virenda’s challenge describe one or two activities that worked well for you; describe one or two...

Virenda’s challengeVirenda’s challenge

Describe one or two activities that Describe one or two activities that worked well for you;worked well for you;

Describe one or two activities that Describe one or two activities that did not work at alldid not work at all

Day 4

Differentiating instruction

Survey implicationsSurvey implications

HL curricula should HL curricula should

• • Be grounded in local (HL) communities;Be grounded in local (HL) communities;• • Be authentic and personally meaningful;Be authentic and personally meaningful;

Rationale:Rationale:Most HLLs are US born or are early Most HLLs are US born or are early arrivals; study the HL to communicate with arrivals; study the HL to communicate with family and friends in the US; use their HL family and friends in the US; use their HL in the context of the home, derive benefit in the context of the home, derive benefit from belonging to a community of from belonging to a community of speakers;speakers;

Survey implications Survey implications (cont.)(cont.)

HL curricula shouldHL curricula should • • Have a bilingual and bicultural outlook;Have a bilingual and bicultural outlook; Rationale: HLLs frequently make use of both of theirRationale: HLLs frequently make use of both of their languages togetherlanguages together • • Be input rich; Be input rich; Rationale: HLLs have little exposure to their HLRationale: HLLs have little exposure to their HL• • Progress from the aural to the written registers;Progress from the aural to the written registers; Rationale; HLLs have relatively strong aural skills and Rationale; HLLs have relatively strong aural skills and

weak reading and writing skills;weak reading and writing skills;• • Accommodate different levels of proficiency;Accommodate different levels of proficiency; Rationale: HLLs in a given class can vary significantly Rationale: HLLs in a given class can vary significantly

from each other.from each other.

My experience in the My experience in the astronomy programastronomy program

The class

Me

Me

High Low

My experience in the German My experience in the German classclass

The class

Me

Me

high low

Question:Question:

How do instructors deal with situations such as these?

General approachesGeneral approaches

Work within the one-size-fits-all Work within the one-size-fits-all instructional paradigm instructional paradigm (most (most common approach)common approach)

Work within a learner-centered - Work within a learner-centered - differentiateddifferentiated - instructional - instructional paradigmparadigm

Characteristics of the Characteristics of the one-size-fits-all approachone-size-fits-all approach

Course content: The course content is determined by prior course work (1 year: beginner, 2 years: intermediate, 3 years or more: advanced);


Learning objectives: Uniform learning objectives for all studentswith regard to • what material is studied• the level of mastery of the material • time frame during which material is to be acquired (pacing)


Materials and activities: All students complete the same activities, assignments and assessments;

Dealing with student diversity Dealing with student diversity within the one-size-fits-all within the one-size-fits-all

paradigmparadigmGoal:Goal: Build maximally homogeneous classes Build maximally homogeneous classes Means:Means:

• • All students conform to the course;All students conform to the course;• • If there are sufficient numbers of If there are sufficient numbers of students are either end of the scales, students are either end of the scales, create a new course for these students;create a new course for these students;• • There is great emphasis on placement of There is great emphasis on placement of studentsstudents

My experience in the My experience in the astronomy programastronomy program

The class

Me

Me

Placement failureULTIMATE OUTCOME: I dropped out

High Low

My experience in the German My experience in the German classclass

The class

Me

Me

high low

Placement success

ULTIMATE OUTCOME: I tuned out

The learner-centered, The learner-centered, differentiateddifferentiated Approach Approach

Characteristics of Characteristics of Differentiated InstructionDifferentiated Instruction

(Tomlinson 1999)(Tomlinson 1999) Differences between students shape the Differences between students shape the

curriculumcurriculum Ongoing assessment is built into the Ongoing assessment is built into the

curriculumcurriculum Multiple learning materials are availableMultiple learning materials are available There is variable pacingThere is variable pacing Students play a part in setting goals and Students play a part in setting goals and

standardsstandards Varied grading criteria are usedVaried grading criteria are used Work is assigned to students in Work is assigned to students in

consideration of their level of readinessconsideration of their level of readiness

Dealing with student diversity Dealing with student diversity within the differentiated paradigmwithin the differentiated paradigm

Goal:Goal: Respond to the needs of all learners in class.Respond to the needs of all learners in class.

