot."— Presentation transcript:
How to differentiate for a variety of skill levels and keep everyone happy, engaged or, at least, in the same parking lot.
Traditionally French … is a read and write grammar subject teachers do most of the talking and teaching many of the Applied students feel out of the loop they don't do well in their own language a second language is unimaginable for most of them let alone irrelevant.
How do Applieds and Academics learn French in the same room? How do you keep the able (not necessarily always the Academic) students challenged?
How do you keep the weaker (not always the Applied) students encouraged?
Make it……. Manageable A well-supported challenge Relevant Authentic Fun A team effort
Success is more likely if: The activity seems manageable or within reach because of scaffolding and aids. The focus is on what they CAN do and not on what they CAN'T do.
Much of the work emerges from authentic French sources. Newspaper articles Weather forecasts Maps French songs French culture: Tintin, The Count of Monte Cristo, The Hunchback of Notre Dame, Hugo Cabret
Pressure is removed by partner and group activities such as: placemats Qu'est-ce qu'on a fait? Décrivez votre famille. Qu'est-ce que tu aimes? Qu'est-ce que tu n'aimes pas?
Translating exercises Sharing vocabulary tasks Introducing and completing new online interactive activities as a class, or as partners Skits
An element of fun or a compelling story helps Génies en Herbe (Reach for the Top) Movies Online Activities (Quia, Interactive Exercises) Competitive activities Use of manipulatives (flashcards, broken up sentences and charts) Student constructed grammar/vocab aids
Same focus for Applied and Academic students, but different….. Activities oSame tasks for mixed ability group work oSimilar but parallel tasks by level oDifferent tasks by level oQuantity differences oOpen-ended tasks for self-selection Evaluation expectations oQuantity differences oSimilar expectations in ‘reception’ (Knowledge & Understanding) oDifferent expectations in ‘expression’, particularly written - spelling and grammar (Application and Communication)
Differentiating by activity The whole class: - watches the film of The Count of Monte Cristo -Accesses French vocab necessary to discuss the story -Helps teacher create sentences about the story
Differentiated expectations Academics: -Translate from English to French the previously created sentences -Read a comic book version of the story -High expectations of vocab acquisition -Increased focus on vocab acquisition and precision and eloquence of expression. Applieds: -Fill in blanks of previously created sentences from word banks -Illustrate the previously created version of the story. -Lower vocab acquisition expectations in terms of # and precision -Focus on comprehension and basic expression.
Academics & Applieds Some are going to want to lead Some are going to want to follow Some will want to fight in the back and bite each other Some will go further down the track - the destination is the same though Widen the track so that there is room for lots of ability levels Be willing to push the sled some days