teaching heritage speakers iii: differentiated teaching and mixed classes

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Teaching Heritage Speakers III: Differentiated Teaching and mixed classes STARTALK, 2012 National Heritage Language Resource Center, UCLA

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Teaching Heritage Speakers III: Differentiated Teaching and mixed classes. STARTALK, 2012 National Heritage Language Resource Center, UCLA. First presentation (Monday morning). The elements of HL teaching; Identifying good materials; Adapting not so good ones. - PowerPoint PPT Presentation

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Page 1: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

STARTALK, 2012National Heritage Language Resource

Center, UCLA

Page 2: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

First presentation (Monday morning)

• The elements of HL teaching;• Identifying good materials;• Adapting not so good ones

Page 3: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Second presentation(Monday afternoon)

• Introduction to differentiated teaching with a focus on three tools: templates, agendas, centers.

Page 4: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Today

• Two more tools of differentiation (cont.)Formative assessmentGroup work (paired work, ½ class)

• Mixed pairings (HL + L2)Ask me later, if you are interested:

Small groups Contracts

Page 5: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

First: The exit card question

• Question: How do you differentiate with a fixed syllabus?

• Answer: Design the syllabus for the “typical student”. Build in pathways for students at different levels to meet course objectives.

Page 6: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

The exit card question (cont.)

Not so good Better Best

Start at the front of the book, curriculum is fixed.

Start with a curriculum that is designed to meet the needs of the majority (typical learner) for the learner and program.

Start with a curriculum that targets majority needs and is flexible enough to respond to the needs of individual learners.

Appropriate for homogeneous classes, not for mixed classes

Weakness: Neglects those who fall outside that group .

Strength: Meets the needs of all learners.

Page 7: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Conditions essential to differentiation

• Instructors: Need to know students’ needs and strengths and be able to use the tools that support differentiation;

• Students: Need to know where they are, relative to where they need to be. Need to become independent learners;

Page 8: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Formative assessment makes this possible

• Instructors: Need to know students’ needs and strengths and be able to use the tools that support differentiation;

• Students: Need to know where they are, relative to where they need to be. Need to become independent learners;

Page 9: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Templates and exit cards can help with this

• Instructors: Need to know students’ needs and strengths and be able to use the tools that support differentiation;

• Students: Need to know where they are, relative to where they need to be. Need to become independent learners;

Page 10: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Creating independent learnerspalabra significado significado oración

Mi my me

Tu you your

Te pronoun tea

Se I know pronoun

De of give

Mas more but

Si yes if

El the he

Page 11: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

What do you need in order to differentiate?

• Instructors: Need to know students needs and strengths and be able to use the tools that support differentiation;

• Students: Need to know where they are, relative to where they need to be. Need to become independent learners;

Page 12: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

How do these tools support differentiation?

• Templates • Agendas: Vary pacing• Centers: Vary process (how you acquire

knowledge)• Group work• Contracts

Page 13: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Back to today

• Two more tools of differentiation (cont.)Formative assessmentGroup work (paired work, ½ class)

• Mixed pairings (HL + L2)Ask me later, if you are interested:

Small groups Contracts

Page 14: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Assessment

• Diagnostic (pre-instruction) • Formative (during instruction)• Summative (post instruction)

Page 15: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Assessment

• Diagnostic (pre-instruction) • Formative (during instruction)• Summative (post instruction)

Page 16: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Formative assessment Formative assessment Summative assessment

Purpose To improve instruction and provide feedback to students

To measure student competency

When administered Ongoing, throughout unit End of unit or course

How students use results To self-monitor understanding,Identity gaps in understanding and strengths

To monitor grades and progress toward benchmarks

How teachers use results To check for understanding, modify their own teaching to enhance learning

For grades, promotion

How programs use results To modify the curriculum and program To report to external entities

Adapted from Checking for Understanding. Formative Assessment Techniques for Your Classroom by Douglas Fisher and Nancy Frey, ASCD, 2007

Page 17: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

In essence, formative assessment…

Provides information to instructors, learners andprograms about

a) where they are;b) where they need to be;c) how to bridge the gap between (a) and (b)

Page 18: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

HOW DID THE EXIT CARD ACCOMPLISH THESE GOALS YESTERDAY?

Page 19: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Almost everything can function as formative assessment

Exit card Quizzes, practice tests (group + individual)Quick checks TemplatesHomework exercisesClass activities The KWL chart (What I know, What I want to learn, What Ilearned)

Page 20: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Why do we need formative assessment?

Page 21: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes
Page 22: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Suppose the following HL Learners are all in the same class:Advanced bilingual, schooled: Born abroad. Arrived in the US at age 9;Typical HL learner: US-born. Both parents are native speakers, immigrants.Receptive bilingual US-born. Speaks HL only with mother. Father does not speak HL.