Means:Means:• • The class conforms to students;The class conforms to students;• • Teachers implement activities and instructional Teachers implement activities and instructional practices that support differentiation;practices that support differentiation;• • There is great emphasis on assessment as a There is great emphasis on assessment as a means to understand the needs, goals, etc. of means to understand the needs, goals, etc. of studentsstudents

Second language Second language teachingteaching

is one-size-fits-allis one-size-fits-all

Origins of the one-size Origins of the one-size fits all fits all

approachapproachThe idealized language learner A student whose abilities in the target language are largely a function of coursework completed.

The idealized language classA class composed of idealized language learners with the same course background.

Current realitiesCurrent realities

Language classes are increasingly populated by students who do not fit the profile of idealized language learners (non-idealized language learners).

Types of non-idealized Types of non-idealized learnerslearners

Heritage language learners;Heritage language learners; Associate-heritage language Associate-heritage language

learners;learners; Spouses of native speakers;Spouses of native speakers; Children of missionaries;Children of missionaries; Foreign language learners from the Foreign language learners from the

Millennial GenerationMillennial Generation

Types of non-idealized Types of non-idealized language classeslanguage classes

Foreign language learners + Foreign language learners + heritage language learnersheritage language learners

Heritage language learners {+ Heritage language learners {+ quasi-heritage language learners}quasi-heritage language learners}

______________________________________________________

The challengeThe challenge

How do we meet the needs of students in the various types non-idealized language classes?

ProposalProposal

Abandon the one-size-fits-all Abandon the one-size-fits-all approach approach

Replace it with a differentiated Replace it with a differentiated approachapproach

Concerns…Concerns…

It’s too much work!It’s too much work! How do I keep track of what everyone is How do I keep track of what everyone is

doing?doing? Won’t I lose control of the class?Won’t I lose control of the class? This could be an organizational nightmare!This could be an organizational nightmare! So now I have to discard everything I’ve So now I have to discard everything I’ve

been doing for years and start something been doing for years and start something new?new?

How do I even go about learning about the How do I even go about learning about the needs of my students?needs of my students?

Instructional tools

Technological tools

Teamwork

+

+

Differentiated Differentiated instruction: Basic toolsinstruction: Basic tools

ActivitiesActivities Instructional practicesInstructional practices Classroom managementClassroom management

Activities by focusActivities by focus

Grammar/vocabularyGrammar/vocabulary Reading/writingReading/writing Organize/review materialOrganize/review material AssessmentAssessment

Activities…Activities…

Don’t have to be teacher-centered

Don’t have to be Teacher-graded

Don’t have to be teacher-crushing

Grammar/vocabularyGrammar/vocabulary

Workbook and textbook exercisesWorkbook and textbook exercises Electronic resources provided by Electronic resources provided by

textbook publisher (exercises, textbook publisher (exercises, exams, tutoring)exams, tutoring)

Teacher-generated exercisesTeacher-generated exercises

Constructivist grammar Constructivist grammar activitiesactivities

(López-Sánchez and Mojica-Díaz 2006)(López-Sánchez and Mojica-Díaz 2006)

Students use authentic materials to discover Students use authentic materials to discover the patterns and principles of their language the patterns and principles of their language of studyof study

Instructor acts as a facilitatorInstructor acts as a facilitator

Grammatical analysisGrammatical analysis Mojica-Díaz and López-Sánchez (forthcoming)Mojica-Díaz and López-Sánchez (forthcoming) PretéritoPretérito RazónRazón ImperfectImperfect

ooRazónRazón

TechnologyTechnology

Computer-graded exercisesComputer-graded exercises Pedagogical web sitesPedagogical web sites

Activities that focus on Activities that focus on reading and writingreading and writing

Post-reading questions Post-reading questions Design a graphic organizer Design a graphic organizer Write or cut-and-paste a summaryWrite or cut-and-paste a summary Add information or graphics to a textAdd information or graphics to a text Re-write a textRe-write a text Others (5)Others (5)

1.1. Stop and write Stop and write (Dodge 2006)(Dodge 2006)

1. Before reading: Study the title, section headings, pictures, graphs, etc. Based on this information write a short paragraph about what you think this reading is about.

