1. "Differentiated Instruction in the EFL classroom. Nelly Zafeiriadou, ELT School Advisor, Thrace nelzafeir@sch.gr nelzafeir@sch.gr From Bloom's Taxonomy to Goleman's Emotional Intelligence.

2. 2N. Zafeiriadou What is it? Differentiation Differentiated learning Differentiated instruction Differentiated pedagogy ____________________________________ An educational philosophy and a proactive approach to instruction."

3. 3N. Zafeiriadou differentiated instruction differentiated learning involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability studentsideasteaching materials classroomlearn studentsideasteaching materials classroomlearn ( Tomlinson, 2001) ( Tomlinson, 2001)

4. 4N. Zafeiriadou Drawing on bibliography…. Differentiated instruction, according to Carol Ann Tomlinson (2001), is the process of Differentiated instruction, according to Carol Ann Tomlinson (2001), is the process ofCarol Ann TomlinsonCarol Ann Tomlinson “ensuring that what a student learns, how he/she learns it, and how the student demonstrates what he/she has learned is a match for that student’s readiness level, interests, and preferred mode of learning”. “ensuring that what a student learns, how he/she learns it, and how the student demonstrates what he/she has learned is a match for that student’s readiness level, interests, and preferred mode of learning”. Differentiation stems from learning differences theories, how learners learn, learning preferences and individual interests (Anderson, 2007). "Research indicates that many of the emotional or social difficulties gifted students experience disappear when their educational climates are adapted to their level and pace of learning.“ Differentiation stems from learning differences theories, how learners learn, learning preferences and individual interests (Anderson, 2007). "Research indicates that many of the emotional or social difficulties gifted students experience disappear when their educational climates are adapted to their level and pace of learning.“

5. 5N. Zafeiriadou An educational philosophy that advocates "the right of each pupil to be taught in a way specifically tailored to their individual learning needs.“ (Tomlinson,2001) Tomlinson And an instruction in which students are placed at the center of teaching and learning students are placed at the center of teaching and learning

6. 6N. Zafeiriadou The model of differentiated instruction requires teachers… to tailor their instruction and adjust the curriculum to students’ needs rather than expecting students to modify themselves to fit the curriculum. Teachers who are committed to this approach believe that who they teach shapes how they teach because who the students are shapes how they learn. Differentiated instruction requires the teacher to have "sufficient appropriate knowledge of the pupils, PLUS the ability to plan and deliver suitable lessons effectively, so as to help all pupils individually to maximise their learning, whatever their individual situation".

7. 7N. Zafeiriadou Differentiation is not…. teaching at a slow pace so that everyone can keep up, allowing pupils and groups work through tasks at their own pace, or, expecting some students to do better than others and calling it 'differentiation by outcome'. or, expecting some students to do better than others and calling it 'differentiation by outcome'. it is not also 'Humiliating the slow learners by drawing attention to their limitations’ (Bigio, 2010)

8. 8N. Zafeiriadou Differentiated instruction integrates… constructivist learning theories, learning styles, and brain development with research on influencing factors of learner readiness, interest and intelligence preferences toward students’ motivation, engagement, and academic growth within schools (Anderson, 2007).

9. 9N. Zafeiriadou The theoretical and philosophical influences embedded in differentiated instruction support the three key elements of differentiated instruction itself: readiness, interest, and learning profile (Allan & Tomlinson, 2000). embedded in differentiated instruction support the three key elements of differentiated instruction itself: readiness, interest, and learning profile (Allan & Tomlinson, 2000). Lev Vygotsky, proved that individuals learn best in accordance with their readiness to do so ( ZPD) ( ZPD) The readiness of the individual should match what a student learns, how they learn it and how the student demonstrates what they learned when using differentiated instruction.

10. 10N. Zafeiriadou The theoretical and philosophical influences/2 intrinsic motivation, supports the second key element of differentiated instruction, student interest. when interest is tapped, learning is more likely to be rewarding and the student becomes a more autonomous learner. (Jerome Bruner, 1960), when interest is tapped, learning is more likely to be rewarding and the student becomes a more autonomous learner. (Jerome Bruner, 1960),

11. 11N. Zafeiriadou 3/different student learning profiles Gardner’s theory of multiple intelligences, states that people have different intelligences and learn in many different ways. Gardner’s theory suggests that schools should offer individual- centered education, having curriculum tailored to a child’s intelligence preference (Allan & Tomlinson, 2000). Gardner supports the third key element of differentiated instruction, which accounts for different student learning profiles. Gardner’s theory of multiple intelligences, states that people have different intelligences and learn in many different ways. Gardner’s theory suggests that schools should offer individual- centered education, having curriculum tailored to a child’s intelligence preference (Allan & Tomlinson, 2000). Gardner supports the third key element of differentiated instruction, which accounts for different student learning profiles.theory of multiple intelligencestheory of multiple intelligences

12. 12N. Zafeiriadou HOW? - Pre-assessment For some teachers, the first and most important step in differentiated instruction is determining what students already know so as not to cover material students have mastered, or use methods that would be ineffective for students. A pre-assessment can be a quiz, game, discussion, or other activity that asks students to answer some of the questions that would be used to evaluate their performance at the end of an upcoming unit or lesson. It may also be in the form of a learning inventory, such as a Multiple Intelligences inventory (still regarded with skepticism…) so the teacher will be able to determine how students within the class prefer to learn. It may also be in the form of a learning inventory, such as a Multiple Intelligences inventory (still regarded with skepticism…) so the teacher will be able to determine how students within the class prefer to learn.Multiple IntelligencesMultiple Intelligences

13. 13N. Zafeiriadou Content The content of lessons may be differentiated based on what students already know. The most basic content of a lesson should cover the standards of learning set by the FL curriculum( ΑΠΣ/ΔΕΠΠΣ) The teacher may differentiate the content by designing activities for groups of students that cover different areas of Bloom's Taxonomy. Bloom's TaxonomyBloom's Taxonomy When a teacher differentiates content they may adapt what they want the students to learn or how the students will gain access to the knowledge, understanding and skills (Anderson, 2007). Educators are not varying student objectives or lowering performance standards for students.

