11. Our challenges
we must teach content, but students learn
at different times with different strengths
12. Our challenges
we must teach content, but students learn
at different times with different strengths
we have students at different levels of
language background in a classroom
13. Our challenges
we must teach content, but students learn
at different times with different strengths
we have students at different levels of
language background in a classroom
we must set main learning goals and find
ways to make sure students reach them
and move through our program
14. Traditional view
of Teaching
Teacher sets curricular goals
for a class and teaches that
class the necessary elements to
continue their journey
15. Differentiated view
of Teaching
Teacher sets curricular goals
for a class and teaches the
many different individuals who
each bring different needs,
interests and abilities.
21. What is Differentation?
A teacher’s response to learner needs
The recognition of students’ varying
background knowledge and learning styles
22. What is Differentation?
A teacher’s response to learner needs
The recognition of students’ varying
background knowledge and learning styles
23. What is Differentation?
A teacher’s response to learner needs
The recognition of students’ varying
background knowledge and learning styles
Instruction that honors students’ differences
24. What is Differentation?
A teacher’s response to learner needs
The recognition of students’ varying
background knowledge and learning styles
Instruction that honors students’ differences
25. What is Differentation?
A teacher’s response to learner needs
The recognition of students’ varying
background knowledge and learning styles
Instruction that honors students’ differences
A philosophy of teaching and not just a set
of strategies
31. Characteristics of a
differentiated class
High expectations for all
Respectful tasks
Flexible grouping
Ongoing assessment
Positive and safe learning
environment
32.
33.
34. Misconceptions about
differentiation
It is extra teaching
There is never full class activity
It is high level kids vs. low level kids
I’m a language teacher - I automatically
differentiate!
39. Content
What a student knows,
understands and is able to
do as a result of the
instruction: “the input”
40. Content=Curriculum
It must engage students/spark curiosity
(they already have stuff that engages them!)
Covering material drives us - how we cover
it makes the connection
Curriculum design - backwards/top down
(driven by essential questions)
Students then take different paths to learn
52. How do we
start?
Start Slowly
Organize classroom
Find student interests
Use technology
Start w/familiar tasks
Provide choices to students
53. How to start (cont.)
Let students know that you are using
differentiation
Spend time studying your students
Use pre-assessments
Sit with groups of students early in course
Ask students what works best for them
59. Making sense of pre-assessment data
* It is our qualitative research
* Sort this data into groups, based
on powerful differences
* Identify learning differences
* Decide how to address the differences
63. My French III challenge!
The Imperfect tense is our first
major challenge
They must know the passé
composé from Fr II
Do they know when to use pc?
Do they know être vs. avoir verbs?
Do they understand agreement?
I need to pre-assess!!
I may want to compact....
64. Building a community
It takes time with adolescents
Build a team
Use tools like interest inventories
“find someone in the class who...”
“me” inventory
73. Learning Centers Activity
In small groups, select a content concept
(weather, literary excerpt, story...)
Suggest various learning areas
Design products for each area
77. Assessment grading
Fable - Le Corbeau et le Renard
C - draw story w/10 stick figures to show
understanding
B - write 5 sentences in French about
what happened to show grasp of
subtleties
A - write your own French version /
change ending to show depth of
comprehension
78. Formative & Summative Assessment
When the cook
tastes the soup,
that’s Formative
Assessment
When the customer
tastes the soup, that’s
Summative Assessment