2. After reading: Revise and expand your paragraph.

3. In groups of four, assess each student’s paragraph using a rubric.

2. Dialectal Journal 2. Dialectal Journal (Dodge 2006: 67)(Dodge 2006: 67)

In this column, recordIn this column, record In this columnIn this column• a passage • write a reaction• a main idea • discuss its significance• an important event • make an inference

3. Multiple-entry 3. Multiple-entry journalsjournals

(Tomlinson 2003:157)(Tomlinson 2003:157)““As you read” As you read” promptsprompts

““After you read” After you read” promptsprompts

Topic sentence/key Topic sentence/key phrasephrase

Why it is importantWhy it is important

Puzzling sentencePuzzling sentence Possible meaningsPossible meanings

Memorable passageMemorable passage Why it is memorableWhy it is memorable

An important An important charactercharacter

Why he/she is Why he/she is importantimportant

Intended audienceIntended audience How you know this is How you know this is the intended the intended audience.audience.

4. Text-to-self 4. Text-to-self connectionsconnections

(Harvey and Goudvis 2000:266)(Harvey and Goudvis 2000:266)Passage from the textPassage from the text

This reminds me of…This reminds me of…

Passage from the textPassage from the text

I agree or disagree because…I agree or disagree because…

Passage from the textPassage from the text

I find this interesting because…I find this interesting because…

5. Text-to-text 5. Text-to-text connectionsconnections



Character from the textCharacter from the text

This character reminds me of…This character reminds me of…

A theme of the textA theme of the text


5. Text-to-world 5. Text-to-world connectionsconnections



Character from the textCharacter from the text

This character reminds me of…This character reminds me of…

A theme of the textA theme of the text


Activities to organize or Activities to organize or review the materialreview the material

Sum-it-up!Sum-it-up! The exit cardThe exit card The organizerThe organizer Write a testWrite a test

Sum it up! Sum it up! (Dodge 2006)(Dodge 2006)

Topic/question/sentenceTopic/question/sentence What I already knew.What I already knew.

What I learned.What I learned.

What I still need to figure out.What I still need to figure out.

Date:Date:

Date:Date:

Date:Date:

The exit card The exit card (Dodge 2006)(Dodge 2006)

Describe an “aha!” momentDescribe an “aha!” moment

Formulate a question about a point that Formulate a question about a point that remains unclear. Describe one or two remains unclear. Describe one or two strategies that you will use to answer this strategies that you will use to answer this question.question.

Compare and contrast ____________Compare and contrast ____________

The organizerThe organizer

Chapter Chapter topicstopics

Ideas Ideas presentedpresented

Expected Expected outcomesoutcomes

Write a testWrite a test

Write three questions that would be much Write three questions that would be much too difficult for in-class test but would be too difficult for in-class test but would be appropriate for a take-home exam.appropriate for a take-home exam.

Write three questions that would be much Write three questions that would be much too easy for an in-class test.too easy for an in-class test.

Write three questions that are of reasonable Write three questions that are of reasonable level of difficulty and of high relevance for level of difficulty and of high relevance for an in-class exam.an in-class exam.

Assessment optionsAssessment options Design a web siteDesign a web site Prepare a PowerPoint presentationPrepare a PowerPoint presentation Conduct an interviewConduct an interview Create an annotated electronic bibliographyCreate an annotated electronic bibliography Prepare a pamphletPrepare a pamphlet Make a movieMake a movie Rewrite a reading in a different genreRewrite a reading in a different genre Rewrite a reading using US-appropriate Rewrite a reading using US-appropriate

theme or languagetheme or language Imitate a writer’s styleImitate a writer’s style

Voces Voces by Reinaldo Arenasby Reinaldo Arenas

Nosotros vinimos por el aireNosotros vinimos por el marNosotros llegamos amarrados a la cámara de un autoNosotros llegamos sujetos a la rueda de un aviónNosotros salimos conjurando tiburones y guardacostasNosotros salimos taladrando un túnel en el aireNosotros salimos agarrados a la cola de un cometaNosotros llegamos a nado, vomitando la bilis,soltando el bofe,los huesos al sol, deshidratados,descarnado el corazón.Sí, sin duda somos los más dichosos-los afortunados.Los demás yacen sin tiempo bajo el maro condenan nuestra fugamientras secreta y desesperadamente desean partir.