Page 23: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Two-track program:Arabic 100 for HL learners

Arabic: Diglossia • Modern Standard Arabic (High prestige, formal situations, written, known by educated speakers, lingua franca among Arabs from different countries);

• Colloquial Arabic (Low prestige, home language, informal communications, not commonly written, mutually unintelligible regional dialects) (Maamouri 1998)

Arabic 100: • 11 students from six Arab countries (Syria, Lebanon, Saudi Arabia, Jordan, Morocco, Egypt) and 1 student from Indonesia (Muslim). • 2 have four or more years of education abroad, 3 have three years of religious education in Arabic in the US; the rest have no literacy skills in Arabic;

Page 24: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

How do you assign a grade to these students and

• Maintain standards• Address issues of fairness

Page 25: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

BUILD IN PATHWAYS FOR ALL STUDENTS TO MEET COURSE OBJECTIVES

Answer: Differentiate instruction

Page 26: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Example from my own class

Page 27: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Back to outline

• Two more tools of differentiation (cont.)AssessmentGroup work (paired work, ½ class)

• Mixed pairings (HL + L2)Ask me later, if you are interested:

Small groups Contracts

Page 28: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Types of groups

• Learning partners (1/1)• Small groups (3-5)• Half-class/half-class

Page 29: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Grouping strategies

Flexible

By ability

By interest

By learning style

By student choice

By chance/proximity

By HL/L2 status

Page 30: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Grouping strategies: Earlier activities

Flexible

By ability

By interest

By learning style

By student choice

By chance/proximity

By HL/L2 status

Page 31: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Grouping strategies: Focus of this presentation

Flexible

By ability

By interest

By learning style

By student choice

By chance/proximity

By HL/L2 status

Page 32: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Learning partners: HL-L2 pairings

• In Bowles (2012) HL-L2 pairings worked on an oral information gap activity involving home vocabulary. Results: L2 learners benefited more from the activity than HL learners.

• In Bowles (2011) HL-L2 pairings worked on oral and written tasks involving wider range of vocabulary. Result: both types of learners benefited equally from the activity.

Page 33: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

What made the difference?

• Material + taskHL learners are better at spontaneous tasks that

tap into intuitive use of language, L2 learners, on the other hand, do better at tasks that require meta-linguistic knowledge;

HL learners are more familiar with home vocabulary; L2 learners, on the other hand, are more familiar with academic vocabulary

Page 34: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Key ideas about HL + L2 pairings

• Take advantage of complimentary strengths of learners

• To the extent possible match HL-L2 pairs for proficiency

• Mix tasks that require intuitive knowledge with tasks that require meta-linguistic knowledge

• Hold both students accountable for contributing to the task

Page 35: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

The house comparison task: HL + L2 learner pairings

• Using the house…yes or no?• Having only an oral component…yes or no?

Page 36: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Activity for the geography reading

• Task: Discuss the reading with the goal of identifying differences between Mexico and the US. Write 15 sentences that compare and contrast the countries. Ten sentences must draw on information in the reading and 5 on background knowledge.

Page 37: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Another activity

• Designing a word cloud for the reading

Page 38: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes
Page 39: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Activity

• Task: Design a word cloud consisting of 30 - 40 key terms – not based on frequency, but on importance to the main ideas;

• Why is this a good task?

Page 40: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Types of groups

• Learning partners (1/1)• Small groups (3-5)• Half-class/half-class

Page 41: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Use agendas to break up the class into two groups…

Group 1 works with the instructor;Group 2 works on their agenda (a list of activities

students must complete in a given time. Vary the pace and product. Support self-directed learning and effective classroom management)

Page 42: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

With the little bit of time left…

Page 43: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

A challenge for the most intrepid…

• A native speaker in a class of HL learners;• What do you do with this student? How do

you challenge him/her? How do you make sure that other students’ learning is not compromised?

Page 44: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Contracts

• Contracts: An agreement between the teacher and student. Individualized.

• Agendas: A list of activities all students must complete in a given time.

Page 45: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Contracts

• What can you put in a contract for very advanced/native students?

Page 46: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Summary: Differentiation

Page 47: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Summary – group work• Paired work, HL-L2: To the extent possible, match

students for proficiency. Design activities that tap into complementary strengths.

• Half class: Use agendas when meeting with one half of class.

Page 48: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

All classes

• Use templates to differentiate instruction by learner needs and foster independent learning;

• Use agendas and centers to vary pace, process, and content;

• Use contracts for students whose abilities far exceed those of the class.

Page 49: Teaching Heritage Speakers III: Differentiated Teaching and mixed classes

Thank you!