Differentiated Instruction

Rotterdam, 00 januari 2007

English Year 3

The Rotterdam approach…

Karin WinkelTon de Kraay

Start

Karin Winkelk.winkel@hro.nlhttp://pabolicious.wordpress.com/

Engels in de BB- OK

Attendance Classroom language!Do’s and don’ts

Warming upWeek 2

1. Language skills: questions?2. Coursebook use 2.0

Preparation week 3 (Scaffolding)3. CLIL

Preparation week 3 ( Arts&Crafts lesson)

Warming up

1. Questions on studytask 1?

Questions? Have you got any?Finished in meeting 4

2. Coursebook use 2.0

1.Priming / introductionRubric for best practice*Activity: pair – share in class

Introduction Introduction in English.

An introduction of the theme in age appropriate language using a story, realia, visuals, TPR and/or other teaching materials.

An interactive introduction of the theme in age appropriate language using a story, realia, visuals, TPR and/or other teaching materials that makes students enthusiastic to participate.

? - + +++Activating Pre-knowledge

(chapter 6p.105)1)

What do you know about...? What is this? or opening in Dutch (p. 107 §4)1)

Any English activity that explicitly helps to find out what they know. (Word web, guessing games, bring an item, show a clip etc.)

English activities that offer every student the opportunity to express exactly what he/she knows about the given subject/topic. (e.g. guess the drawing)

Introduction of scaffoldinghow do you know this is a newspaper article/poem/cooking recipe/love letter/email?

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

CLILPe lessonplan

CLILArts and craftslessonplan

CLILMusic* lessonplan

CLILHistorylessonplan

A

B C D

3. PE lesson

CLILPE lessonplan

Activity: Fishbowl presentationRubric for best practice

FishbowlStudents in the inner circle are the only students allowed to speak. The outer circle are listening (and perhaps writing notes) only.

? - + +++

(subject)Lessonplan

Introduction subjectCore*Processing*In het nederlands

4 phases:IntroductionInputOutput / practiseTransferIncluding the words/chunks/sentences/structures offered 

Clear goals with specified knowledge, understanding and skills. Differentiated activities organised (with)in 4 phases, including a justification of the language offered and practised as well as used. 

? - + +++

CLIL English words and phrases offered in Dutch content.

Key concepts offered in English are related to key concepts in Dutch

Key concepts in English are the same as those offered in Dutch and the language component is in balance with the subject matter offered

3. CLIL Kick off:

TULEKerndoel 42De leerlingen leren onderzoek doen aan materialen en natuurkundige verschijnselen, zoals licht, geluid, elektriciteit, kracht, magnetisme en temperatuur.

National CurriculumKnowledge, skills and understanding /Grouping materials

1. Pupils should be taught to:a. use their senses to explore and recognise the similarities and differences between materialsb. 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 naturallyd. 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)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 magneticIt isn’t magneticIt doesn’t stick to the magnetIt sticks to the magnetIt 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 FirstCompetency 3.2.1-Four phase model theoryLanguage skills(yours & theirs)English in primary school (Eibo)Holland – Europe – The World Critical Age PeriodDifferentiate (continued next page)

Topical Topics

TPRCEF‘Content and Language Integrated Learning’ (CLIL)SongsGamesChantsPronunciation (continued next page)

Topical Topics

Language functions and notionsGrammar vs idiomScaffoldingRecasting

Early English teaching(EarlyBird) or vvtoOpen vs ClosedQuestions (last 10 minutes) …….

(enough already)