Voces Voces by Mayra Ocampoby Mayra Ocampo Nosotros vinimos por tierras prohibidasNosotros vinimos por tierras perdidasNosotros llegamos torcidos en la cajuela de un autoNosotros llegamos con una identidad robadaNosotros salimos conjurando serpientes y patrullasNosotros salimos aferrados a una fe incierta, rezando a un Juan soldadoNosotros llegamos escarbando un túnel en la sierraNosotros llegamos hambrientos, deshidratados, desesperados,con las tripas vacías,los huesos al sol, la lengua al aire.Sí, sin duda somos los más envidiados-los que pasamos con suerte.Los demás yacen olvidados en el desiertosus almas perdidas y vagandomientras familiares sufren su partiry sueñan con un milagro.

Differentiation: Basic Differentiation: Basic toolstools


Instructional practicesInstructional practices

Group workGroup work CentersCenters ContractsContracts StationsStations

Instructional practicesInstructional practices Group work: Grouping strategies, Group work: Grouping strategies,

types of groupstypes of groups CentersCenters Choice boardsChoice boards ContractsContracts

Grouping strategiesGrouping strategies

Flexible

By ability

By interest

By learning style

By student choice

By chance/proximity

varieduniform

hobbiesprofessional goalsacademic needs

visual auditoryverbal

Types of groupsTypes of groups

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

Learning partnersLearning partners

For accuracy checksFor accuracy checks For reading aloudFor reading aloud For peer editingFor peer editing For peer teachingFor peer teaching

Small groupSmall group

Roles:

1. Facilitator: Makes sure that everyone contributes to the discussion, makes sure that everyone’s contribution is given careful consideration;

2. Monitor: Makes sure that everyone uses the target language and stays on task;

3. Liason: Communicates with the teacher and other groups for clarification, questions, etc.

4. Secretary: Takes notes on the discussion and reports back to the class

Forming small groupsForming small groupsThe Jigsaw Sequence The Jigsaw Sequence

(Dodge, 2006:118)(Dodge, 2006:118)““Home base” groupHome base” group

11 22

33 4411 22

33 4411 22

33 4411 22

33 44

11111111

22222222

33333333

44444444

“Expert” group

Activities for a jigsaw Activities for a jigsaw sequencesequence

After completing a reading:After completing a reading:

Group 1:Group 1: Answer comprehension questions Answer comprehension questionsGroup 2:Group 2: The multiple-entry journal The multiple-entry journalGroup 3:Group 3: Write a summary Write a summaryGroup 4:Group 4: Re-write the text Re-write the text

Half-class/half classHalf-class/half class

The instructor works with one half of the class while the over half completes assigned tasks.

CentersCenters

A classroom area that contains a collection of activities or materials designed to teach, reinforce, or extend a particular skill or concept (Tomlinson 1999:76).

My own use of centersMy own use of centers

Virtual spaces (Blackboard)Virtual spaces (Blackboard) Computer gradedComputer graded Work is done outside of classWork is done outside of class Work is done independently by studentsWork is done independently by students Work is self-pacedWork is self-paced

(the workbook can also be a source of(the workbook can also be a source of

center activities)center activities)

ContractsContracts

A negotiated agreement between teacher and student that gives students some freedom in acquiring skills and understanding (Tomlinson, 1999: 87)

My own use of learning My own use of learning contractscontracts

Gramática/Gramática/VocabularioVocabulario

OrtografíaOrtografía

Complete all exercises on Complete all exercises on Blackboard;Blackboard;

Complete exams for chapters 1 Complete exams for chapters 1 and 2;and 2;

Complete series of exercises on Complete series of exercises on “las haches”“las haches”

Complete Acentos I and IIComplete Acentos I and II

ComunicaciónComunicación Colecciones (long-term)Colecciones (long-term)1.Expand the Frida Kahlo 1.Expand the Frida Kahlo reading. Use information from reading. Use information from the movie and the internet; ORthe movie and the internet; OR

Complete Text-to-text connection Complete Text-to-text connection with Pales-Matos poem;with Pales-Matos poem;

2. Do oral interview2. Do oral interview

1. Gather articles on your field1. Gather articles on your field

of specialization. Create a of specialization. Create a bilingualbilingual

list of the pertinent vocabulary; list of the pertinent vocabulary; OROR

2. Survey and interview high2. Survey and interview high

school students and parents onschool students and parents on

their ideas about college.their ideas about college.