14. 14N. Zafeiriadou Bloom’s taxonomy There is more than one type of learning Benjamin Bloom& colleagues (1956), identified three domains of educational activities: Cognitive: mental skills (Knowledge) Affective: growth in feelings or emotional areas (Krathwohl, Bloom, Masia, 1973) -Attitude) Psychomotor: manual or physical skills (Simpson, 1972) use of the motor-skill areas (Skills)

15. 15N. Zafeiriadou Bloom’s taxonomy

16. 16N. Zafeiriadou In teaching practice….

17. 17N. Zafeiriadou Process The process of how the material in a lesson is learned may be differentiated for students based on their learning styles, taking into account what standards of performance are required for the age level age Information may be presented in multiple ways by the teacher, and may be based on any available methods or materials. Many teachers use areas of Multiple Intelligences to provide learning opportunities.

18. 18N. Zafeiriadou grouping practices Commonalities in the assessment results lead to grouping practices that are designed to meet the students’ needs. "How" a teacher plans to deliver the instruction is based on assessment results that show the needs, learning styles, interests, and levels of prior knowledge. The grouping practices must be flexible, as groups will change with regard to the need that will be addressed. The grouping practices must be flexible, as groups will change with regard to the need that will be addressed.

19. 19N. Zafeiriadou An example of differentiating by process, a teacher might break students into small “ability” groups based on their readiness another way to group the students could be based on the students’ learning styles. another model of differentiation, Layered Curriculum, simply offers student a choice of assignments

20. 20N. Zafeiriadou Product The product is essentially what the student produces at the end of the lesson to demonstrate the mastery of the content: tests, evaluations, projects, reports, or other activities.. The product is an integral component of the differentiated model, as the preparation of the assessments will primarily determine both the ‘what’ and ‘how’ instruction will be delivered

21. 21N. Zafeiriadou When an educator differentiates by product …. or performance, they are affording students various ways of demonstrating what they have learned from the lesson or unit (Anderson, 2007; Nunley, 2006).ie. by using, choice boards or open-ended lists of final product options( group projects) It is meant to allow students to show what they learned based on their learning preferences, interests and strengths (ie.writing an essay ), or in a method / project the student prefers (composing an original song about the content, or building a 3-dimensional object that explains mastery of concepts in the lesson ).

22. 22N. Zafeiriadou to sum up… to sum up… In differentiated instruction, teachers respond to students’ readiness, instructional needs, interests and learning preferences and provide opportunities for students to work in varied instructional formats. A classroom that utilizes differentiated instruction is a learner-responsive, teacher-facilitated classroom.

23. 23N. Zafeiriadou ‘no left behind’ instruction ‘no left behind’ instruction In a differentiated classroom lessons may be on inquiry based, problem based and project based instruction.

24. 24N. Zafeiriadou Goleman's Emotional intelligence (El) Goleman includes a set of emotional competencies within each construct of EI. Emotional competencies are not innate talents, but rather learned capabilities that must be worked on and can be developed to achieve outstanding performance. emotional competenciesemotional competencies Goleman posits that individuals are born with a general emotional intelligence that determines their potential for learning emotional competencies.

25. 25N. Zafeiriadou Goleman's Emotional Intelligence model outlines four main constructs : The model introduced by Daniel Goleman focuses on EI as a wide array of competencies and skills that drive leadership performance. Self-awareness – the ability to read one's emotions and recognize their impact while using gut feelings to guide decisions. gut feelingsgut feelings Self-management – involves controlling one's emotions and impulses and adapting to changing circumstances. Social awareness – the ability to sense, understand, and react to others' emotions while comprehending social networks. social networkssocial networks Relationship managementRelationship management – the ability to inspire, influence, and develop others while managing conflict. managing conflict Relationship managementmanaging conflict

26. 26N. Zafeiriadou Criticisms … Goleman's model of EI has been criticized in the research literature as mere "pop psychology" (Mayer, Roberts, & Barsade, 2008). "pop psychology" (Mayer, Roberts, & Barsade, 2008).pop psychologypop psychology

27. 27N. Zafeiriadou Further reading Allan, S. D., & Tomlinson, C. A. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Anderson, K. M. (2007). Tips for teaching: Differentiating instruction to include all students. Preventing School Failure, 51(3), 49-54. Ellis, E., Gable, R. A., Gregg, M., Rock, M. L. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure, 52(2), 31-47 Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: Helping every child reach and exceed standards. The Clearing House, 81(4), 161-164.

28. 28N. Zafeiriadou Further reading Rebora, A. (2008). Making a difference. Teacher Magazine, 2(1), 26, 28-31. Nunley, K. (2004). Layered Curriculum. 2nd ed. Brains.org: Amherst, NH Nunley, K. (2006). Differentiating the High School Classroom: Solution Strategies for 18 Common Obstacles. Corwin Press: Thousand Oaks, CA. Williams, M. and Burden, R. (1997). Psychology for Language Teachers. Cambridge: CUP :