1. Scaffolding and Differentiation Stuart Fletcher, ALT, Shizuoka High School Skills Development Conference November 2015 Instead of trying to teach every learner in the dominant learning style, we must remember to offer our students both variety and choice. It's that simple. The human brain is a multi-processor. It learns in many ways usually at the same time. Super teaching, Eric Jensen (2008)

2. Aims and Objectives The aim of this presentation is to encourage discussion about scaffolding and differentiation in ALT/JTE classes. By the end of this workshop you should be able to... Define scaffolding and differentiation Categorise a number of tasks in terms of the scaffolding and differentiation methods used. Explain the main features of scaffolded and differentiated classes Evaluate a series of lesson plans or activites Create your own lesson plan using differentiated methods.

3. What is differentiation? Differentiation is about tailoring classes to meet students individual needs. Even within a class that has been selected based on ability there are still likely to be difference between students interests and capability to complete tasks. Differentiation is about altering tasks to give students a chance to complete the work in different ways.

4. Differentiation There are three main ways to differentitate a class. Content, process and product. Content is what we teach, we can differentiate by offering different texts to different groups. Process is how we teach. We can differentiate by teaching different students with different methods. The product is usually the assessment of the learning. Again, we can ask students to complete assessments in different ways in order to assess learning.

5. What is scaffolding? Scaffolding is vital in the construction industry. It is a temporary structure used to aid workers completing various tasks. Scaffolding in the classroom is very similar. Students are offered additional help or support in order to complete a task. As they develop these supports are slowly removed allowing the teacher to assess how much the student can do with little or no help.

6. Scaffolding We often use scaffolding without even realising it. Examples are often used to help students complete various tasks be it grammar problems or speaking tasks. While doing the task hints are also often used to support students. Grouping and pairing can also be regarded as scaffolding. Strong students may be paired with less able ones to offer peer support.

7. Scaffolded? Differentiated? Both? Neither? Each group has been given a set of lesson plans. Distribute the lesson plans amongst your group and read them. Your task is to decide which plans have used differentiation or scaffolding and which have not.

8. Answers

9. Never stop asking why... The next question is why. Please explain why you belive the tasks are missing scaffolding and differentiation.

10. Practical Differentiation Methods Less scripts, more freedom Model dialogues are a staple of English texts books but the conversations are unnatural and are used to drill grammar points. Ask students to create their own dialogues first then offer models. Students will use whatever ability they have to complete the task. Extensions and additional tasks Worksheets can include additional essay style questions to push those students who finish quickly. Alternatively, in larger classrooms, students that finish quickly can go to another area and complete a conversation task. One test does not fit all Students can be allowed to complete speaking tests in different ways. Some students who find presentation work difficult may benefit from group presentations. Variety is the spice of life Students become easily bored if the task they are completing is no different to the previous class or previous two classes.

11. Practical Scaffolding Methods Allow students time to answer Scaffolding is about helping students to complete a task. Some students require more time than others to process English. Link previous knowledge to current classes Starting with a discussion task or vocabulary task will draw out students existing knowledge helping them answer later questions Visual aids and simple language You may think your explanation is great, but can the students understand the vocabulary you use? There is nothing wrong with keeping instructions quick, short and simple. Cue cards or support cards Some groups or individuals may need extra help to complete a task, you can help them by offering out cue cards with additional details on them to help students complete a given task.

12. Scenario You have just started at a new school and the lesson plans I have given you are part of a package your predecessor has left. A note with them says that the ALT taught the same classes for five years and it's probably best if you just continue to do so. The JTEs have not been directly critical but they have said if you want your can change the content but not the topic of the classes. Your task is to change the lessons to add in methods of scaffolding and differentitation.

13. Presentations Each group will now present their adapted lesson plans to the rest of the class. Please explain the changes you have made and how you have used methods of differentitation or scaffolding.

14. Self-evaluation