Stations Stations

Different spots in the classroom where students work on various tasks simultaneously. Not all students need to go to all stations or spend the same amount of time in each station (Tomlinson 1999:62).

Independent studiesIndependent studies

A tailor-made opportunity to help students develop talent and interest areas (Tomlinson 1999:92)

My own use of My own use of independent studiesindependent studies

Option of last resort with students Option of last resort with students who just don’t fit inwho just don’t fit in

Sample casesSample cases

In my bilingual teacher classIn my bilingual teacher class

In a high school in Alabama In a high school in Alabama

Differentiation:Basic Differentiation:Basic toolstools


Classroom managementClassroom management

Laying the groundworkLaying the groundwork Communicating with studentsCommunicating with students Tapping into collegial funds of Tapping into collegial funds of

knowledgeknowledge

Laying the groundworkLaying the groundwork

Prepare students toPrepare students to

work in groups;work in groups; work online;work online; use templates and routines;use templates and routines; use strategies that will help them navigate the use strategies that will help them navigate the

material; material;

Using case studies to Using case studies to prep students for group prep students for group

workworkLearning Team A is made up of Frank, Omar,Lisa, Jackie, and Shawn. Frank volunteers to bethe team leader and takes control rather easily.He notices Lisa is the last person to makecomments and suggestions…The deadline for the first project is in two days and Lisa has not contributed much. If you were in Learning Team A, how would you first define the problem? (Brooke 2006:144)

Laying the groundwork Laying the groundwork for for

online learningonline learning Teach students to give substantial

and appropriate discussion responses

Distribute nettiquete guidelines Make sure that students understand

the layout of your course’s webpage and know how to use the various features of this page

Brooke 2006:148Brooke 2006:148

• A good response to others is not something like "I agree." Please find something that you can analyze, addto, critique, explain, disagree with, or something. It should be a few cogent sentences. It should containsomething that shows your knowledge of the book, as well as additional materials you might bring to classfrom the web and elsewhere.• You must use references to support your work. You CANNOT copy a website and paste it as your response. If you want to use a website, summarize it, outline the pertinent information, and then cite the webpage. Ifyou copy a webpage as your response, you will earn 0 points for the module.

Brooke 2006:148 (cont.)Brooke 2006:148 (cont.)

• Think of this as your opportunity to teach. Create substantial responses which expand on a point and present information on the topic. Your responses should demonstrate your critical thinking on the topic.

Laying the groundwork Laying the groundwork

To engage in group work;To engage in group work; To work online;To work online; To use templates and routines;To use templates and routines; To use strategies that will help them To use strategies that will help them

navigate the course; navigate the course;


Laying the groundworkLaying the groundwork Communicating with studentsCommunicating with students Tapping into collegial funds of Tapping into collegial funds of

knowledgeknowledge

Communicating with Communicating with studentsstudents

Provide clear and precise directions Provide clear and precise directions for all activities for all activities in writing

Communicate objectives and expected outcomes in writing

Provide rubrics or check-lists for students to monitor their own progress

Text-to-text connectionText-to-text connection

Title of English-language poem: Poet:Title of English-language poem: Poet:

Compare themes in the two poems:Compare themes in the two poems:

Compare the use of language in the two Compare the use of language in the two poems:poems:

Compare the use of imagery in the two Compare the use of imagery in the two poems:poems:

Compare information about the poets (i.e. Compare information about the poets (i.e. background, ideology, key life experiences, background, ideology, key life experiences, etc.)etc.)

Compare and contrast key facts about the Compare and contrast key facts about the Afro-Negroide movement and the Harlem Afro-Negroide movement and the Harlem Renaissance. Renaissance.

Check-list for text-to-text Check-list for text-to-text connection activityconnection activity

1. Re-read Danza Negra and all background 1. Re-read Danza Negra and all background information provided in the text. Note information information provided in the text. Note information about themes, choice of language, imagery, the about themes, choice of language, imagery, the poet, and the Afro-Negroide movement.poet, and the Afro-Negroide movement.

NotesNotes

2. Research the Harlem Renaissance. Note general 2. Research the Harlem Renaissance. Note general information about the above topics.information about the above topics.

NotesNotes

3. Find an author and poem associated with the 3. Find an author and poem associated with the Harlem Renaissance that you will use for your text-Harlem Renaissance that you will use for your text-to-text connection activity. This poem will be in to-text connection activity. This poem will be in English. Justify your selection.English. Justify your selection.

NotesNotes

4. Research this poem, paying particular attention 4. Research this poem, paying particular attention to information about each of the above topics.to information about each of the above topics.

NotesNotes

5. Fill out the text-to-text connection chart. Be sure 5. Fill out the text-to-text connection chart. Be sure to have a minimum of five sentences for each topic.to have a minimum of five sentences for each topic.

NotesNotes

6. Run a spell check on your work. Document your 6. Run a spell check on your work. Document your sources.sources.

NotesNotes


Laying the groundworkLaying the groundwork Communicating with studentsCommunicating with students Tapping into collegial funds of knowledgeTapping into collegial funds of knowledge

Tapping into collegial Tapping into collegial funds of knowledgefunds of knowledge

Don’t do it alone: share activities, tips, Don’t do it alone: share activities, tips, tests, rubrics, etc. with colleagues;tests, rubrics, etc. with colleagues;

Join a collegial circle;Join a collegial circle; Experiment with different activities and Experiment with different activities and

share your experiences with other share your experiences with other instructors;instructors;

Talk to elementary school teachers;Talk to elementary school teachers; ______________________________________________________________

A final word on workloadA final word on workload Don’t go cold turkey. Aim to introduce a Don’t go cold turkey. Aim to introduce a

differentiated activity every week or two. differentiated activity every week or two. Build up a bank of activities over time;Build up a bank of activities over time;

Take advantage of templates;Take advantage of templates; Don’t try to differentiate every aspect of Don’t try to differentiate every aspect of

instruction. Use differentiation only when instruction. Use differentiation only when needed;needed;

Press on. This will be difficult at first but Press on. This will be difficult at first but the results are well worth it. the results are well worth it.

BUTBUT

We’re not done!We’re not done!

Before you can Before you can differentiate…differentiate…

You need to know your You need to know your students; their needs, students; their needs, abilities, goals, etc.abilities, goals, etc.

Action Research: ToolsAction Research: Tools

Surveys;Surveys; Interviews;Interviews; Observations;Observations; Focus groups;Focus groups; Self-assessments;Self-assessments; Coursework (tests, homework, etc);Coursework (tests, homework, etc); Diaries/journals;Diaries/journals; Teaching logs;Teaching logs;

Let’s apply what we’ve Let’s apply what we’ve learnedlearned

Task: Design four different tasks for Task: Design four different tasks for the same text or material (YouTube the same text or material (YouTube entry, etc.)entry, etc.)

Works citedWorks cited

Brooke, S. 2006. Using the Case Method to Teach Online Classes: Promoting Socratic Dialogue and Critical Thinking Skills. International Journal of Teaching and Learning in Higher Education. Vol. 18 (2) 142-149.

Dodge, Judith (2005). Differentiation in Action: A Complete Resource with Research- Supported Strategies to Help You Plan and Organize Differentiated Instruction and Achieve Success with All Learners, Grades 4-12. New York: Scholastic.

Harvey, S. & Goudvis, A. (2000). Strategies that Work: Teaching Comprehension to Enhance Understanding. Portland: ME: Stenhouse

Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA:ASCD.

virenda’s challenge describe one or two activities that worked well for you; describe one or two...

Documents

skills rationale hlls

instructional paradigm

assessments slide

advanced slide

pacing slide

instructional paradigm

high low slide

rich rationale